table of contents · web view2015. 9. 16. · rl10.1 cite strong and thorough textual evidence to...

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: Literature II: American Literature

Course DescriptionThis course is aligned with the Common Core State Standards and the NJ Model Curriculum,

surveying the development of American Literature with an emphasis on the work of the significant

writers of the times, including women and minorities, in their historical context. Students become

aware of the controversial and stimulating ideas contained in America’s literary history, and

examine the interactions between the writers’ purpose, subjects, and audience expectations.

Assignments will include expository, personal, and persuasive writing, oral expression,

vocabulary development, and research & analysis. The material is divided into five sequential

units of instruction. The course is writing-intensive to emphasize a critical analysis of the work

being studied, and to incorporate a range of research and writing skills.

Pacing Guide

Unit Unit Name

Monthly Pacing

Schedule

Approx. # of TotalDays

1The New World Becomes a New Nation 17

2Revolution, Romanticism, Regionalism, and Realism

17

3Emerging Modernism 17

4Voices of Protest Take the Stage 17

5Postmodern Challenges and Diversity 17

Unit 1: The New World Becomes a New Nation Pacing: 17 days


Content Area/Course: English Language Arts/Literature II: American Literature

Common Core State Standards Addressed in this UnitStage 1- Desired Results

RL10.1 Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as the inferences drawn from

the text.

RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;

analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.10.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature,

including how two or more texts from the same period treat similar themes or topics.

RI.10.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether

the structure makes points clear, convincing, and engaging.

RI.10.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and

content contribute to the power, persuasiveness, or beauty of the text.

RI.10.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance

(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural

Address) for their themes, purposes, and rhetorical features.

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.10.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can

follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and

style are appropriate to purpose, audience, and a range or formal and informal tasks.

L.10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening.


Essential Questions Enduring Understandings

W hat key knowledge and skills will students acquire as a result of this unit?

Content:Students will know:

● Allusion

● Archetypes

● Pictographs

● Creation myths/Stories

● Irony

● Extended metaphors

● Witch hunt

● The rhetorical triangle: ethos, pathos, logos

● Didactic poetry

● The Great Awakening

● Idealism

● Lyric poetry

● Anti-federalism

● Deism

● Federalism

● Separation of church and state● Literary movements (Colonial Period /Puritanism 1600-1830, Revolutionary Period 1765-1790, Early Nationalist/Federalist Period (1790-1830)

Skills:Students will be able to:

●Identify emerging themes in early American literature, such as a

"new Eden," "salvation," and "cooperation and conflict."

●Compare and contrast the experiences of America’s earliest

settlers, as conveyed through primary source documents and

literature of the Colonial period.

●Identify and explain elements of Puritan literature.

●Explain the role of religion in early American life.

●Identify defining themes in American literature.

●Identify and explain the historic and literary significance of

America’s founding documents.

●Analyze the use of literary elements in persuasive writing.

●Compare and contrast points of view in arguments presented on

related issues.

●Analyze the qualities of an effective argument.

●Apply knowledge of effective arguments when writing one of their

own.

Stage 2- Assessment

Students will understand that:● The exploration of America leads to storytelling. The power of the individual has associated

responsibilities, risks, and rewards. Literature can be used to strengthen the individual

and regain power from those who would use it for their own purposes.

A writer selects a form based on audience and purpose.

Truth has no meaning when men believe only what they want to believe.

Finding the truth sometimes requires sacrifice. Literature is a tool for political and cultural change. Society has a role in shaping our identity.

Big Idea: Readers glean insights by witnessing the journeys of authors and the characters they create as well the challenges they face to establish a new and just society.

● How does our culture influence us in our understanding of texts, people, events, cultures, and themes?●How do written and oral traditions combine to form the literature of a culture?●How do an author’s personal experiences influence his/her writing?●What is literature’s responsibility to historical accuracy?●What virtues and values emerged as foundational to the American character? How did they change over time?●How can the Revolutionary spirit still be seen in modern American society?


What evidence will show that students understand?

Performance Tasks & Criteria:(Align to New Jersey Model Curriculum & Common Core Standards)

Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting individually, in pairs, and/or in small groups on a given seminar or essay question. In this way, students generate ideas. (Seminar and essay assignments may include more than one question. Teachers may choose one or all of the questions to explore in the course of the seminar; students should choose one question for the essay.) Seminars should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. Textual evidence should be used to support all arguments advanced in seminars and in all essays. Page and word counts for essays are not provided here, but teachers should consider the suggestions regarding the use of evidence, for example, to determine the likely length of good essays.

Reading Literature, Performance Select a one- to two-minute passage from one of the texts and recite it from memory. Include an introduction that states: What the excerpt is from,

who wrote it, and why it exemplifies Puritan literature. Record your recitation using a video camera so you can evaluate your performance for

accuracy. (RL.10.9,SL.10.6)

Reading Informational Text, Argument Writing

In his essay "The Trials of Phillis Wheatley” Henry Louis Gates, Jr. discusses Wheatley’s critics. He notes that her "trials” began when her white

contemporaries doubted her ability to write. Today, Gates says, her "trials” continue. In the conclusion to his essay, Gates suggests that Wheatley’s critics miss

a crucial point: "The challenge isn’t to read white, or read black; it is to read. If Phillis Wheatley stood for anything, it was the creed that culture was, could be,

the equal possession of all humanity.” Write an argument in which you agree or disagree with Gates; use evidence from Wheatley’s work to support your

position. (RL.10.1,RI.10.1, W.10.1)

After reading excerpts from "Sinners in the Hands of An Angry God,” write an argument that explains why you think early settlers were persuaded by Edwards’s

sermon. Note evidence from the text to support your thesis.(RL.10.1,RL.10.2, W.10.1)

Do the Declaration of Independence and the Constitution share similar tones? Why or why not? Use at least three pieces of textual evidence to support your

argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates.

(RI.10.9, W.10.9b, SL.10.1)

Language Usage

Examine one of the texts studied in this unit for usage (e.g., words or conventions) that differs from contemporary usage. Discuss with classmates online or in

class whether and/or how the meanings of words and/or sentence structure has changed since that time. "Translate” instances of antiquated syntax into

contemporary sentences; determine whether and/or how the meaning of the sentence is affected by the translation. (L.10.1a)

Examine one of the founding documents for variety in sentence structure. (Teacher will select passages and highlight three sentences.) With guidance from

your teacher, diagram the three highlighted sentences. Then rewrite each sentence in "contemporary” prose.(L.10.3)

Argument Writing

Seminar: Could some contemporary American approaches to religion be traced to Puritan origins? Why or why not? Write an argument in which you use at

least three pieces of textual evidence to support your position. Share your initial thoughts on the classroom blog in order to get feedback from your classmates.

(RI.10.4, RI.10.9,W.10.2)

Performance Tasks & Criteria:

Argument Writing (continued)

Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence.



Argument Writing (continued)

Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence.



Speaking and Listening

Reflect on seminar questions, take notes on your responses in your journal or on a shared spreadsheet, and note the page numbers

of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and

guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.10.1, RL.10., SL.10.1)

Film, Reading Literature, Argument Writing

Seminar: View a staged or film version of The Crucible. Then discuss this question: Is John Proctor a tragic figure? Why or why not?

Compare him to other tragic figures studied in ninth grade, such as Oedipus Rex. Write an argument in which you use at least three

pieces of textual evidence to support your position. Your teacher may give you the opportunity to share your initial thoughts on the

classroom blog in order to get feedback from your classmates. (RL.10.3, RL.10.7)

Oral Presentation, Multimedia Presentation

Students will prepare and give a formal summary (oral or mixed-media presentation) of their research paper, fielding questions from peers.(SL.10.3, SL.10.4)

Reading Informational Text, Informational Writing

Write an essay in which you explain Madison’s use of the term faction in Federalist No. . Use at least three pieces of textual evidence to support an original thesis statement. Your teacher may give you the opportunity to post your first draft on a shared spreadsheet and receive feedback from classmates before publication. (RI.10.9, W.10.2, W.10.9b)

Speaking and Listening

Reflect on seminar questions, take notes on your responses in your journal or on a shared spreadsheet, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing (RL.10.1, SL.10.1)

Research, Reading Informational Text, Informative Writing

(This essay could be assigned in collaboration with an American history teacher.) Select one of the Founding Fathers and conduct independent research, defining and refining the research question independently. The final informative/explanatory essay should include the following sections: Biographical information, analysis of a document that the founder wrote, including its historical significance, the founder’s unique contribution to the new nation, and the long-term importance of the founder.

The essay should reflect your reasoned judgment about the quality and reliability of sources consulted (i.e., why you emphasize some and not others), a balance of paraphrasing and quoting from sources, and proper citation of sources. Your teacher may give you the option of adding a multimedia component to your paper, either by creating a digital slide presentation to highlight key points, or a movie in which your paper becomes the narration. (RI.10.1,W.10.7,W.10.8,W.10.9,SL10.5)

Research, Reading Literature, Reading Informational Text, Informative Writing

Select one of the texts studied and write a research paper in which you trace the enduring significance of the work through contemporary American history. Cite at least three secondary sources to support an original thesis statement. The essay should reflect your reasoned judgment about the quality and reliability of sources consulted (i.e., why you emphasize some and not others), a balance of paraphrasing and quoting from sources, and proper citation of sources. Your teacher may give you the option of adding a multimedia component to your paper, either by creating a digital slide presentation to highlight key points, or a movie in which your

paper becomes the narration. (RI.10.1, W.10.7, W.10.8, W.10.9, SL.10.5, R.I10.7)


What other evidence needs to be collected in light of Stage 1 Desired Results?

(e.g., tests, quizzes, prompts, work samples, observations)

Other Evidence:(Align to New Jersey Model Curriculum & Common Core Standards)

Writing Forms- Essays - Journalistic - Research- Informational - Narrative - Reading Response- I-Search - Poetry - Argumentative/Persuasive- Analytical - Expository - Reflective

Instructional Activities/Strategies to enable students to achieve desired results:(Align to New Jersey Model Curriculum & Common Core Standards)

Strategy: Anticipation Guides Strategy: Predict-O-Gram WritingStrategy: Before, During and After Interactive Notes Strategy: Previewing and Generating Text PurposesStrategy: Cause-Effect • Previewing Texts• Cause-Effect Organizer(s) • Inform-Entertain-Persuade• Fishbone Map • Checking Out the FrameworkStrategy: Column Notes • SOAPS (Subject-Occasion-Audience-Purpose-Speaker)• T-Chart Strategy: Quick Write-Free Write• Fact or Opinion? Strategy: Time-Sequence• Chapters/Selection Chart • Cycle Note-Taking• Q-Notes • Linear PlanningStrategy: Compare/Contrast Strategy: Understanding Story• Compare and Contrast Matrices • Writing From the Narrative Frame• Venn Diagram • Narrative Organizer: Story Map• Metaphorical Thinking • Linear Array Story OrganizerStrategy: Concept/Vocabulary Expansion Strategy: Visualizing and Recording Mental Images• Define Conceptual Terms Strategy: Write-Pair-Share-Write• Descriptions For Different Purposes Writing-To-Demonstrate Knowledge:• Possible Sentences Technique: Writing Guidelines• LINK: List-Inquire-Note-Know Technique: Process WritingStrategy: Consolidating Thought Technique: Conferring• Summarizing Technique: Invention• Synthesizing • Generate Many Ideas: Brainstorming/Cubing• Inferring • Nut-Shelling• Discussion Web • SynecticsStrategy: CRAFTS: Context, Role, Audience, Format, Topic, and Strong Verb • SCAMPERStrategy: Credibility Of a Source Technique: Principles Of CoherenceStrategy: FQIP: Focus-Question-Image-Predict Technique: Peer ReviewingStrategy: Inquiry Charts Technique: Structures For Compare and Contrast• I-Charts Technique: Orchestrating Organization• KWLH Inquiry • Outline/Reverse OutlineStrategy: Idea Funnel • Webbing/Clustering/MappingStrategy: Journaling • Chunking• Dialectical Journal Technique: Thinking Through Writing• Double Entry Journal/Learning Log • Prompting Higher-Order Thinking• Meta-Cognitive/Reflective Journal • Thinking Routines• Synthesis Journal • Thinking On PaperStrategy: Main Idea Technique: Using Rubrics For Backwards Planning• Main Idea and Supporting Details Graphic • Traits Of Writing• Spider Map • ACT• Cerebral Chart • Rubric For UnderstandingStrategy: Marginal Notes

Stage 3 – Learning Plan


Accommodations for ELL & Special Education Students:

TEXTBOOKS AND CURRICULUMDesign instruction using audio and visual Provide summaries of chapters.Use peer readers. Use marker to highlight important textbook sections.Provide two sets of textbooks, one for home and one for school. Use index cards to assess learningProvide the student with pre reading questions..

CURRICULUMVary assignment lengths according to student need. Jigsaw activitiesSpecify and list exactly what the student will need to learn to pass. Modify expectations based on student needs.Give alternatives to long writing assignments.

