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Grade 10
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Literature, The Penguin Edition
The American Experience © 2007
C O R R E L A T E D
T O
Michigan Merit Curriculum Model Unit Standards
Grade 10
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
Penguin Literature, The American
grade 11 program with Prentice Hall
Experience ©2007
Literature)
coverage of Model Unit content and skills
MODEL UNIT 10.1: AMERICAN POST WORLD WAR II DRAMA
Big Ideas/Themes
Essential Questions
Big Ideas
Iroquois, from “The Iroquois Constitution,” p. 26
• powers of the individual, individual vs.
Olaudah Equiano, from “The Interesting
government or religious authority, individuals as
Narrative of the Life of Olaudah Equiano,” p. 160
members of a community, willingness to make
Thomas Jefferson, “The Declaration of
sacrifices for the truth, dealing with powerful
Independence,” p. 170
accusers, Puritanism, resentment, hysteria,
Ralph Waldo Emerson, from “Self-Reliance,” p.
hypocrisy
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
“The Crucible” Arthur Miller, pp. 1257–1339
Themes
• Literature can be used to strengthen the
individual and regain power from those who
would use it for their own purposes.
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• Truth has no meaning when men believe only
what they want to believe.
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
1
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Essential Questions
• What is the importance of individuality?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• How can people use their power to make a
difference in their lives and the lives of others?
• What are the risks and rewards of using the
power of the individual?
Quotations
“The closer a man approaches tragedy the more
intense is his concentration of emotion upon the
fixed point of his commitment, which is to say
the closer he approaches what in life we call
fanaticism.” –Arthur Miller
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
“Whatever hysteria exists is inflamed by
mystery, suspicion and secrecy. Hard and exact
facts will cool it.” –Elia Kazan
“I am not sure what The Crucible is telling
people now, but I know that its paranoid center
is still pumping out the same darkly attractive
warning that it did in the fifties.” –Arthur Miller
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
Literary Genre Focus/Anchor Texts
Narrative Text
Drama
The Crucible, Arthur Miller
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
Arthur Miller on “The Crucible”, 1252–1253
“The Crucible” Arthur Miller, pp. 1257–1339
Informational Text
Essay
“The Dying Girl That No One Helped,” Loudon
Wainright
Opportunities to address this standard may be
found on the following pages:
John Hersey, from “Hiroshima,” p. 1198
2
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Persuasive Essay
“Civil Disobedience” Henry David Thoreau
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
From “Walden” Henry David Thoreau, p. 406
From “Civil Disobedience” Henry David Thoreau,
p. 416
Media
Movie Power of One
www.caringstrangers.com/powerofone.htm
Linking Texts/Media
Media
Goodnight and Good Luck
“I am only one person; I don’t matter very
much.”
“We will not walk in fear of one another.”
Hotel Rwanda video
Valentina’s Nightmare
www.pbs.org/wgbh/pages/frontline/shows/Rwan
da
Evaluation of a film, 1057
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
A&E documentary: A Son’s Confession
excerpts from The Crucible Hytner, director,
Day-Lewis, Allen, Ryder
Texts
“Why I Wrote The Crucible: An Artist’s Answer
to Politics” by Arthur Miller
www.newyorker.com/printables/archive/020422
fr_archive02
Timebends: A Life Arthur Miller Autobiography
Informational Text on Joseph McCarthy such as:
“Twentieth-Century Witch-Hunter: Joseph R.
McCarthy”
“Reply to McCarthy” Owen Lattimore
“Miller Reacts to a Witch-Hunt”
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
3
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Poetry
“The Road Not Taken” Robert Frost
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Poems by Robert Frost in this level of Penguin
Literature:
“Birches” p. 882
“Stopping by Woods on a Snowy Evening” p.