CLASSROOM ENVIRONMENTDevelop individualized rules for the student. Evaluate the classroom structure against the student’s needs.Keep workspace clear of unrelated materials. Keep the classroom quiet during intense learning times.Reduce visual distractions in the classroom . Provide a computer for written work.Seat the student close to the teacher or a positive role model. Use a study carrel. Seat the student away from windows or doorways. Provide an unobstructed view of materialKeep extra supplies of classroom materials (pencils books) on hand. Use alternatives to crossword puzzles or word finds.Maintain adequate space between desks.

INSTRUCTIONAL DESIGNProject based learning based on learning style Scaffold instruction to support the learning process.Give directions in small steps and in as few words as possible. Number and sequence the steps in a task.Have student repeat the directions for a task. Provide visual aids.Show a model of the end product of directions Stand near the student when instructing

TIME/TRANSITIONSAlert student before a transition from one activity to another. Provide additional time to complete a task.Allow extra time to turn in homework without penalty. Use worksheets that require minimal writing.Use fill-in questions with space for a brief response. Provide a photocopy of teacher notes. Provide a print outline with videotapes and filmstrips. Provide a print copy of assignments or directions.

TESTSGo over directions orally. Teach the student how to take tests Provide a vocabulary list with definitions. Permit as much time as needed to finish tests.Allow tests to be taken in a room with few distractions Read test materials to the student, and allow oral responses.Divide tests into small sections of similar questions or problems. Use true-false, multiple choice, or matching) instead of essays.Allow the student to complete an independent project as an alternative test. Give progress reports instead of grades.Grade spelling separately from content. Provide typed test materials, not tests written in cursive.Allow take-home or open-book tests. Provide possible answers for fill-in-the blank sections.Provide the first letter of the missing word.

USE PICTURES OR GRAPHICSUse Post-it notes to mark assignments in textbooks. Check progress regularly and provide feedback often.Place a ruler under sentences being read for better tracking. Introduce an overview of long-term assignments .Chunk information with the easiest work first. Have the student practice presenting in a small groups.Provide study guides and study questions that directly relate to tests.

BEHAVIORArrange a “check-in” time to organize the day. Pair the student with a student who is a good behavior model.Use nonverbal cues to remind the student of rule violations. Amend consequences for rule violations Provide positive as well as negative consequences. Develop an individualized behavior intervention plan.Increase the frequency and immediacy of reinforcement.


Accommodations for ELL & Special Education Students:• Anchor Activities: Tasks for students to work on independently after completing assigned work when teacher is meeting with other students.

• Bloom's Taxonomy: A model to facilitate higher level thinking skills.

• Centers : Areas in the classroom containing collections of activities and/or materials designed to reinforce, or extend certain skills or concepts, or to motivate students to explore topics of interest.

• Choice Boards (Product Options): Students select from assignments that are placed in pockets and changed as necessary. Teachers can target student need and readiness by directing them to select from a certain row.

• Compacting: A three-stage process where teachers assess students prior to teaching a unit or skill to determine what the student does know, does not know, and what alternate experiences will replace those activities already mastered.

• Cubing (Q-Matrix): An interactive technique for considering a subject from six points of views. Cubing can also help students think at different levels of the taxonomy. Cubes can also be constructed with tasks in a particular area of the multiple intelligences.

• Flexible Grouping: Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.

• Graphic Organizers: A thinking tool that allows students to organize information and see their thinking. A visual representation of facts and/or concepts.

• Group Investigations (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and grouped by interests, then are guided through the investigation of a topic with teacher support.

• Independent Study : Allows students to pursue questions or topics of interest, or develop talent in certain areas with set goals and criteria agreed upon by both student and teacher.

• Inquiry-based instruction: A student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework

• Jigsaw: A cooperative strategy where students work with peers who study one fact of a topic and then return to a "home-base" group for sharing what they have learned.

• Literature Circles: A student led discussion format which allows students to read on topics of interest, or select books of choice, and share readings and ideas with others who read the same materials. Various jobs are assigned to the different group members.

• Menus: A list of learning and/or product options students may choose from.

• Multiple Intelligence Options (checklist included): Activities that allow us to recognize and nurture all of the varied human intelligences and learning preferences.

• Orbital Studies: This strategy encourages students to raise questions of interest related to the curriculum, figure out how to find answers to their questions, and devise ways to share their findings with peers.

• Portfolios: Collections of student work to help students set learning goals and evaluate their own growth.

• Problem Based Learning: Students are presented with an unfamiliar, unclear, complex problem for which they must gather additional information, define the problem, locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the solution.

• Socratic Seminar: A discussion format where students share with each other their thoughts on a particular piece from literature, history, current events, issues, or hypothetical situations.

• Stations : Different spots in the classroom where students work with various tasks simultaneously which are linked by a set of concepts and skills.

• Think, Pair, Share: A Questioning technique where the students are given a prompt or question. The students are asked to think by themselves, pair with another student, and finally share their ideas with the group.

• Tic-Tac-Toe: A menu or options arranged in a 3 x 3 block grid. Students choose their tasks in a vertical, horizontal, or diagonal line.

• Tiered Assignments: Changing the depth or complexity of a. lesson to create multiple levels of tasks and assigning students to a level according to their readiness.

• Web Quests: A teacher designed Internet lesson developed with specific learning goals in mind, some specified and relevant Internet links, and guidelines that support students in the research or inquiry process.


Unit ResourcesRequired Text The Crucible by Arthur MillerNonfiction Literature and Language:American Literature, McDougal Littell, 1994 From The Walam Olum Delaware Indian Song of the Sky Loom Tewa Indian I Have Killed the Deer Taos Pueblo Indian From LaRelacion Alvar Nunez Cabeza de Vaca From Of Plymouth Plantation William Bradford What is an American? Michel-Guillaume Jean deCrevecoeurFrom Africa to America Olaudah Equiano From Roots Alex HaleyWe Aren’t Superstitious Stephen Vincent BenetFrom The Autobiography “Moral Perfection” Benjamin Franklin From Poor Richard’s Almanack Benjamin FranklinThe Declaration of Independence Thomas JeffersonThe Bill of Rights (The Constitution of the United States) Letter to John Adams Abigail Adams Nonfiction (online)The Narrative of the Captivity Mary RowlandsonA Key into the Language of America Roger Williams (excerpts) The Bloody Tenent of Persecution, for Cause of Conscience Roger Williams (excerpts) The Negro Artist and the Racial Mountain Langston Hughes The Selling of Joseph: A Memorial Samuel Sewall The Trials of Phillis Wheatley: America’s First Black Poet and Encounters with the Founding Fathers Henry Louis Gates, Jr. (excerpts) Benjamin Banneker's Letter to Thomas Jefferson (August 19, 1791) Common Sense or The Crisis Thomas Paine Democracy in America Alexis de Tocqueville (excerpts) Federalist No. 1 (Alexander Hamilton Federalist No. James Madison Letter to John Adams (August 1, 1816) Thomas Jefferson Letters from an American Farmer J. Hector St. John de Crèvecoeur Preamble to the Constitution and the Bill of Rights The Complete Anti-Federalist Herbert J. Storing (selections) “The Way to Wealth,” Poor Richard’s Almanack Benjamin Franklin (selections) Thomas Jefferson's Letter to Benjamin Banneker (August 30, 1791) Virginia Statute for Religious Freedom Thomas Jefferson SpeechesSinners in the Hands of an Angry God (July 8, 1741) Jonathan Edwards Farewell Address George WashingtonWhat to the Slave Is the Fourth Of July An Address Delivered in Rochester, New York, on 5 July 1852 Frederick Douglass Speech to the Virginia Convention (March 20, 1775) Patrick Henry Poetry (Literature and Language and online resources)To My Dear and Loving Husband Anne BradstreetAn Almanack for the Year of Our Lord 1648 Samuel Danforth (selections) An Hymn to the Evening Phillis Wheatley On Being Brought from Africa to America Phillis Wheatley The Day of Doom Michael Wigglesworth The Sot-Weed Factor Ebenezer Cook To His Excellency General Washington Phillis Wheatley Upon a Spider Catching a Fly Edward Taylor Upon the Burning of Our House Anne BradstreetThe Indian Burying Ground Philip Freneau The Star-Spangled Banner Francis Scott Key The Wild Honeysuckle Philip Freneau

Technology Integration YouTube: www.youtube.com TeacherTube: www.teachertube.com Google Docs/Drive: https://drive.google.com/ Google Maps: http://maps.google.com/ Google Map Maker: http://www.google.com/mapmaker Skype: www. skype .com Facebook: www.facebook.com Pinterest: http://pinterest.com/ Edmodo: www. edmodo .com/ Blogs: www. blog ger.com/ Cicero: http://cicerohistory.com/ Student Surveys: www.polleverywhere.com or

www.socrative.com. Word Clouds: www.wordle.net or www.tagul.com. Class Website: www.weebly.com Online Q & A: www.quizlet.com, www.studyboost.com, or

www.studyblue.com Podcasts: A multimedia digital file made available on the Internet

for downloading to a portable media player, computer, etc. WebQuests: is an inquiry-oriented lesson format in which most or

all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

Interactive Whiteboards: a large interactive display that connects to a computer. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger, stylus, or other device.

Digital Cameras Video Camera Audio Visual Equipment Microsoft Office PowerPoint Publisher Excel

ArtCharles Willson Peale, Mrs. James Smith & Grandson (1776) John Singleton Copley, Mrs. George Watson (1765) Emanuel Leutze, Washington Crossing The Delaware (1851) Gilbert Stuart, James Monroe (ca. 1820-1822) John Copley, Paul Revere (ca. 1768) John Trumbull, Declaration of Independence (1819)

MediaAfricans in America (Part 1) (PBS) The First Great Awakening (NEH)Religion and The Founding of the American Republic (Library of Congress) The Declaration of Independence: "An Expression of the American Mind" (NEH) Africans in America (Part 2) (PBS) Jefferson vs. Franklin: Revolutionary Philosophers (NEH)Jefferson vs. Franklin: Renaissance Men (NEH)The Crucible, 1996 (video) In Search of History: Salem Witch Trials. History Channel (video) (TCHS Library)

http://www.youtube.com/

http://en.wikipedia.org/wiki/Stylus

http://en.wikipedia.org/wiki/Finger

http://en.wikipedia.org/wiki/Pen

http://en.wikipedia.org/wiki/Desktop_environment

http://en.wikipedia.org/wiki/Computer

http://en.wikipedia.org/wiki/Interactive

http://en.wikipedia.org/wiki/Website

http://en.wikipedia.org/wiki/Hyperlink

http://en.wikipedia.org/wiki/Word_processing

http://en.wikipedia.org/wiki/Computer_program

http://en.wikipedia.org/wiki/World_Wide_Web

http://en.wikipedia.org/wiki/Inquiry-based_learning

http://www.studyblue.com/

http://www.studyboost.com/

http://www.quizlet.com/

http://www.weebly.com/

http://www.tagul.com/

http://www.wordle.net/

http://www.socrative.com/

http://www.polleverywhere.com/

http://cicerohistory.com/

http://www.blogger.com/

http://www.edmodo.com/

http://www.facebook.com/

http://www.skype.com/

http://www.google.com/mapmaker

http://maps.google.com/

https://drive.google.com/

http://www.teachertube.com/


Unit 2: Revolution, Romanticism, Regionalism and Realism Pacing: 17 daysContent Area/Course: English Language Arts/Literature II: American Literature

Common Core State Standards Addressed in this Unit

Unit ResourcesRequired Text The Crucible by Arthur MillerNonfiction Literature and Language:American Literature, McDougal Littell, 1994 From The Walam Olum Delaware Indian Song of the Sky Loom Tewa Indian I Have Killed the Deer Taos Pueblo Indian From LaRelacion Alvar Nunez Cabeza de Vaca From Of Plymouth Plantation William Bradford What is an American? Michel-Guillaume Jean deCrevecoeurFrom Africa to America Olaudah Equiano From Roots Alex HaleyWe Aren’t Superstitious Stephen Vincent BenetFrom The Autobiography “Moral Perfection” Benjamin Franklin From Poor Richard’s Almanack Benjamin FranklinThe Declaration of Independence Thomas JeffersonThe Bill of Rights (The Constitution of the United States) Letter to John Adams Abigail Adams Nonfiction (online)The Narrative of the Captivity Mary RowlandsonA Key into the Language of America Roger Williams (excerpts) The Bloody Tenent of Persecution, for Cause of Conscience Roger Williams (excerpts) The Negro Artist and the Racial Mountain Langston Hughes The Selling of Joseph: A Memorial Samuel Sewall The Trials of Phillis Wheatley: America’s First Black Poet and Encounters with the Founding Fathers Henry Louis Gates, Jr. (excerpts) Benjamin Banneker's Letter to Thomas Jefferson (August 19, 1791) Common Sense or The Crisis Thomas Paine Democracy in America Alexis de Tocqueville (excerpts) Federalist No. 1 (Alexander Hamilton Federalist No. James Madison Letter to John Adams (August 1, 1816) Thomas Jefferson Letters from an American Farmer J. Hector St. John de Crèvecoeur Preamble to the Constitution and the Bill of Rights The Complete Anti-Federalist Herbert J. Storing (selections) “The Way to Wealth,” Poor Richard’s Almanack Benjamin Franklin (selections) Thomas Jefferson's Letter to Benjamin Banneker (August 30, 1791) Virginia Statute for Religious Freedom Thomas Jefferson SpeechesSinners in the Hands of an Angry God (July 8, 1741) Jonathan Edwards Farewell Address George WashingtonWhat to the Slave Is the Fourth Of July An Address Delivered in Rochester, New York, on 5 July 1852 Frederick Douglass Speech to the Virginia Convention (March 20, 1775) Patrick Henry Poetry (Literature and Language and online resources)To My Dear and Loving Husband Anne BradstreetAn Almanack for the Year of Our Lord 1648 Samuel Danforth (selections) An Hymn to the Evening Phillis Wheatley On Being Brought from Africa to America Phillis Wheatley The Day of Doom Michael Wigglesworth The Sot-Weed Factor Ebenezer Cook To His Excellency General Washington Phillis Wheatley Upon a Spider Catching a Fly Edward Taylor Upon the Burning of Our House Anne BradstreetThe Indian Burying Ground Philip Freneau The Star-Spangled Banner Francis Scott Key The Wild Honeysuckle Philip Freneau

Stage 1- Desired Results

RL.10.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including

how they interact and build on to produce complex account; provide an objective summary of the text.

RL.10.9 Demonstrate knowledge of eighteenth-nineteenth, and early twentieth century foundational works of American literature,

including how two or more texts from the same period treat similar themes or topics.

RL.10. By the end of grade 10, read and comprehend literature, including stories , dramas, and poems, in the grades 10-CCR text

complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text including determining where the text leaves matters uncertain.

RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of the key term(s) over the course of the text.

RI.10.8 Delineate and evaluate the reasoning of seminal U.S. texts, including the application of constitutional principles and use of legal

reasoning and premises, purposes, and arguments in works of public advocacy.

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

W.10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiples sources on the subject, demonstrating understanding of the subject under investigation.

SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.10.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can

follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and

style are appropriate to purpose, audience, and a range or formal and informal tasks.

L.10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening.



W hat key knowledge and skills will students acquire as a result of this unit? Content:

Students will know:

● Abolition● American Dream● Assimilation● Autobiography● Biography● Determinism● Individualism● Lyric poetry● Manifest destiny● “Melting pot”● Mood● Naturalism● Noble savage● Paradox● Realism● Regionalism● Romanticism● Satire● Transcendentalism● Verbal irony

Skills:Students will be able to:●Define the major characteristics of American romanticism (e.g., use of symbols, myth, and the “fantastic”; veneration of nature; celebration of the “self”; and isolationism).●Define transcendentalism as an aspect of American romanticism and explain how the two differ.●Trace characterization techniques in American romantic novels.●Analyze the structure and effectiveness of arguments in transcendentalist essays studied. ●Determine and analyze the development of the theme or themes in American literature of the nineteenth century (e.g., freedom, the American dream, racism, regionalism, survival, “individual vs. society,” and “civilized society” vs. the wilderness).●Compare the treatment of related themes in different genres (e.g., The Adventures of Huckleberry Finn and Narrative of the Life of Frederick Douglass, an American Slave).●Explain how fictional characters in late nineteenth-century America express the challenges facing America at the time, citing textual evidence from both fiction and nonfiction to make the case.

Students will understand that:● Romanticism celebrates nature, imagination, emotion and individual liberty.● Transcendentalism suggests that each object can be viewed as a miniature version of the entire universe.● As more Americans learned to read , writing served to entertain, not merely inform.●Romantic poets broke the rules of conventional poetry to create works distinctly “American”.● The harsh reality of the Civil War marked the end of Romanticism.● Realist writers focused on middle-class characters who act in their environment and are portrayed realistically in dialect and dialogue; plots were believable.● Realists believed the individual’s choices were limited; naturalists believed individuals had no choices.●Naturalists, more pessimistic than Realists, were influenced by Darwinism, believing men struggled in an uncaring universe, often losing to chance, heredity, nature or other humans.●Naturalist fiction in the United States often concentrated on the immigrant, ranging from the destitute to the lower middle class living in overcrowded cities, working for ”robber barons”.

Big Idea: Literature reflects an individual's and America’s struggle to maintain identity in the face of social pressures and responsibilities.

● How does Romantic Age literature reflect an emphasis on the natural world?● What is the role of nature in Romantic writings?● How does the Romantic writer use poetic devices to reflect the ideals of the movement?● How did the historical events of this literary period lead to the end of Romanticism and the beginning of Realism?● How can one poem mean different things to different people?● How are self reliance and individualism related?● How does the reading public influence literature?● How does a writer capture local color?● How does humor defeat injustice?● How are self reliance and individualism related?




● Abolition● American Dream● Assimilation● Autobiography● Biography● Determinism● Individualism● Lyric poetry● Manifest destiny● “Melting pot”● Mood● Naturalism● Noble savage● Paradox● Realism● Regionalism● Romanticism● Satire● Transcendentalism● Verbal irony

Stage 2- Assessment



Reading Literature, Argument Writing Seminar: Select one of the short stories and explain why you think it is a good example of American romanticism. Use at least three pieces of textual evidence to support your position. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, Rl.10.9, W.10.2, SL.10.1)

Seminar: Does Huckleberry Finn embody the values inherent in the American Dream? Write an argument in which you use at least three pieces of evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10..9, SL.10.1,W.10.9)

Reading Literature, Informative Writing Edith Wharton, Charlotte Perkins Gilman, and Kate Chopin are often referred to as feminist authors. Their protagonists are usually women, and their conflicts are frequently with men. Read two of the following stories: "Roman Fever” by Edith Wharton, "The Yellow Wallpaper” by Charlotte Perkins Gilman, and "The Story of an Hour” by Kate Chopin. Then, write an informative/explanatory essay in which you explore how the positioning of the women protagonists in the stories exposes the authors’ views of women in society. (Extension: For further literary analysis upon which students may draw, they can read "'The Yellow Wallpaper' and Women’s Discourse” by Karen Ford and/or "'I Had Barbara': Women’s Ties and Wharton’s 'Roman Fever'” by Rachel Bowlby.) (RL.10..1, RL.10.2, RL.10.3, RI.10..1, RI.10.2, RI.10.3, W.10.2)

Seminar: How does Mark Twain address the issue of slavery in The Adventures of Huckleberry Finn? Use at least three pieces of textual evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.6, W.10.2, W.10..9)

Reading Literature, Reading Informational Text, Informative Writing Seminar: Choose two women from among the works studied and compare and contrast their life experiences, noting the ways in which they either exemplified or were an exception to the times in which they lived. Use at least three pieces of evidence from the texts to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, RI.10., W.10.1, W.10.9)

Reading Literature, Multimedia Presentation Create a mixed-media presentation that summarizes one of the novels you’ve read and presents questions that you think the novel raises about its uniquely American themes. Prepare the presentation for posting on the class web page for this unit. (RL.10.1, W.10.6, SL.10.5)

Reading Literature, Speaking and Listening Students will be given a passage they have not seen before from one of the other works by Hawthorne or Melville (teacher’s choice) and asked to provide a ten-minute commentary on two of the following questions:

What is the primary significance of this passage? Identify the poetic techniques used in this poem (or extract from a poem). Relate them to the content. Which poetic techniques in this poem or extract are typical of the writer? What are the effects of the dominant images used in this work? What do you think the important themes in this work are?

Record your commentary using a video camera so you can evaluate how well you answered the questions. (RL.10.1, SL. 10.4, SL.10.6)




Reading Literature, Argument Writing Seminar: Select one of the short stories and explain why you think it is a good example of American romanticism. Use at least three pieces of textual evidence to support your position. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, Rl.10.9, W.10.2, SL.10.1)

Seminar: Does Huckleberry Finn embody the values inherent in the American Dream? Write an argument in which you use at least three pieces of evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10..9, SL.10.1,W.10.9)

Reading Literature, Informative Writing Edith Wharton, Charlotte Perkins Gilman, and Kate Chopin are often referred to as feminist authors. Their protagonists are usually women, and their conflicts are frequently with men. Read two of the following stories: "Roman Fever” by Edith Wharton, "The Yellow Wallpaper” by Charlotte Perkins Gilman, and "The Story of an Hour” by Kate Chopin. Then, write an informative/explanatory essay in which you explore how the positioning of the women protagonists in the stories exposes the authors’ views of women in society. (Extension: For further literary analysis upon which students may draw, they can read "'The Yellow Wallpaper' and Women’s Discourse” by Karen Ford and/or "'I Had Barbara': Women’s Ties and Wharton’s 'Roman Fever'” by Rachel Bowlby.) (RL.10..1, RL.10.2, RL.10.3, RI.10..1, RI.10.2, RI.10.3, W.10.2)

Seminar: How does Mark Twain address the issue of slavery in The Adventures of Huckleberry Finn? Use at least three pieces of textual evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.6, W.10.2, W.10..9)


Reading Literature, Multimedia Presentation Create a mixed-media presentation that summarizes one of the novels you’ve read and presents questions that you think the novel raises about its uniquely American themes. Prepare the presentation for posting on the class web page for this unit. (RL.10.1, W.10.6, SL.10.5)

Reading Literature, Speaking and Listening Students will be given a passage they have not seen before from one of the other works by Hawthorne or Melville (teacher’s choice) and asked to provide a ten-minute commentary on two of the following questions:

What is the primary significance of this passage? Identify the poetic techniques used in this poem (or extract from a poem). Relate them to the content. Which poetic techniques in this poem or extract are typical of the writer? What are the effects of the dominant images used in this work? What do you think the important themes in this work are?

Record your commentary using a video camera so you can evaluate how well you answered the questions. (RL.10.1, SL. 10.4, SL.10.6)


Reading Literature, Reading Informational Text, Argument Writing (This writing assignment would follow the reading of biographical information about Anne Hutchinson—such as the Gomes essay—and The Scarlet Letter by Nathaniel Hawthorne.) In Chapter One of The Scarlet Letter, the author describes a rosebush that "had sprung up under the footsteps of the sainted Anne Hutchinson.” In the closing chapter of the novel, the narrator observes that Hester "assured them … of her firm belief that, at some higher period, when the world should have grown ripe for it, in heaven’s own time, a new truth would be revealed, in order to establish the whole relation between man and woman on a surer ground of mutual happiness.” Write an argument in response to the following question: Why does Hawthorne choose an intellectual rebel, Anne Hutchinson, to frame the story of Hester Prynne? Cite evidence from the texts to support your thesis; include citations from Hutchinson’s own work, if possible. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, RL.10.2, RL.10.5, RI.10.1, RI.10.2, W.10.2, W.10.8)


Reading Informational Text, Performance Recite the Gettysburg Address from memory. Include an introduction that discusses why the excerpt exemplifies America’s core conflicts and its finest values. Record your recitation using a video camera so you can evaluate your performance. (RI.10.9, SL.10.3)

Narrative Writing Write your own narrative essay in the style of Walden. Your teacher may give you the opportunity to post your first draft on a shared spreadsheet and receive feedback from classmates before publication. (W.10.3, W.10.9)

Language Usage Keep track of new words (or different uses of words that you know) in the works read in this unit. Use the dictionary to confirm the words’ definitions and parts of speech. Note their etymology and whether or how the author used the word differently than it is used today. In your journal—or on a shared spreadsheet completed with others—write new sentences of your own using each new word encountered. (L.10.4,W.10.4, W.10.6)

Examine a page from one of the stories in this unit (selected by the teacher) and highlight the prepositional phrases; identify what they modify and determine whether they are adjectival or adverbial. (L.10.1)

Argument Writing Seminar: Agree or disagree with this Emerson quotation: "What is popularly called Transcendentalism among us, is Idealism; Idealism as it appears in 1842.” Use at least three pieces of textual evidence to support your opinion. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RI.10.2,SL.10.6,W.10.9)

Seminar: Write an argument in which you agree or disagree with the following statement, offering at least three pieces of evidence from the texts to support your position: Women in nineteenth-century America could not really be free. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, W.10.1)

Art, Speaking and Listening After reading literary examples of American romanticism, examine the paintings featured. Why do you believe these are romantic paintings? What visual aspects do the artists employ to interact with the viewer? How do they use the formal principles of art and design? View Thomas Cole’s work "Romantic Landscape with Ruined Tower.” What has Cole done to create a "romantic landscape”? Continue viewing the other works of art as comparisons. After viewing all of these paintings, what do you think are the characteristics of a romantic work of art? Brainstorm a list of the visual aspects of romantic painting.(SL.10.2, SL.10.3)

Focus on the Homer painting. Without knowing any background information on the time period or setting of this work, discuss the following questions with classmates: What do you think might be going on in this scene? Who are these women? Notice each person’s dress and body position. What do these details suggest about their relationships? What do you think each character might be thinking or feeling? Why do you think Homer created such a complex composition to depict what at first appears to be a simple interaction? Now learn some background information about the painting. Did you come up with "correct” assumptions? Is there a "right” answer to analyzing this work of art? (SL.10.1,SL.10.2,SL.10.4,SL.10.5)


Accommodations for ELL & Special Education Students:• Anchor Activities: Tasks for students to work on independently after completing assigned work when teacher is meeting with other students.