885
“Mending Wall” p. 886
“Out, Out—“ p. 888
“The Gift Outright” p. 890
“Acquainted with Night” p. 892
(“The Road Not Taken” is in the 9th grade
program)
Poetry of Taylor, Bradstreet, Bryant, Longfellow,
Poe
“The Tide Rises, The Tide Falls” Henry
Wadsworth Longfellow, p. 275
“Thanatopsis” William Cullen Bryant, p. 277
“The Raven” Edgar Allan Poe, p. 330
Speeches/Essays
“On Civil Disobedience” Mohandis Ghandi
(excerpts)
Iroquois, from “The Iroquois Constitution,” p. 26
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Thomas Paine, from “The Crisis, “Number 1,” p.
174
Patrick Henry, “Speech in the Virginia
Convention,” p. 202
Benjamin Franklin, “Speech in the Convention,”
p. 207
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Chief Joseph, “I Will Fight No More Forever,” p.
614
William Faulkner, “Nobel Prize Acceptance
Speech,” p. 875
John F. Kennedy, “Inaugural Address,” p. 1228
Transcendentalism: The Seekers, pp. 384–385
“The American Scholar” essays by Emerson
(excerpts)
“Self-Reliance” by Emerson
“On Ralph Waldon Emerson” Charles Johnson, p.
386
From “Nature” by Ralph Waldon Emerson, p.
390
From “Self-Reliance” by Ralph Waldon Emerson,
p. 393
4
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Music Lyrics
“Outside a Small Circle of Friends” Phil Ochs
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Concept development, words from music, 680
Presentation, musical, 495
Genre Study and Literary Analysis
Narrative Text
Genre Study Characteristics of
• Historical Drama
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
Arthur Miller on “The Crucible”, 1252–1253
“The Crucible” Arthur Miller, pp. 1257–1339
• American Colonial Poetry
• American Renaissance Poetry and Essays
Edward Taylor, “Huswifery,” Poem, 94
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Phillis Wheatley, “An Hymn to the Evening,”
Poem, 182, Phillis Wheatley, “To His Excellency,
General Washington,’’ Poem, 184
• Post World War II Drama
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
Arthur Miller on “The Crucible”, 1252–1253
“The Crucible” Arthur Miller, pp. 1257–1339
• Political Allegory
“The Crucible” Arthur Miller, pp. 1257–1339
Literary Elements
• elements of a drama
Dramatic monologue, 715, 717, 718, 721
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
Arthur Miller on “The Crucible”, 1252–1253
“The Crucible” Arthur Miller, pp. 1257–1339
Dramatic exposition, 1256, 1259, 1269, 1276,
1281, 1288
- dialogue
- stage directions
Dialogue, 1258, 1259, 1263, 1267, 1269, 1270,
1271, 1274, 1275, 1276, 1280, 1281, 1282,
1285, 1288
Stage directions, 1256, 1258, 1259, 1267,
1269, 1270, 1271, 1274, 1275, 1276, 1280,
1281, 1282, 1285, 1288
5
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
- essential background information
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
From The Author's Desk (Time Period): Susan
Power Talks About the Time Period, 2–3, Tim
O’Brien Talks About the Time Period, 700–701,
Arthur Miller Talks About the Time Period, 966–
967
Unit Introductions (Time Line), 4–5, 128–129,
244–245, 472–473, 702–703, 968–969
Unit Introductions: Literature of Early America,
4–13, Early National Literature, 128–137,
Nineteenth Century Literature, 244–269, The
Age of Realism, 472–481, The Modern Age,
702–711, The Contemporary Period, 968–977
The American Experience: A Living Tradition,
John Berryman and Anne Bradstreet, 12,
Walden Pond and Tinker Creek, 251, N. Scott
Momaday and the Indian Oral Tradition, 479,
A.R. Ammons, Emersonian Postmodernist, 976
About the Author (Build Skills), 16, 40, 58, 68,
92, 100, 140, 158, 168, 180, 200, 214, 256,
272, 296, 310, 338, 356, 388, 404, 424, 438,
484, 496, 504, 516, 530, 548, 574, 590, 606,
618, 640, 650, 658, 668, 714, 724–725, 740,
764, 772, 782, 792, 806–807, 838, 846, 860,
880, 896, 912, 924, 936, 980, 996, 1010, 1028,
1048, 1060, 1074, 1088, 1102, 1114, 1130,
1144, 1162, 1182, 1196, 1214, 1226, 1238,
1254–1255
-
Exposition:
anticlimax, 783, 785, 786, 787, 789
climax, 641, 783, 785, 786, 787, 789, 804–805,
1115, 1127
denouement, 804–805, 1115, 1127
development, 1115, 1127
falling action, 804–805
inciting incident, 1115, 1127
rising action, 783, 785, 786, 789, 804–805
exposition
rising action
conflict (internal/external)
climax
falling action
resolution/denouement
- theme
Theme, 357, 362, 370, 372, 375, 765, 768,
769, 804–805, 1215, 1223, 1342, 1343, 1344,
1345, 1349, 1350, 1351, 1353, 1354, 1355,
1357, 1359; implied theme, 1197, 1201, 1203,
1204, 1207, 1211
• character traits
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
6
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• connections between plot, setting, theme, and
selected literary devices
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Literary Analysis (Apply the Skills), 29, 49, 63,
84, 97, 107, 151, 165, 177, 187, 210, 223, 269,
289, 306, 335, 353, 375, 399, 418, 435, 451,
493, 501, 513, 527, 537, 563, 587, 603, 615,
636, 647, 655, 665, 679, 721, 737, 761, 769,
779, 789, 800, 829, 843, 857, 877, 893, 907,
921, 933, 941, 993, 1007, 1025, 1045, 1055,
1071, 1085, 1099, 1111, 1127, 1138, 1159,
1178, 1193, 1211, 1223, 1235, 1247, 1288,
1312, 1340, 1359
Comparing Literary Works (Apply the Skills), 29,
49, 84, 97, 151, 177, 187, 210, 223, 289, 306,
335, 399, 418, 435, 451, 493, 501, 537, 563,
587, 615, 655, 665, 737, 779, 800, 829, 843,
877, 893, 907, 933, 941, 1055, 1085, 1138,
1159, 1178, 1211, 1223, 1235, 1247
Focus On Literary Forms: Narrative Accounts,
56–57, Speeches, 198–199, Poetry, 422–423,
Diaries, Journals, and Letters, 544–545, Short
Stories, 804–805, Essays, 1142–1143
Connecting Literary Elements (Apply the Skills),
63, 107, 165, 269, 353, 375, 513, 527, 603,
636, 647, 679, 721, 761, 769, 789, 857, 921,
993, 1007, 1025, 1045, 1071, 1099, 1111,
1127, 1193, 1288, 1312, 1340, 1359
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
• chronology
Chronological order, 56–57
Flashback, 847, 852, 854, 857, 1071, 1115,
1118, 1127
Foreshadowing, 1061, 1063, 1064, 1066, 1067,
1068, 1071
• influence of syntax and diction
Diction, 201, 203, 210, 439, 440, 444, 451, 531,
532, 534, 537, 1049, 1050, 1051, 1052, 1055
Literary Devices
• allusion
• paradox
• allegory
Allusion, 715, 717, 721, 1290, 1293, 1300,
1304, 1309, 1312, R9
7
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• irony (dramatic, situational, verbal)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Irony, 618, 622, 625, 627, 634, 636, 641, 647,
866, 870, 1314, 1317, 1320, 1321, 1322, 1325,
1327, 1330, 1331, 1334, 1335, 1337, 1338,
1340
• conceit (extended metaphor)
Figurative language: metaphor, 405, 412, 418,
423, 937, 941, extended metaphor, 937, 941,
1342, 1355, 1359
• propaganda
Opportunities to address this standard may be
found on the following pages:
Reading Informational Materials: Web Site, 87–
89, 190–192, Historic Memorandum, 292–294,
Public Document, 540–542, Mission Statement
and Calendar of Events, 944–946, Critical
Review, 1362–1364
Reading Informational Materials (Reading Skill):
Press Release, Fact and Opinion, 190, Public
Document, Analyzing Author’s Beliefs, 540
Checking for subjectivity or bias, 57
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Historical/Cultural
• Puritanism/theocracy
• historical and political significance of play
• McCarthyism and prejudice
• gender inequality
• hysteria caused by “religious” people
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
8
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Critical Perspective
• characteristics of literary critique
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
• quotations from the text to illustrate themes,
motives, or author’s purpose
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Informational Text
Genre Study Characteristics of
• magazine article
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
• media clip