• Bloom's Taxonomy: A model to facilitate higher level thinking skills.


• Choice Boards (Product Options): Students select from assignments that are placed in pockets and changed as necessary. Teachers can target student need and readiness by directing them to select from a certain row.



• Flexible Grouping: Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.

• Graphic Organizers: A thinking tool that allows students to organize information and see their thinking. A visual representation of facts and/or concepts.

• Group Investigations (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and grouped by interests, then are guided through the investigation of a topic with teacher support.

• Independent Study : Allows students to pursue questions or topics of interest, or develop talent in certain areas with set goals and criteria agreed upon by both student and teacher.

• Inquiry-based instruction: A student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework


• Literature Circles: A student led discussion format which allows students to read on topics of interest, or select books of choice, and share readings and ideas with others who read the same materials. Various jobs are assigned to the different group members.


• Multiple Intelligence Options (checklist included): Activities that allow us to recognize and nurture all of the varied human intelligences and learning preferences.

• Orbital Studies: This strategy encourages students to raise questions of interest related to the curriculum, figure out how to find answers to their questions, and devise ways to share their findings with peers.


• Problem Based Learning: Students are presented with an unfamiliar, unclear, complex problem for which they must gather additional information, define the problem, locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the solution.

• Socratic Seminar: A discussion format where students share with each other their thoughts on a particular piece from literature, history, current events, issues, or hypothetical situations.


• Think, Pair, Share: A Questioning technique where the students are given a prompt or question. The students are asked to think by themselves, pair with another student, and finally share their ideas with the group.


• Tiered Assignments: Changing the depth or complexity of a. lesson to create multiple levels of tasks and assigning students to a level according to their readiness.

• Web Quests: A teacher designed Internet lesson developed with specific learning goals in mind, some specified and relevant Internet links, and guidelines that support students in the research or inquiry process.


Unit ResourcesNovelsThe Adventures of Huckleberry Finn Mark Twain (Required Text)The Scarlet Letter Nathaniel Hawthorne

Teachers should utilize multiple resources for textual reference including, but not limited to, Literature and Language:, McDougal Littell: 1994 Short StoriesBartleby the Scrivener Herman Melville Rip Van Winkle Washington Irving The Fall of the House of Usher Edgar Allan Poe The Pit and the Pendulum Edgar Allen PoeThe Masque of the Red Death Edgar Allen PoeThe Legend of Sleepy Hollow Washington Irving Dr. Heidegger’s Experiment Nathaniel HawthorneYoung Goodman Brown Nathaniel HawthorneRoman Fever Edith Wharton The Celebrated Jumping Frog of Calaveras County Mark Twain The Story of An Hour Kate Chopin The Yellow Wallpaper Charlotte Perkins Gilman What Stumped the Bluejays Mark Twain The Notorious Jumping Frog of Calaveras County MarkTwain PoetryA Bird came down the Walk Emily Dickinson The Soul Selects Her Own Society Emily DickinsonHope” Is the Thing with Feathers Emily Dickinson Success is Counted Sweetest Emily Dickinson The Bustle in a House Emily Dickinson Because I could not stop for Death Emily DickinsonThe Raven Edgar Allan PoeAnnabel Lee Edgar Allan Poe I Hear America Singing Walt WhitmanSong of Myself Walt Whitman When I Heard the Learn’d Astronomer Walt Whitman I Sit and Look Out Walt Whitman When Lilacs Last in the Dooryard Bloom’d Walt Whitman The Old Oaken Bucket Samuel Woodworth

Informational TextsAutobiographiesNarrative of the Life of Frederick Douglass, an American Slave, Written by Himself Frederick Douglass The Narrative of Sojourner Truth Sojourner Truth and Olive Gilbert Twenty Years at Hull House Jane Addams (selections) Up From Slavery: An Autobiography Booker T. Washington

EssaysAnnexation John O’Sullivan (United States Magazine and Democratic Review 17, No. 1, 1845) Anne Hutchinson: Brief life of Harvard’s 'Midwife 1595-1643 Peter J. Gomes Civil Disobedience Henry David Thoreau Self-Reliance Ralph Waldo Emerson Society and Solitude Ralph Waldo Emerson 'I Had Barbara': Women’s Ties and Wharton’s ‘Roman Fever’ Rachel Bowlby ‘The Yellow Wallpaper’ and Women’s Discourse Karen Ford Why I Wrote ‘The Yellow Wallpaper’ Charlotte Perkins Gilman

NonfictionWalden; or, Life in the Woods Henry David ThoreauBury My Heart at Wounded Knee: An Indian History of the American West Dee Brown Declaration of Sentiments Seneca Falls Convention (1848) Letter to Albert G. Hodges Abraham Lincoln Son of the Morning Star: Custer and the Little Bighorn Evan S. Connell“The Higher Education of Women,” from A Voice from the South Anna Julia Cooper What They Fought For 1861-1865 James M. McPherson

Technology Integration YouTube: www.youtube.com TeacherTube: www.teachertube.com Google Docs/Drive: https://drive.google.com/ Google Maps: http://maps.google.com/ Google Map Maker: http://www.google.com/mapmaker Skype: www. skype .com Facebook: www.facebook.com Pinterest: http://pinterest.com/ Edmodo: www. edmodo .com/ Blogs: www. blog ger.com/ Cicero: http://cicerohistory.com/ Student Surveys: www.polleverywhere.com or www.socrative.com. Word Clouds: www.wordle.net or www.tagul.com. Class Website: www.weebly.com Online Q & A: www.quizlet.com, www.studyboost.com, or www.studyblue.com Podcasts: A multimedia digital file made available on the Internet for downloading to

a portable media player, computer, etc. WebQuests: is an inquiry-oriented lesson format in which most or all the information

that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.



SpeechesAddress to William Henry Harrison (18) Shawnee Chief Tecumseh A House Divided Abraham Lincoln Ain’t I a Woman? Sojourner Truth (May 29, 1851) I will fight no more forever Chief Joseph the Younger of the Nez Perce Nation (October 5, 1877)The Gettysburg Address Abraham Lincoln

ArtAlbert Bierstadt, Looking Down Yosemite Valley (1865) Asher Durand, Kindred Spirits (1849) Frederic Church, Niagara (1857) George Inness, The Lackawanna Valley (1855) Thomas Cole, Romantic Landscape with Ruined Tower (1832-1836) Winslow Homer, A Visit from the Old Mistress (1876)

Additional ResourcesHistorical Background 1791-1865 http://www.pbs.org/wgbh/aia/home.htmlOutline of American Literature Romantic Period: Fiction/Essayists/Poets The Rise of Realism: http://usinfo.state.gov/products/pubs/oal/lit3.htmThe American Renaissance and Transcendentalism (PBS) Walt Whitman’s Notebooks and Poetry: The Sweep of the Universe (National Endowment for the Humanities) Africans in America (Part 3) (PBS) Charlotte Perkins Gilman’s “The Yellow Wallpaper”—Writing Women (National Endowment for the Humanities) Melting Pot: American Fiction of Immigration (PBS) The New Americans (PBS) Critical Ways of Seeing The Adventures of Huckleberry Finn in Context (National Endowment for the Humanities) After the American Revolution: Free African Americans in the North (National Endowment for the Humanities) Africans in America (Part 4) (PBS)































http://usinfo.state.gov/products/pubs/oal/lit3.htm

http://www.pbs.org/wgbh/aia/home.html


Unit 3: Emerging Modernism Pacing: 17 daysContent Area/Course: English Language Arts/Literature II: American Literature

Common Core State Standards Addressed in this Unit

Unit ResourcesNovelsThe Adventures of Huckleberry Finn Mark Twain (Required Text)The Scarlet Letter Nathaniel Hawthorne

Teachers should utilize multiple resources for textual reference including, but not limited to, Literature and Language:, McDougal Littell: 1994 Short StoriesBartleby the Scrivener Herman Melville Rip Van Winkle Washington Irving The Fall of the House of Usher Edgar Allan Poe The Pit and the Pendulum Edgar Allen PoeThe Masque of the Red Death Edgar Allen PoeThe Legend of Sleepy Hollow Washington Irving Dr. Heidegger’s Experiment Nathaniel HawthorneYoung Goodman Brown Nathaniel HawthorneRoman Fever Edith Wharton The Celebrated Jumping Frog of Calaveras County Mark Twain The Story of An Hour Kate Chopin The Yellow Wallpaper Charlotte Perkins Gilman What Stumped the Bluejays Mark Twain The Notorious Jumping Frog of Calaveras County MarkTwain PoetryA Bird came down the Walk Emily Dickinson The Soul Selects Her Own Society Emily DickinsonHope” Is the Thing with Feathers Emily Dickinson Success is Counted Sweetest Emily Dickinson The Bustle in a House Emily Dickinson Because I could not stop for Death Emily DickinsonThe Raven Edgar Allan PoeAnnabel Lee Edgar Allan Poe I Hear America Singing Walt WhitmanSong of Myself Walt Whitman When I Heard the Learn’d Astronomer Walt Whitman I Sit and Look Out Walt Whitman When Lilacs Last in the Dooryard Bloom’d Walt Whitman The Old Oaken Bucket Samuel Woodworth

Informational TextsAutobiographiesNarrative of the Life of Frederick Douglass, an American Slave, Written by Himself Frederick Douglass The Narrative of Sojourner Truth Sojourner Truth and Olive Gilbert Twenty Years at Hull House Jane Addams (selections) Up From Slavery: An Autobiography Booker T. Washington

EssaysAnnexation John O’Sullivan (United States Magazine and Democratic Review 17, No. 1, 1845) Anne Hutchinson: Brief life of Harvard’s 'Midwife 1595-1643 Peter J. Gomes Civil Disobedience Henry David Thoreau Self-Reliance Ralph Waldo Emerson Society and Solitude Ralph Waldo Emerson 'I Had Barbara': Women’s Ties and Wharton’s ‘Roman Fever’ Rachel Bowlby ‘The Yellow Wallpaper’ and Women’s Discourse Karen Ford Why I Wrote ‘The Yellow Wallpaper’ Charlotte Perkins Gilman

NonfictionWalden; or, Life in the Woods Henry David ThoreauBury My Heart at Wounded Knee: An Indian History of the American West Dee Brown Declaration of Sentiments Seneca Falls Convention (1848) Letter to Albert G. Hodges Abraham Lincoln Son of the Morning Star: Custer and the Little Bighorn Evan S. Connell“The Higher Education of Women,” from A Voice from the South Anna Julia Cooper What They Fought For 1861-1865 James M. McPherson

Stage 1- Desired Results

RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.10.2 Determine a theme or central idea of a text. and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.10.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (include Shakespeare as well as other authors.)RL.10.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its structure and meaning as well as its aesthetic impact. RL.10.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.10.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.10.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.10.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.10.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.10.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



What key knowledge and skills will students acquire as a result of this unit?

Students will understand that: Because life was fragmented, Modernist writing is

fragmented, often excluding exposition, transitions, resolution, explanations. Readers had to "work" at constructing meaning.

Writers experiment with form: unpoetic phrasing, nonconforming grammar and syntax in the poetry; stream of consciousness, interior monologue in the prose.

Modernist literature shows people as alienated and disconnected from one another, society, and/or God.

Authors use figurative language and imagery with purpose and meaning

The Harlem Renaissance redefined how America and the world viewed the African-American population

Writers of the Harlem Renaissance broke superficial stereotypes of blacks by creating characters of depth and power.

Big Idea: Big Idea: Authors can "break the mold" and introduce new writing styles that challenge the reader.

How does text reflect the time period?

How do writers express despair?

How did modernization result in isolation and disillusionment in the early American twentieth century?

How is the structure of a work of literature connected to its meaning?

How does the choice of words affect the message?

How does the use of figurative language and imagery in literary works promote clarity?

How have African American authors re-imagined American identity?

How have writers of the Harlem Renaissance challenged the way history has been told and recorded?


Reading strategies Comprehension skills and responses to text Writing forms, audiences, and purposes American Modernism as a literary period Harlem Renaissance The Lost Generation The Great Migration Research strategies MLA Style Vocabulary Stream of consciousness Interior monologue Dialect Vernacular Motif


Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more central ideas of a text and analyze their development over the course of the text.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

When writing arguments, introduce precise, knowledgeable claims and establish the significance of the claims; distinguish the claim(s) from alternate or opposing claims.

When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, evidence.

When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons; between reasons and evidence.

When writing arguments, establish and maintain a formal style and objective tone while attending to norms and conventions of the discipline in which they are writing.

When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



Stage 2- Assessment

Performance Tasks & Criteria: (Align to New Jersey Model Curriculum & Common Core Standards)

WritingAll students must maintain a portfolio of their writing to review, revise and evaluate throughout the course. Students will select one “finished paper” each unit for revision and resubmission. (W.10.2. W.10..4, W.10.6, W.10.)

Seminar and Argument Writing After reading "The Love Song of J. Alfred Prufrock" and The Great Gatsby, decide whether you agree or disagree with the following statement: Prufrock and Gatsby have similar characters. Use at least three pieces of textual evidence to support your position. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, RL.10.5, SL.10.4, W.10.9a)

How do the poems of this unit--especially by Eliot, Frost, and Pound--grapple with hope and despair? By the end of the poems selected, does hope or despair triumph? Organize textual evidence to support your position. (RI.10.2, SL.10.4, W.10.1)

Reading Narrative, Art After reading “The Love Song of J Alfred Prufrock,” create a collage of pictures from magazines, catalogs and newspapers to illustrate striking images in the poem. Write the corresponding words from the poem under the pictures and display. (RL.10.4, RL.10.6, RL.10.7)

Argument WritingWrite an essay on The Great Gatsby: Writing Task: In his essay "Towards a Definition of American Modernism." Daniel Joseph Singal notes that novelists such as F. Scott Fitzgerald and Ernest Hemingway (among other American writers) "chronicled the disintegration of modern society and culture, but [their] primary concern, Bradbury rightly observes, was somehow 'to make the world re-cohere'" (p.20). Consider Singal's words as you answer the following prompt: How does F. Scott Fitzgerald's The Great Gatsby provide a critique of the modern world? Your final paper will: 1) Provide a narrow, focused thesis statement that responds to the prompt, 2) Contain an analysis--not a summary--of the idea that you choose to discuss 3) Demonstrate originality of ideas, 4) Be carefully and deliberately developed, 5) Demonstrate a mastery of organizational skills, 6) Balance the use of primary sources with your own analysis (cite the text to support ideas), 7) Use Standard English grammar, 8) Use simple present tense, 9) Include a title--be original. (RL.10.1, RL.10.2, W.10.1, SL.10.1, SL.10.4, L-10.5)

Research, Informative/Explanatory WritingConnotation, Character, and Color Imagery in The Great Gatsby: In this ReadWriteThink lesson, students explore the connotations of colors associated with the characters in The Great Gatsby. Students research cultural connotations of colors in pre-reading activities, track color imagery while reading and use that information to write an analysis of one of the novel’s major characters. http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=831(RL.10.1, RL.10.4, W.10.8, L.10.4cd, L.10.5)

Research, Multimedia PresentationResearch F. Scott Fitzgerald and prepare a biography of his life. Also research what inspired Fitzgerald to write The Great Gatsby, and present this information as an online poster or podcast. Select a modern-day "Fitzgerald" and justify why you chose him/her as a comparison.(RL.10.1, RI.10.7. W.10.4, W.10.6, SL.10.4, SL.10.5)

Oral PresentationPlay recordings of two of the poets reading their work. Make a presentation to the class about how their reading influences the listener’s interpretation of the poem (e.g., tone, inflection, pitch, emphasis, and pauses). Record your presentation with a video camera so you can evaluate your performance. (RL.10.4, W.10.6, SL.10.4, SL.10.5, SL.10.6)

Reading Literature, Argument WritingAfter reading “Mending Wall,” write a persuasive essay on whether good fences make good neighbors. Support your position with details and examples. (RL.10..2, RL.11-12.6, W.11-12.1a, W.11-12.1b, W.11-12.4)


Performance Tasks & Criteria(Align to New Jersey Model Curriculum & Common Core Standards)

Collaboration, Reading Literature, Informative WritingAfter reading “Flight,” students in small groups identify references to animals in the text and suggest how aspects of Pepe’s character are defined by animal imagery. Students write a eulogy to be read at Pepe’s funeral, explaining who he was, describing the bonds he broke, and analyzing the control he had over his life. (RL.10.1, RL.10.3, W.10.2b, W.10.4, SL.10.1a, SL.10.1b, SL.10.1c)

Explanatory WritingWrite a cause and effect analysis titled “Decisions and Where They Lead,” explaining how people make decisions and the possible effects—positive and negative—of those decisions. Refer to stories read (“A Wagner Matinee, for example) as part of your explanation and include textual evidence for support.(RL.10..6, W.10.2., W.10.4)

Reading Literature, Narrative WritingAfter reading Welty’s “A Worn Path,” extend the story by writing a scene in which Phoenix Jackson gives the paper windmill to her grandson.(RL.10.3, RL.10.5, W.10.3c, W.10.3e)

Rewrite a section of “The End of Something” changing the third-person point of view to a first-person point of view with Nick or Marjorie as the narrator. (RL.10.3, W.10..3a,, W.10.3d)

Multimedia PresentationMake a formal multimedia presentation in which you define and discuss the Lost Generation in American literary history. Cite at least three sources. Prepare the presentation for posting on the class web page for this unit. (RL.10.9, W.10.6, SL.10.5)

Art, Class DiscussionExamine and discuss the paintings listed. Do you see modernism emerging in these works? Can you make any fruitful comparisons with the way modernism emerges in the works you are reading? What new stylistic developments do you see in the paintings? What do we mean when we talk about modernists creating "art for art's sake"? For instance, compare the Hartley, Dove and Demuth paintings. To what extent do you think these painters were interested in painting a mountain (Hartley), a goat (Dove), and silos (Demuth) versus experimenting with the possibilities of paint, space, and line? What role do you think fine art photography (see the Stieglitz image) might have played in the transition of painting away from a primary focus on depiction? (SL.10.1, SL.10.2, SL.10.4, SL.10.5)

Reading Informational Text, Explanatory WritingAccording to David Troutt ("Defining Who We Are in Society"), how did the responses of Blacks and Whites to the Ebonics controversy differ? What were the origins and consequences of these differences? What sorts of evidence does Troutt offer to support his position? How, specifically, does he use the example of Jesse Jackson to demonstrate the ambivalence of most African Americans toward Ebonics? Respond to these questions in a well-reasoned essay using textual evidence to support your response. (RI.10.1, RI.10.6, W.10.1, W.10.1d)

Reading Literature, Narrative WritingConduct a close reading of Langston Hughes' "The Negro Speaks of Rivers," "Mother to Son," and "Harlem," identifying Hughes' use of metaphors to depict ideas. After reading the poems, compose your own poem in response to Hughes' idea and vision. Use a metaphor that depicts your perception of Hughes (e.g., "Hughes, a fearless lion/ roaring whispers of distant memories"). (RL.10., W.10.3d)

Reading Literature/ Informative WritingIn “I, Too” the speaker says, “I am the darker brother.” What does he mean? Respond in a brief essay to the following open-ended questions: Why does he eat in the kitchen? What does he mean when he says that he’ll eat at the table “tomorrow”? What connection is the speaker making to America? What is the significance of the title? Compare “I, Too” to the opening section of Walt Whitman’s “Song of Myself.” Why does Hughes allude to this poem? What does the allusion add to his work? Include textual evidence. (RL.10.1, RL.10.4, RL.10.6, W.10.2b, L.10.1)

Hughes pays close attention to the structure of his poems, but he has a very different attitude toward poetic form than his contemporary, Claude McKay. How does Hughes’ verse differ from McKay’s? Why do you think Hughes makes the choices he does? What is Hughes trying to convey about black experience and identity through his form? Respond to these questions in a well-reasoned essay, supported by textual evidence. (RL.10.1, RL.10.5, W.10.9a


.

Performance Tasks & Criteria(Align to New Jersey Model Curriculum & Common Core Standards)

Seminar and Informative/Explanatory WritingAfter reading James Baldwin's essay, "If Black English Isn't a Language, Then Tell Me, What Is?" and Zora Neale Hurston's Their Eyes Were Watching God, discuss the pivotal role that dialect plays in Their Eyes Were Watching God. Use at least three pieces of textual evidence to support an original thesis. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.1, RL.10.4, RL.10.6, RL.10.9, SL.10.4, W.10.9a, L.10.3)

Narrative WritingImagine what it might have been like for a black person moving from a small town to Harlem in the 1920s. What would they have encountered? What would the atmosphere have been? What might they have done for fun on a weekend night? What kinds of frustrations might they have met with? What might have surprised or pleased them? Assume that persona and write diary entries for a fictional week. (W.10.3, W.10.4, W.10.) Research, Collaboration, Reading Informational Text, Explanatory WritingStudents, working in small groups, research one art form of the Harlem Renaissance (e.g., art, architecture, music, poetry, or theater) and report their findings in a brochure format or poster. (RI.10.1, W.10.5, W.10.8, SL.10.1, SL.10.2, SL.10.4)

Reading Literature, Narrative WritingDiscuss the essential features of a memoir and why an author might choose to craft one. Direct students to Hurston’s memoir, “How It Feels to Be Colored Me,” and ask them to make predictions based upon the title. Ask students to read along silently with you as you read aloud the first two paragraphs of the text; instruct them to pay particular attention to the author’s tone of voice. Students should note the author’s tone of voice in the margin and mark the text to support their thinking. Use the think-pair-share strategy to check for understanding. From SpringBoard Level VI, 485-487. Students write their own memoir. (RL.10.1, RL.10.4, SL.10.3, W.10.3)

Collaboration, Reading LiteratureHurston’s short story, “Sweat,” is a good introduction to her use of dialect, metaphorical language, and some key issues present in Their Eyes Were Watching God, such as the relationships between men and women and a woman’s search for happiness. Guide students’ reading of this short story by asking them to scan the first page of the short story and highlight (marking the text) unfamiliar words. Then assist the class with filling in the graphic organizer provided. Encourage students to try to identify more standard forms of the words by using context clues and saying the unfamiliar words aloud. Students use the think-pair-share strategy to share their responses. After discussing Hurston’s use of dialect, read aloud the first page for students to get used to hearing the words pronounced as they are written. Students benefit greatly from hearing the language. (SL.10.1b, L.10.1a, L.10-12.3a, L.10-12.4)

Reading Literature, Writing Narrative WritingDifferent Perspective: Why did Hurston choose Janie as the heroine instead of a another character? Choose one secondary character and rewrite the novel’s beginning from the perspective of that character. (RL.10.3, RL.10.4, W.10..3a, W.10.3d)

Reading Informational Text, Explanatory Writing, SpeakingAfter completing this lesson from the National Endowment for the Humanities on Hurston's Their Eyes Were Watching God, students will be able to do the following:

Define folklore, folk groups, tradition, and oral narrative Identify traditional elements in Their Eyes Were Watching God Analyze and understand the role of traditional folkways and folk speech in the overall literary impact of the novel Compare Zora Neale Hurston's work as a collector of folk narrative with her better-known status as a novelist Understand as both listeners and tellers the importance of voice, pacing, and other features of performance in oral narrative Transcribe orally given narrative into eye dialect.

http://edsitement.neh.gov/lesson-plan/folklore-zora-neale-hurstons-their-eyes-were-watching-god (RI.10..3, RI.10..5, W.10..2b, SL.10.6, L.10.1a, L.10.3a)

Grammar and MechanicsRead the draft of a classmate's essay and highlight all the independent and dependent clauses; make sure they are punctuated correctly. (L.10.1, L.10.2)











• Anchor Activities:

• Bloom's Taxonomy:


• Choice Boardsneed and readiness by directing them to select from a certain row.



• Flexible Grouping

• Graphic Organizers

• Group Investigationsby interests, then are guided through the investigation of a topic with teacher support.

• Independent Studyby both student and teacher.

• Inquiry-based instructionthey choose within a broad thematic framework


• Literature Circlesideas with others who read the same materials. Various jobs are assigned to the different group members.


• Multiple Intelligence Optionspreferences.

• Orbital Studiesquestions, and devise ways to share their findings with peers.


• Problem Based Learningthe problem, locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the solution.

• Socratic Seminar:issues, or hypothetical situations.


• Think, Pair, Share:another student, and finally share their ideas with the group.


• Tiered Assignmentsreadiness.

• Web Quests:guidelines that support students in the research or inquiry process.