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• biography and autobiography
Autobiography, 141, 143, 145, 147, 151, 505,
509, 511, 513, 921
Autobiography, 143, 145, 147, 151, 505, 509,
511, 513, 913, 915, 916, 921
Autobiography, social context in, 913, 915, 916,
921
Writing Workshops: Narration: Autobiographical
Narrative, 112–119
• persuasive essay
Persuasion, 169, 170, 171, 172, 177, 198–199,
1227, 1231, 1235
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
9
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• literary critique
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Expository Elements
• thesis
Identifying the author's thesis, 1143
Also see:
Charting to develop a thesis, 226
• supporting ideas
Identifying the main idea and supporting details,
1227, 1229, 1231, 1232, 1234, 1235
• statistical evidence
Opportunities to address this standard may be
found on the following pages:
Drawing conclusions based on evidence, 110
Analyzing evidence, 1361
• chronology
Putting events in order, 1061, 1065, 1071
Persuasive Elements
• appeals
- logical (begging the question, either/or
thinking, the domino theory, equivocation, false
analogy, false cause)
- emotional (to fear, pity, hasty generalization,
personal attack, special pleading)
- ethical (to authority)
- strategies to persuade (analogies, anecdotes,
illustrations)
Persuasion, 169, 170, 171, 172, 177, 198–199,
1227, 1231, 1235
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
10
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• style (diction, figurative language, imagery)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Figurative language, 181, 187, 405, 412, 418,
423, 793, 796, 798, 800, 839, 843, 937, 941,
1342, 1355, 1359
Diction, 201, 203, 210, 439, 440, 444, 451,
531, 532, 534, 537, 1049, 1050, 1051, 1052,
1055
Imagery, 423, 793, 800, 937, 941, 1029, 1045
• elevated language
Opportunities to address this standard may be
found on the following pages:
Style, 56–57, 297, 306, 405, 408, 412, 418,
1049, 1050, 1051, 1052, 1055
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
The Origin and Development of English, R8–R9
• rhetorical questions
Rhetorical devices, 198–199
• repetition
Repetition, 198–199
Organizational Patterns
• fact/opinion
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Also see:
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
• cause/effect
Recognizing cause-and-effect relationships, 237
Identifying cause and effect, 1183, 1187, 1188,
1190, 1191, 1193
11
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• theory/evidence
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Drawing conclusions based on evidence, 110
Analyzing evidence, 1361
• compare/contrast
Comparing and contrasting critical reviews,
1362
Comparing Literary Works (Apply the Skills), 29,
49, 84, 97, 151, 177, 187, 210, 223, 289, 306,
335, 399, 418, 435, 451, 493, 501, 537, 563,
587, 615, 655, 665, 737, 779, 800, 829, 843,
877, 893, 907, 933, 941, 1055, 1085, 1138,
1159, 1178, 1211, 1223, 1235, 1247
Features
• media conventions and special effects
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• headings, subheadings, graphics, boldface,
italics, parenthesis
Reading Informational Materials (Reading Skill):
Locating Information, 87, Text Structures:
Patterns of Organization, 292
• personal vs. business letter formats
Writing Personal/Business Letters: R24–R25
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé (Cover Letter), 1375
Also see:
Letters, 215, 218, 221, 223, 549, 550, 552,
554, 559, 563, 1039
Letter, personal, 225
Letter to an author, 437, 1180
Historical/Cultural
12
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• McCarthyism and prejudice
• gender inequality
• hysteria caused by politicians
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
Critical Perspective
• knowledge vs. prejudice
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Chief Joseph, “I Will Fight No More Forever,” p.