Unit ResourcesNovels The Great Gatsby F. Scott Fitzgerald (Required Text)Their Eyes Were Watching God Zora Neale Hurston (Required Text)As I Lay Dying Williams Faulkner (Independent)A Farewell to Arms Ernest Hemingway (Independent)The Pearl John Steinbeck (Independent)

Teachers should utilize multiple resources for textual reference including, but not limited to: Literature and Language: American Literature, McDougal Littell: 1994* 50 Essays: A Portable Anthology, Bedford/St. Martin's: 2011** Poetry of the Harlem Renaissance, Poetry Foundation www.poetryfoundation.org ***

Short StoriesBlack Death Zora Neale Hurston http://gibbsmagazine.com/Black%20Death.htmSpunk Zora Neale Hurston http://historymatters.gmu.edu/d/5131/Sweat Zora Neale Hurston http://itech.fgcu.edu/faculty/wohlpart/alra/hurston.htmA Wagner Matinee Willa Cather (416-425)*A Worn Path Eudora Welty (456-463)* Sophistication Sherwood Anderson (514-523)*Flight by John Steinbeck (589-604)*The End of Something Ernest Hemingway (625-631)*Hills Like White Elephants Ernest Hemingway http://www.asdk12.org/staff /grenier_tom/HOMEWORK/208194_Hills_Like_White_Elephants.pdf A Rose for Emily William Faulkner http://resources.mhs.vic.edu.au/ creating/downloads/A_Rose_for_Emily.pdf

PoetryLucinda Matlock Edgar Lee Masters (472-473)*Richard Corey Edwin Arlington Robinson (474-475)* The Love Song of J. Alfred Prufrock T.S. Eliot (505-512)*Acquainted with the Night Robert Frost (537)* Mending Wall Robert Frost (538-540)* Death of the Hired Man Robert Frost (541-548)* If We Must Die Claude McKay (486)* I, Too, Sing America Langston Hughes (487)* The Negro Speaks of Rivers Langston Hughes***Mother to Son Langston Hughes*** Harlem Langston Hughes*** Yet Do I Marvel Countee Cullen***Tableau Countee Cullenhttp://www.poemhunter.com/poem/tableau-2/Song of Myself Walt Whitman (294)*

Informational TextsEssaysWhen the Negro was in Vogue Langston Hughes (488-489)* How It Feels to Be Colored Me Zora Neale Hurston (785-790)* If Black English Isn't a Language, Then Tell Me, What Is? James Baldwinhttp://www.nytimes.com/books/98/03/29/specials/baldwin-english.htmlDefining Who We Are in Society David D. Trout Los Angeles Times, Jan. 12, 1997http://ingrid.kelly.home.comcast.net/~ingrid.kelly/links/docs/Troutt.pdf

Art Marsden Hartley, Mount Katahdin, Maine (1939-1940)Georgia O'Keeffe, Ram's Head, Blue Morning Glory (1938)Alfred Stieglitz, From the Back Window, 291 (1915)Jacob Lawrence, War Series: The Letter (1946)Charles Sheeler, Criss-Crossed Conveyors, River Rouge Plant, Ford Motor Company (1927)Stuart Davis, Owh! In San Pao (1951)Charles Demuth, My Egypt (1927)Arthur Dove, Goat (1934)Imogen Cunningham, Calla (1929)

MediaThe Great Gatsby, (DVD) (TCHS Library)Their Eyes Were Watching God, (DVD) (TCHS Library) Zora is My Name, (VHS) (TCHS Library)Do you Speak American?: Power of Prose: (PBS ) http://www.pbs.org/speak/ seatosea/powerprose/harlem/#addHarlem Renaissance :Online NewsHour: http://www.pbs.org/newshour/ forum/february98/harlem5.htmlRhythms in Poetry. Annenberg Media http://www.learner. org/amerpass/unit/pdf/unitig.pdf

Additional ResourcesPurdue Online Writing Lab (OWL): lessons on capitalization, punctuation, grammar, spelling http://owl.english.purdue.edu/exercises/PoetryFoundation: Online resource on poems, poets (text, audio, video clips)http://www.poetryfoundation.org Academy of American Poets: Online resource on American poets and their workhttp://www.poets.orgMuseum of Modern Art online collection: http://www.moma.org/explore/collection/indexDiscovering a Passion for Poetry with Langston Hughes. Extensive lesson. http://www.readwritethink.org/resources/resource-print.html?id=251Big Read from National Endowment for the Arts: Reader/Teacher's guides, lesson plans for: The Great Gatsby-- http://www.neabigread.org/books/greatgatsby/ Their Eyes Were Watching God:-- http://www.neabigread.org/books/theireyes/Three lessons from NEH on Intro to Modernist Poetry, including "Prufrock" http://edsitement.neh.gov/curriculum-unit/introduction-modernist-poetry

Technology Integration

YouTube : www.youtube.com TeacherTube: www.teachertube.com Google Docs/Drive : https://drive.google.com/ Google Maps : http://maps.google.com/ Google Map Maker: http://www.google.com/mapmaker Skype : www. skype .com Facebook : www.facebook.com Pinterest: http://pinterest.com/ Edmodo : www. edmodo .com/ Blogs: www. blog ger.com/ Cicero: http://cicerohistory.com/ Student Surveys: www.polleverywhere.com or


www.studyblue.com Podcasts: A multimedia digital file made available on the Internet for

downloading to a portable media player, computer, etc. WebQuests: is an inquiry-oriented lesson format in which most or all

the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.



http://c4lpt.co.uk/top100tools/powerpoint/

























http://c4lpt.co.uk/top100tools/edmodo/


http://c4lpt.co.uk/top100tools/facebook/


http://c4lpt.co.uk/top100tools/skype/



http://c4lpt.co.uk/top100tools/google-maps/


http://c4lpt.co.uk/top100tools/google-docsdrive/



http://c4lpt.co.uk/top100tools/youtube/


Unit 4: Voices of Protest Take the Stage Pacing: 17 daysContent Area/Course: English Language Arts/Literature II: American Literature


RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.10.2 Determine a theme or central idea of a text. and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

RL.10.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.10.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI.10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.10.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate. Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.10.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.10.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.




Students will understand that: This period was one of great civil unrest and that condition is

reflected in the writing of the time

An important aspect of the civil rights movement was the assertion of their ethnic heritage by various oppressed groups.

Civil rights leaders use the power of words in the street, as well as in the chambers of the Supreme Court.

The "tragic hero" in drama could be a common man, no longer the "noble" figure of classic drama.

Postwar drama challenged the complacency of America enjoying the prosperity and dominance in the world.

Big Idea: Art and literature are agents of change.

How do race and gender complicate what it means to be an American?

What criteria do I use to judge my values?

How do I stand up for what I value?

What can I do to realize my dreams or visions for the future?

How do I handle other’s points of view?

What power do I have as an individual to make positive change?

What voice do I use to be heard?

In what ways does the American dream mean different things for different Americans?


Development of Anti Hero Parallel in 1950s American political climate Comprehension skills and responses to text Writing forms, audiences, and purposes Significance of social setting Stage directions Primary documents Literature of the civil rights movement


Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

... use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

...use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

...use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

... provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



Stage 2- Assessment


Research, Argumentative WritingAfter researching fundamental elements of the Constitution, landmark Supreme Court cases, and a modern constitutional issue, write a letter to a member of Congress arguing your position on a constitutional issue of your choosing. Support your position with evidence from your research, by giving examples from past or current events or issues to illustrate, clarify and support. Lesson plans to support the assignment http://educore.ascd.org/Resource/LiteracyTemplate/89d4cb17-b970-45cc-afeb-0c3ddbf9fdb1(RI.10.1, RI.10.2, RI.10.4, RI.10.6, RI.10.8, RI.10.9, RI.10., W.10.1, W.10.4, W.10.5, W.10.6, W.10.7, W.10.8, W.10.9, W.10.)

Oral Presentation or Argument WritingDiscuss what you think Learned Hand meant when he said of Americans, "For this reason we have some right to consider ourselves a picked group, a group of those who had the courage to break from the past and brave the dangers and loneliness of a strange land." Cite examples from works read in this unit and describe how the characters exhibit this quality. Record your recitation using a video camera so you can evaluate how well you discussed Hand's quotation. (Note: This quotation could also be used as a prompt for argument, asking students to agree or disagree with Hand and requiring at least three pieces of evidence to support the position.) (RL.10.9, SL.10.4, L.10.5)

Art/Class DiscussionAccess the Oh Freedom! online collection from the Smithsonian American Art Museum (http://africanamericanart.si.edu/). The collection of paintings, photographs, and posters link art, history and social change. Select two photographs and share your response to "A picture is worth a thousand words..." for each in a brief oral and visual presentation for classmates.(W.10.3, SL.10.4, SL.10.5,

Reading Informational Text, Argument WritingRead accounts of victims of housing discrimination in the Levittown developments and respond with your opinion in a Letter to the Editor as though you were writing contemporaneously with the events. Include at least three details from the accounts in your letter. Links: http://www.understandingrace.org/history/society/post_war_economic_boom.html http://articles.philly.com/1997-08-13/news/25568525_1_daisy-myers-hundreds-of-white-people-william-e-myers(RI.10.3, RI.10.7, W.10.1, W.10.2b, S.10.6)

Collaboration, Research, Multimedia PresentationStudents in groups research "Segregation in America" and create a multi-media presentation. Consider the following ideas as part of your presentation: 1) What were Jim Crow Laws and how did they begin? 2) How have Jim Crow Laws created segregated neighborhoods?3) How has segregation affected the city of Chicago, Detroit, Trenton? 4) What have been the long term effects of segregation? 5) What can be done to counteract the negative effects of segregation?(RI.10.7, RI.10.8, W.10.1, W.10.2, W.10.6, SL.10.1, SL.10.4)

GrammarMartin Luther King, Jr.'s "Letter from Birmingham Jail" demonstrates that even the smallest punctuation mark signals a stylistic decision, distinguishing one writer from another and enabling an author to move an audience. In this minilesson, students first explore Dr. King's use of semicolons and their rhetorical significance, then apply what they have learned by searching for ways to follow Dr. King's model and use the punctuation mark in their own writing. from ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-plans/every-punctuationmarkmatters260.html?tab=4#tabs( W.10., L.10..2)



Research, Argumentative WritingAfter researching fundamental elements of the Constitution, landmark Supreme Court cases, and a modern constitutional issue, write a letter to a member of Congress arguing your position on a constitutional issue of your choosing. Support your position with evidence from your research, by giving examples from past or current events or issues to illustrate, clarify and support. Lesson plans to support the assignment http://educore.ascd.org/Resource/LiteracyTemplate/89d4cb17-b970-45cc-afeb-0c3ddbf9fdb1(RI.10.1, RI.10.2, RI.10.4, RI.10.6, RI.10.8, RI.10.9, RI.10., W.10.1, W.10.4, W.10.5, W.10.6, W.10.7, W.10.8, W.10.9, W.10.)

Oral Presentation or Argument WritingDiscuss what you think Learned Hand meant when he said of Americans, "For this reason we have some right to consider ourselves a picked group, a group of those who had the courage to break from the past and brave the dangers and loneliness of a strange land." Cite examples from works read in this unit and describe how the characters exhibit this quality. Record your recitation using a video camera so you can evaluate how well you discussed Hand's quotation. (Note: This quotation could also be used as a prompt for argument, asking students to agree or disagree with Hand and requiring at least three pieces of evidence to support the position.) (RL.10.9, SL.10.4, L.10.5)

Art/Class DiscussionAccess the Oh Freedom! online collection from the Smithsonian American Art Museum (http://africanamericanart.si.edu/). The collection of paintings, photographs, and posters link art, history and social change. Select two photographs and share your response to "A picture is worth a thousand words..." for each in a brief oral and visual presentation for classmates.(W.10.3, SL.10.4, SL.10.5,

Reading Informational Text, Argument WritingRead accounts of victims of housing discrimination in the Levittown developments and respond with your opinion in a Letter to the Editor as though you were writing contemporaneously with the events. Include at least three details from the accounts in your letter. Links: http://www.understandingrace.org/history/society/post_war_economic_boom.html http://articles.philly.com/1997-08-13/news/25568525_1_daisy-myers-hundreds-of-white-people-william-e-myers(RI.10.3, RI.10.7, W.10.1, W.10.2b, S.10.6)

Collaboration, Research, Multimedia PresentationStudents in groups research "Segregation in America" and create a multi-media presentation. Consider the following ideas as part of your presentation: 1) What were Jim Crow Laws and how did they begin? 2) How have Jim Crow Laws created segregated neighborhoods?3) How has segregation affected the city of Chicago, Detroit, Trenton? 4) What have been the long term effects of segregation? 5) What can be done to counteract the negative effects of segregation?(RI.10.7, RI.10.8, W.10.1, W.10.2, W.10.6, SL.10.1, SL.10.4)

GrammarMartin Luther King, Jr.'s "Letter from Birmingham Jail" demonstrates that even the smallest punctuation mark signals a stylistic decision, distinguishing one writer from another and enabling an author to move an audience. In this minilesson, students first explore Dr. King's use of semicolons and their rhetorical significance, then apply what they have learned by searching for ways to follow Dr. King's model and use the punctuation mark in their own writing. from ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-plans/every-punctuationmarkmatters260.html?tab=4#tabs( W.10., L.10..2)


CollaborationReflect on seminar questions, take notes on your responses in your journal or on a shared spreadsheet, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.10.1, SL10.1)

Collaborative, Class DiscussionInvestigate the 1963 March on Washington, including press coverage of King's speech. How was it received at the time? Why do you think scholars of public discourse now consider it the most significant American speech of the past century?(SL.10.1a, SL.10.1b, SL.10.3, SL.10.4)

Reading Informational Text, Argument Writing"I Have a Dream" is remembered for many reasons. As an argument, it embodies appeals based on values and on character, emotional appeals, and logical appeals. Analyze each of these sorts of appeals. First, consider the ethos King creates for himself as author and speaker. Then examine how King makes appeals to the emotions of his audiences--those present and those who heard the speech on radio or television at the time and even to those who would read or hear the speech in the future. Finally, consider the sorts of logical appeals King uses. Choose one type of appeal and write an essay in which you describe and illustrate King's successful use of it in his speech. (RI.10.1, RI.10.5, RI.10.6, W.10.1, W.10.2d)

Reading Informational Text, Informative/Explanatory WritingThe power of King's "I Have a Dream" speech comes in part from his use of figurative language and the artfulness of his delivery. Both of these strengths draw on King's experience as a minister in the African American Baptist church. Analyze the speech for the types of figurative language King uses--metaphor, simile, analogy, parallelism, repetition, allusion--and for the elements of spoken argument. Using textual evidence, write an essay describing how King uses figurative language to move his audience. In order to do a thorough analysis, limit your discussion to two or three consecutive paragraphs of King's speech. (RI.10.1, RI.10.4, RI.10.6, W.10.2b, W.10.2f)

Seminar and Argument Writing Compare a scene from the 1961 film of A Raisin in the Sun with the same scene in the 2008 film. Do you think the films are faithful to the author’s intent? Why or why not? Cite at least three pieces of evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.7, W.10.2, SL.10.1)

Collaboration, Narrative Writing, Oral PresentationStudents as a group project, host a talk show with characters from A Raisin in the Sun. Interview everyone two years later.

Walter Lee - What has he done about the liquor store? Ruth and the new baby - Is she staying home? Lena and her family - Did she return to work for the Holidays? How is her garden growing? Beneatha - Did she stay in school? Did she marry Asagai? Travis - How is he contributing to the family now? Mr. Linder and the neighbors- Are they still hostile? Create a new character. Create questions and responses which would be revealing about the characters. What incidents would they discuss which would reveal their understanding of life and their individual concerns? How would they interact with each other? The show may be viewed by peers either live or on video. (W.10.3d, SL.10.1, SL.10.2, SL.10.4, SL.10.5)

Reading Literature, Informative/Explanatory WritingHow does the play A Raisin in the Sun mirror the social, educational, political, and economical climate of the 1950s and how does the play illustrate the impact this climate had on African Americans' quest for "The American Dream." Discuss these questions in a well-developed essay, referring to information you have learned in your research about the period. (RL.10.1, RL.10.5, W.10.2b, W.10.2d)



Seminar, SpeechHaving read background information on Brown v. Board of Education, including the decision, dissenting opinion, and a letter from students involved, students discuss the following questions:According to Judge Waites Waring, What was the purpose of amendments 13, 14, and 15?

1. What point does Judge Waring make about race and ancestry?2. What is Waring's point about the society's method for determining race?3. How had thoughts about race affected the attitude of Blacks and Whites in Southern states?

Ask students "How does the student's letter illustrate African Americans' quest for the American Dream?"Students take the position of a student attending Little Rock Central High School at the time that the Little Rock Nine are scheduled to integrate the school and write a speech against the opposition facing the Little Rock Nine. The speech should seek to convince the adults in your school and community to accept the Little Rock Nine. Students read their speeches aloud.(Background material on Brown vs Board of Education http://www.archives.gov/education/lessons/brown-v-board/Lessons for Raisin in the Sun from NEH http://edsitement.neh.gov/lesson-plan/raisin-sun-quest-american-dream#section-16740)(RI.10.1, RI.10.6, RI.10.8, W.10.1c, SL.10.4, L.10.1)

Reading Literature, Explanatory WritingWhat do you think Bono means when he says, early in Act 2 "Some people build fences to keep people out...and other people build fences to keep people in? Why is the play called Fences? What is Troy fencing in? You'll want to take account of Troy's last speech in 2.2, but do not limit your response to this speech. Include at least three pieces of textual evidence to support your explanatory essay.(RL.10.1, W.10.2d, W.10.2e)

Informative WritingWrite a eulogy for Troy that Bono might have read at the funeral. The eulogy should emphasize Troy's strengths, but not ignore his weaknesses, altogether.(W.10.2b, W.10.3, W.10.3d)

Reading Literature, Informative/Explanatory WritingRead the poem "The Whipping" by Robert Hayden. Providing textual evidence, write an informative/explanatory essay in which you discuss the similarities you see between the poem and the play, Fences. Focus in particular on Troy's relationship with both his father and his son, Cory.(RL.10.1, RL.10.5, 11.2d

Reading Literature, Informative/Explanatory WritingRead the play Fences and create a literary analysis comparing A Raisin in the Sun and Fences. Consider each play’s relationship to The American Dream, and the themes and characters in each play.(RL.10.1, RL.10.2, RL.10.5, W.10.2b, W.10.2d)

Narrative WritingIn Act I, scene 4 of Fences, Troy refers to "the walking blues." Using the song about the dog Blue as a guide, write some lyrics for this song that convey the message you believe it was meant to convey.(RL.10.4, W.10.3, L.10.3a)

http://www.archives.gov/education/lessons/brown-v-board/


Unit ResourcesPlays, NovelsA Raisin in the Sun Lorraine Hansberry (Required Text)Fences August Wilson (Required Text)Invisble Man Ralph Ellison (Independent Text)Native Son Richard Wright (Independent Text)

Teachers should utilize multiple resources for textual reference including, but not limited to: Literature and Language,:American Literature, McDougal Littell: 1994* 50 Essays: A Portable Anthology, Bedford/St. Martin's: 2011**

PoetryThe Whipping Robert Haydenhttp://allpoetry.com/poem/8502015-The_Whipping-by-Robert_Hayden

Informational TextsEssaysfrom Stride Toward Freedom Martin Luther King, Jr. (171-74)*from Necessary to Protect Ourselves Malcolm X) (175-78)*from Coming of Age in Mississippi Anne Moody (690-94)*Letter from Birmingham Jail (April 16,1963) Martin Luther King, Jr.** http://mlkkpp01.stanford.edu/kingweb/popular_requests/frequentdocs/birmingham.pdfMy Dungeon Shook: Letter to My Nephew James Baldwin (792-797)*Savran conversation with August Wilson http://books.google.com/books?id=s-mxd-y7es8C&pg=PA19&source=gbs_toc_r&cad=4#v=onepage&q&f=falseFree Minds and Hearts at Work (Apr 4, 2005) Jackie Robinsonhttp://www.npr.org/templates/story/story.php?storyId=4536142 Rower With Muslim Name Is an All-American Suspect Ira Berkow, New York Times, Feb. 31, 2003 http://www.nytimes.com/2003/02/21/sports/rowing-rower-with-muslim-name-is-an-all-american-suspect.htmlForty Years Ago... McCracy, Lacy Philadelphia Inquirerhttp://articles.philly.com/1997-08-13/news/25568525_1_daisy-myers-hundreds-of-white-people-william-e-myersLetter, Daisy Bates to Roy Wilkins, (Dec 17, 1957) on the treatment of the Little Rock Nine.http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html#0918

SpeechesI Have a Dream (Aug, 28, 1963) Martin Luther King, Jr.http://mlk-kpp01.stanford.edu/kingweb/publications/speeches/address_at _march _on _washington.pdfThe Spirit of Liberty (1944) Learned Hand http://www.providenceforum.org/spiritoflibertyspeech

Court OpinionDissenting Opinion of Judge Waites Waring in Harry Briggs, Jr. et al. V. R.W. Elliot, Chairman et. al Brown vs Board of Educationhttp://www.archives.gov/education/lessons/brown-v-board/images/dissenting-opinion-01.gif

ArtOh, Freedom Smithsonian Institution of Civil Rights through Arthttp://africanamericanart.si.edu/

MediaA Raisin in the Sun, 1961 (Poitier) (DVD) (TCHS Library)A Raisin in the Sun, 2008 (Combs) DVD) (TCHS) Library)Chicago WTTW documentary on Hansberry suit--basis for A Raisin in the Sunhttp://video.wttw.com/video/1512450532

Additional ResourcesPurdue Online Writing Lab lessons on capitalization, punctuation, grammar, spelling http://owl.english.purdue.edu/exercises/PoetryFoundation: Online resource on poems, poets (text, audio, video clips)http://www.poetryfoundation.org Academy of American Poets: Online resource on American poets and their workhttp://www.poets.orgMalcolm X Project at Columbia Universityhttp://www.columbia.edu/cu/ccbh/mxp/index.htmlPost-War Economic Boom and Racial Discrimination American Anthropological Assn.http://www.understandingrace.org/history/society/post_war_economic_boom.html

Technology Integration YouTube : www.youtube.com TeacherTube: www.teachertube.com Google Docs/Drive : https://drive.google.com/ Google Maps : http://maps.google.com/ Google Map Maker: http://www.google.com/mapmaker Skype : www. skype .com Facebook : www.facebook.com Pinterest: http://pinterest.com/ Edmodo : www. edmodo .com/ Blogs: www. blog ger.com/ Cicero: http://cicerohistory.com/ Student Surveys: www.polleverywhere.com or


www.studyblue.com Podcasts: A multimedia digital file made available on the

Internet for downloading to a portable media player, computer, etc.

WebQuests: is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.



http://www.archives.gov/education/lessons/brown-v-board/images/dissenting-opinion-01.gif

http://www.archives.gov/education/lessons/brown-v-board/images/dissenting-opinion-01.gif







































Unit 5: Postmodern Challenges and Diversity Pacing: 17 daysContent Area/Course: English Language Arts/Literature II: American Literature


RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.10.2 Determine a theme or central idea of a text. and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (include Shakespeare as well as other authors.)

RL.10.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.11.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI.10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

W.10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.10.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.10.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

L.10.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.




Students will understand that: Postmodern writers create new worlds and use a new

arrangement of words to convey the new worlds.

Postmodern writers often treat serious themes in a comic, absurdist manner.

The media, particularly, television, has a large role in shaping public opinion.

More Hispanic-American, Asian Americans, and Native Americans start producing literature rooted in their own experiences and concerns.

Technology has created fast-moving forums that can launch an unknown writer into the limelight overnight.

Contemporary writers continue to struggle with America's destiny and identity.

Big Idea: More than two centuries after the creation of this country, American literature is finally beginning to represent the voices of all Americans.

Does twentieth-century American literature represent a fulfillment of America's promise?

Has the American Dream changed over time?

How does stereotyping affect people on a personal, social, and cultural level?

How does literature make the world smaller?


Minimalism Parody Postmodernism Secondary Sources Research strategies Vocabulary Constructing Meaning from Media Vignettes Vietnam Conflict

Skills:

Students will be able to: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly. Cite strong and thorough textual evidence to support inferences drawn from the text,

including determining where the text leaves mattes uncertain. Determine two or more central ideas of a text and analyze their development over the

course of the text. Determine the meaning of words and phrases as they are used in the text, including

figurative, connotative, and technical meanings. Determine an author's point of view or purpose in a text in which the rhetoric is

particularly effective. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of

constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents).

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

When writing arguments, introduce precise, knowledgeable claim(s), and establish the significance of the claim(s).

... introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.

... introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

... develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

...use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons; between reasons and evidence.

...establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

...provide a concluding statement or section that follows from and supports the argument presented.

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 11 Reading standards to literary nonfiction...