614
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
“The Crucible” Arthur Miller, pp. 1257–1339
• media: critical viewing, camera focus
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
Reading, Listening/Viewing Strategies and Activities
Reading
Reading Activities
• Reading portions of the play aloud
Listening and Speaking: Dramatic reading, 189,
• Readers’ Theatre
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
13
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Viewing films with a critical focus on purpose
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Evaluation of a film, 1057
• Analyzing characters
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Making connections between films and text
Evaluation of a film, 1057
• Making predictions
Making predictions, 981, 985, 986, 989, 990,
993
• Building vocabulary
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Vocabulary Workshops, 120, 236, 464, 694,
960, 1376
Vocabulary Builder (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Vocabulary Lesson (Build Language Skills), 30,
50, 64, 85, 98, 108, 152, 166, 178, 188, 211,
224, 270, 290, 307, 336, 354, 376, 400, 419,
436, 452, 494, 502, 514, 528, 538, 564, 588,
604, 616, 637, 648, 656, 666, 680, 722, 738,
762, 770, 780, 790, 801, 830, 844, 858, 878,
894, 908, 922, 934, 942, 994, 1008, 1026,
1046, 1056, 1072, 1086, 1100, 1112, 1128,
1139, 1160, 1179, 1194, 1212, 1224, 1236,
1248, 1289, 1313, 1341, 1360
14
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Activating prior knowledge
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Making predictions, 981, 985, 986, 989, 990,
993
Connecting to the Literature/Preview (Build
Skills), 17, 41, 59, 69, 93, 101, 141, 159, 169,
181, 201, 215, 257, 274, 297, 311, 339, 357,
389, 405, 425, 439, 485, 497, 505, 517, 531,
549, 575, 591, 607, 619, 641, 651, 659, 669,
715, 726, 741, 765, 773, 783, 793, 808, 839,
847, 861, 881, 897, 913, 925, 937, 981, 997,
1011, 1029, 1049, 1061, 1075, 1089, 1103,
1115, 1131, 1145, 1163, 1183, 1197, 1215,
1227, 1239, 1256, 1290, 1314, 1342
• Utilize research strategies
Writing Workshops: Research: Research Paper,
684–693, Research: Multimedia Presentation,
952–959
Research and Technology (Build Language
Skills): 31, 51, 65, 86, 99, 109, 153, 167, 179,
189, 212, 225, 271, 291, 308, 337, 355, 377,
401, 420, 437, 453, 495, 503, 515, 529, 539,
565, 589, 605, 617, 638, 649, 657, 667, 681,
723, 739, 763, 771, 781, 791, 802, 831, 845,
859, 879, 895, 909, 923, 935, 943, 995, 1009,
1027, 1047, 1057, 1073, 1087, 1101, 1113,
1129, 1140, 1161, 1180, 1195, 1213, 1225,
1237, 1249, 1361
• Use character chart or web
Opportunities to address this standard may be
found on the following pages:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Critical reading: Describe the meaning of The
Crucible at the surface (literal) and allegorical
levels
“The Crucible” Arthur Miller, pp. 1257–1339
Extend Understanding, 1288, 1312, 1359
Reading Strategy: Applying Themes to
Contemporary Events, 1359
• Identify importance of stage directions in
character development
Stage directions, 1256, 1258, 1259, 1267,
1269, 1270, 1271, 1274, 1275, 1276, 1280,
1281, 1282, 1285, 1288
15
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Identify themes in play
- appearance vs. reality
- order vs. freedom
- power of the individual
- absolutes vs. relativity
- charity vs. retribution
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
• Underline significant passages and defend
their importance
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
• Identify thesis and supporting ideas in “Civil