Stage 2- Assessment



Seminar and Argument WritingCompare a scene from one of the films in the unit (The Joy Luck Club/Smoke Signals) with the same scene in the corresponding book (The Joy Luck Club/The Lone Ranger and Tonto Fistfight in Heaven). Do you think the films are faithful to the author’s intent? Why or why not? Cite at least three pieces of evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.7, W.10.2, SL12.1)

Collaboration, Narrative Writing, and PerformanceCreate a script faithful to the original text for a scene from the novel, from 1930’s China or from 1960’s America. Dialogue must be in character. Present the scene and videotape for evaluation. (RL.10.1, W.10.2, W.10.3bd, SL.10.1, SL.10.5, SL.10.6)

Research PaperResearch the details and circumstances of women’s life in 1930’s China, examining both poor and wealthy families. How do the stories of the mothers relate to the actual historical realities? Use your research to explain why Tan chose to portray the mothers through their particular stories. Decide whether this portrayal (whether historically accurate or fictionalized) enhances the power of the novel. Include at least three pieces of textual evidence to support your position. (RI.10.1, RI.10.7, W.10.7, W.11.8)

Research PaperWrite a research paper in which you trace the influence of the Viet Nam War on American literature. Cite at least three pieces of textual evidence and three secondary sources to support an original thesis statement. The essay should reflect your reasoned judgment about the quality and reliability of sources consulted (i.e., why you emphasize some sources and not others), a balance of paraphrasing and quoting from sources, and proper citation of sources. (RL.10.1, W.10.7, W10.8, W.10.9)

Reading Literature, and Informative/Explanatory WritingWhat did Tim O'Brien gain by serving in Vietnam? What did he lose? Support your opinions with passages from The Things They Carried in an explanatory essay. Include a focused thesis supported by references to the text. (RL.10.1, RL.10.3, RL.10.6, W.10.1c, W.10.2b)

Analyze the symbolic role of one of the objects a soldier carries in the book's title story. Describe what the object represents to that character and why he chooses to carry it. Support your analysis with passages the text. (RL.10.1, RL.10.3, W.10.1c, W.10.2b)

Tim O'Brien's writing constantly seeks to give meaning to the events that happened in Vietnam. Create a written portrait of Tim O'Brien using three or four carefully selected passages that describe the narrator's inner thoughts as evidence to support your ideas. What does each reveal about his concerns, hopes, and fears? How do certain word choices reveal the way he sees the world? (RL.10. RL.10.6, W.10.2f)

Collaboration, Narrative Writing, and PerformanceChoose one or more powerful scenes from the book to dramatize, using O'Brien's dialogue and his narration as direction. Create a script, faithful to the original text and present for the school. Record your presentation using a video camera for evaluation.(RL.10.1, W.10.2, W.10.3bd, SL.10.1, SL.10.5, SL.10.6)




Seminar and Argument WritingCompare a scene from one of the films in the unit (The Joy Luck Club/Smoke Signals) with the same scene in the corresponding book (The Joy Luck Club/The Lone Ranger and Tonto Fistfight in Heaven). Do you think the films are faithful to the author’s intent? Why or why not? Cite at least three pieces of evidence to support an original thesis statement. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.10.7, W.10.2, SL12.1)

Collaboration, Narrative Writing, and PerformanceCreate a script faithful to the original text for a scene from the novel, from 1930’s China or from 1960’s America. Dialogue must be in character. Present the scene and videotape for evaluation. (RL.10.1, W.10.2, W.10.3bd, SL.10.1, SL.10.5, SL.10.6)

Research PaperResearch the details and circumstances of women’s life in 1930’s China, examining both poor and wealthy families. How do the stories of the mothers relate to the actual historical realities? Use your research to explain why Tan chose to portray the mothers through their particular stories. Decide whether this portrayal (whether historically accurate or fictionalized) enhances the power of the novel. Include at least three pieces of textual evidence to support your position. (RI.10.1, RI.10.7, W.10.7, W.11.8)

Research PaperWrite a research paper in which you trace the influence of the Viet Nam War on American literature. Cite at least three pieces of textual evidence and three secondary sources to support an original thesis statement. The essay should reflect your reasoned judgment about the quality and reliability of sources consulted (i.e., why you emphasize some sources and not others), a balance of paraphrasing and quoting from sources, and proper citation of sources. (RL.10.1, W.10.7, W10.8, W.10.9)

Reading Literature, and Informative/Explanatory WritingWhat did Tim O'Brien gain by serving in Vietnam? What did he lose? Support your opinions with passages from The Things They Carried in an explanatory essay. Include a focused thesis supported by references to the text. (RL.10.1, RL.10.3, RL.10.6, W.10.1c, W.10.2b)

Analyze the symbolic role of one of the objects a soldier carries in the book's title story. Describe what the object represents to that character and why he chooses to carry it. Support your analysis with passages the text. (RL.10.1, RL.10.3, W.10.1c, W.10.2b)

Tim O'Brien's writing constantly seeks to give meaning to the events that happened in Vietnam. Create a written portrait of Tim O'Brien using three or four carefully selected passages that describe the narrator's inner thoughts as evidence to support your ideas. What does each reveal about his concerns, hopes, and fears? How do certain word choices reveal the way he sees the world? (RL.10. RL.10.6, W.10.2f)

Collaboration, Narrative Writing, and PerformanceChoose one or more powerful scenes from the book to dramatize, using O'Brien's dialogue and his narration as direction. Create a script, faithful to the original text and present for the school. Record your presentation using a video camera for evaluation.(RL.10.1, W.10.2, W.10.3bd, SL.10.1, SL.10.5, SL.10.6)

Performance Tasks & Criteria

(Align to New Jersey Model Curriculum & Common Core Standards)

Reading Informational Text, Informative/Explanatory WritingOne resource any writer has in constructing arguments in to appeal to readers emotions, feelings, or values (including cultural values). How does James Sterngold ("Able to Laugh at Their People, Not Just Cry for Them") appeal to his readers' emotions? Which emotions in particular does he appeal to? Where do you see evidence of these appeals? In an informative/explanatory essay, respond to these questions, providing evidence of these appeals. (RI.10.2, W.10.2, W.10.4, W.10.5)

Reading Informational Text, Informative/Explanatory WritingHow does James Sterngold's discussions of media representations of Native Americans compare with John Leo's discussion of media representations of African Americans and other groups in his essay "Fu Manchu on Naboo"? How do the different purposes--writing a news article versus writing a column that takes a strong stance on an issue--influence the ways in which each author makes his main point? In an informative/explanatory essay, use textual evidence to support your response. (RI.10.1, RI.10.2, RI.10.6, RI.10.7, W.10.2)

Reading Informational Text, Argument WritingThe Native Americans cited in James Sterngold's article raise several complex issues about representations of groups. One is the issue of authority: who has the right and the responsibility to represent a group? Write an essay discussing the advantages of representations crafted by insiders and by outsiders. One way to complete this assignment is to focus on a specific group of which you are--or are not-- a member, using it as an example.(RI.10.3, RI.10.5, W.10.1)

Multimedia PresentationMake a formal multimedia presentation in which you define and illustrate the issues confronting Native Americans today, using stories from The Lone Ranger and Tonto Fistfight in Heaven as a focus . Your presentation can include film clips, animation, or "documentary" format.(RI.10.1, W.10.6, SL.11

Art , Class DiscussionView the two works of architecture, one residential and one commercial. The same architect, Ludwig Mies van der Rohe, designed these buildings. How do they compare? Do you see similar elements in both of them? What is different? How is each building site-specific (i.e., reacting specifically to the place where it resides)? Compare this duo to the di Suvero and Bourgeois sculptures. How might you compare them-- or can we even compare them? Does the comparison suggest that artists and architects sometimes work on similar ideas? (SL.10.1, SL.10.2, SL.10.4, SL.10.5)

Oral CommentaryStudents will be given an unfamiliar passage from a contemporary novel, poem, or short story and asked to provide a ten-minute commentary on two of the following questions: 1) What are the effects of the dominant images used in this extract? 2) Identify the literary or poetic techniques used in this work. Relate them to the content. 3) What do you think the important themes in this extract are?Record your presentation with a video camera so you can evaluate your performance. (RL.10.1, RL.10.4, SL.10.4)

Oral PresentationPlay recordings of two of the poets reading their work. Make a presentation to the class about how their reading influences the listener’s interpretation of the poem (e.g., tone, inflection, pitch, emphasis, and pauses). Record your presentation with a video camera so you can evaluate your performance. (RL.10.4, W.10.6, SL.10.4, SL.10.5, SL.10.6)


Performance Tasks & Criteria

(Align to New Jersey Model Curriculum & Common Core Standards)

Reading Literature, Informative/Explanatory WritingWrite an informative/explanatory essay discussing how the Garcia girls fought against Latina stereotypes. What were these stereotypes? How did they struggle against the expectations of their parents and the Dominican culture? Did they succeed or fail in fighting stereotypes? Each sister has a different story. You may focus on all the girls, or one or a few. Use textual evidence to support your response. (RL10.1, RL.10.2, RL.10.3, W.10.2, W.10.4)

How does Julia Alvarez show race relations in the Dominican Republic through the voices of her characters in the chapter “The Blood of the Conquistadores?" Write an informative/explanatory essay, using the voices of at least three characters, and textual evidence to support your response. (RL10.1, RL.10.2, RL.10.3, W.10.2, W.10.4)

The Dominican Republic, like many Latin American countries, maintains a strong Catholic belief and patriarchal society. The feminist movement getting wide attention in the United States had yet to hit the shores of the Dominican Republic. In a well-written explanatory essay, discuss the choices the four girls make throughout the play in regards to their feminine identity and adoption of cultural gender roles. Include at least four pieces of textual evidence.(RL10.1, RL.10.2, RL.10.3, W.10.2, W.10.4)

Art, Class DiscussionThe paintings listed are all examples of abstract expressionist art. What do you see in each image? Consider these paintings in comparison to romantic and modernist paintings discuss in previous units. Why do you believe the abstract expressionists took such a grand leap away from figurative art (i.e, creating a representational image)? What words come to mind when you see these images? Many of these works are large-scale paintings. Can you appreciate the monumental scale of these works without being in front of them? Do you need to view this image in person to be affected--by the colors, textures, and shapes used? What happens to an image when it is reproduced? (RL.10.9, SL.10.1, SL.10.4)

Grammar, Explanatory WritingExamine a one-to two-page excerpt (selected by the teacher) from All the Pretty Horses. Insert punctuation where you think convention would demand it. Explain in a brief essay why you think McCarthy has omitted standard punctuation in some places in his novel. (W.10.2, L.10.2, L.10.3)


Unit ResourcesNovels 1. How the Garcia Gils Got Their Accents Julia Alvarez (Required Text)or The Joy Luck Club Amy Tan (Required Text)2. The Things They Carried Tim O'Brien (Required Text)or The Lone Ranger and Tonto Fistfight in Heaven Sherman Alexie (Required Text)

Slaughterhouse-Five Kurt Vonnegut (Independent Text)

Teachers should utilize multiple resources for textual reference including, but not limited to: Literature and Language: American Literature, McDougal Littell: 1994* 50 Essays: A Portable Anthology, Bedford/St. Martin's: 2011**

Literary Texts:All the Pretty Horses (one- to two-page excerpt) Cormac McCarthy

Short StoriesA Delicate Balance Jose Armas (878-881)*In the American Society Gish Jen (1117-1128)*

PoetryOn the Pulse of the Morning Maya Angelou (1136)*Sestina Elizabeth BishopThe Fish Elizabeth BishopOne Art Elizabeth BishopAmerica Allen GinsbergLove Calls Us to the Things of This World Richard WilburSkunk Hour Robert LowellMemories of West Street and Lepke Robert LowellThe Black Swan James MerrillDays of 1964 James MerrillThe Tartar Swept August KleinzahlerHappiness or The Current Raymond CarverThe Visitor Carolyn ForcheMy Friends W.S. MerwinTulips Sylvia PlathAdvice to a Prophet Richard Wilbur

Informational TextsEssaysAmerica: the Multinational Society Ishmael Reed (1132-35)*Able to Laugh at Their People, Not Just Cry for Them James Sterngold, New York Times, June 21, 1995Fu Manchu on Naboo John Leo, U.S. News & World Report, Jul 7, 1999http://www.usnews.com/usnews/opinion/articles/990712/archive_001413_print.htmhttp://www.nytimes.com/1998/06/21/movies/film-able-to-laugh-at-their-people-not-just-cry-for-them.htmlWhy Chinese Mothers are Superior Amy Chua, The Wall Street Journal, Jan. 8, 2011http://online.wsj.com/article/SB001424052748704111504576059713528698754.htmlMother Tongue Amy Tan**

ArtWillem de Kooning, Excavation (1950)Barnett Newman, Concord (1949)Jackson Pollock, Number 28, 1950 (1950)Mark Rothko, Untitled (1964)Franz Kline, Untitled (1957)Robert Motherwell, Elegy to the Spanish Republic, 70 (1961)David Smith, Pillar of Sundays (1945)Mark di Suvero, Are Years What? (For Marianne Moore) (1967)Louise Bourgeois, Red Fragmented Figure (1957)

ArchitectureFarnsworth House, Plano, Illinois (1951Seagram Building, New York City, NY (1957)

MediaThe Joy Luck Club, (DVD) (TCHS Library)Smoke Signals, (DVD) (TCHS Library)

Additional ResourcesPurdue Online Writing Lab (OWL) lessons on capitalization, punctuation, grammar, spelling http://owl.english.purdue.edu/exercises/PoetryFoundation: Online resource on poems, poets (text, audio, video clips)http://www.poetryfoundation.org Academy of American Poets: Online resource on American poets and their workhttp://www.poets.orgBig Read from National Endowment for the Arts: Reader/Teacher's guides, lesson plans for: The Joy Luck Club: http://www.neabigread.org/books/joyluckclub/ The Things They Carried: http://www.neabigread.org/books/thethingstheycarried/

Technology Integration

YouTube : www.youtube.com TeacherTube: www.teachertube.com Google Docs/Drive : https://drive.google.com/ Google Maps : http://maps.google.com/ Google Map Maker: http://www.google.com/mapmaker Skype : www. skype .com Facebook : www.facebook.com Pinterest: http://pinterest.com/ Edmodo : www. edmodo .com/ Blogs: www. blog ger.com/ Cicero: http://cicerohistory.com/ Student Surveys: www.polleverywhere.com or


www.studyblue.com Podcasts: A multimedia digital file made available on the Internet for

downloading to a portable media player, computer, etc. WebQuests: is an inquiry-oriented lesson format in which most or all

the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.









































table of contents · web view2015. 9. 16. · rl10.1 cite strong and thorough textual evidence to...

Documents