Disobedience” and other linking text essays
Reading Strategy: Evaluating Writer’s Statement
of Philosophy, 405, 418
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Reading strategies
• Visualize
Visualizing, 1029, 1045
16
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Make connections
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Preview: Connecting to the Literature, 17, 41,
59, 69, 93, 101, 141, 159, 169, 181, 201, 215,
257, 274, 297, 311, 339, 357, 389, 405, 425,
439, 485, 497, 505, 517, 531, 549, 575, 591,
607, 619, 641, 651, 659, 669, 715, 726, 741,
765, 773, 783, 793, 808, 839, 847, 861, 881,
897, 913, 925, 937, 981, 997, 1011, 1029,
1049, 1061, 1075, 1089, 1103, 1115, 1131,
1145, 1163, 1183, 1197, 1215, 1227, 1239,
1256, 1290, 1314, 1342
Comparing Literary Works (Apply the Skills), 29,
49, 84, 97, 151, 177, 187, 210, 223, 289, 306,
335, 399, 418, 435, 451, 493, 501, 537, 563,
587, 615, 655, 665, 737, 779, 800, 829, 843,
877, 893, 907, 933, 941, 1055, 1085, 1138,
1159, 1178, 1211, 1223, 1235, 1247
Connecting Literary Elements (Apply the Skills),
63, 107, 165, 269, 353, 375, 513, 527, 603,
636, 647, 679, 721, 761, 769, 789, 857, 921,
993, 1007, 1025, 1045, 1071, 1099, 1111,
1127, 1193, 1288, 1312, 1340, 1359
• Predict
Making predictions, 981, 985, 986, 989, 990,
993
• Make inferences
Inferring cultural attitudes, 269
Drawing inferences, 339, 343, 345, 347, 349,
353, 465, 925, 930, 933, 1197, 1203, 1209,
1211
Inferring the poet's attitude, 439, 441, 443, 451
Making inferences, 944
Listening/Viewing
• Class/group discussion
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
Evaluation of a film, 1057
• Comparisons of issues/themes between media
and dramatic text
• Compare media with text and connect to self –
perspective on gender inequality and hysteria
based on prejudice
• Find intersections between visual images and
verbal communication
17
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
Penguin Literature, The American
grade 11 program with Prentice Hall
Experience ©2007
Literature)
coverage of Model Unit content and skills
Writing, Speaking, Expressing Strategies and Activities
Writing to learn
• character biography (explicit instruction)
Opportunities to address this standard may be
found on the following pages:
Biography, firsthand, 667
Character sketch, 1341
• persuasive essay (explicit instruction)
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
Writing Applications: Editor's review of a
manuscript, 739, Critical response, 1047
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé (Cover Letter), 1375
• quickwrites
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
• Journal entries describing how John Proctor
changes from the beginning of the play to the
end, and the events that cause the changes
Questioning the Character’s Motives (“The
Crucible”), 1256, 1288
Categorizing Characters by Role (“The
Crucible”), 1314, 1340
Timed Writing: Defense of Character’s Actions,
1361
Irony, 618, 622, 625, 627, 634, 636, 641, 647,
866, 870, 1314, 1317, 1320, 1321, 1322, 1325,
1327, 1330, 1331, 1334, 1335, 1337, 1338,
1340
• Journal entries noting examples of narrative
characteristics and persuasive elements (irony,
conceit, paradox, appeals, internal/external
conflict)
Conflict: external, internal, 618, 636, 804–805,
861, 877, 997, 1007
18
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• letter writing
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing Personal/Business Letters: R24–R25
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé (Cover Letter), 1375
Also see:
Letters, 215, 218, 221, 223, 549, 550, 552,
554, 559, 563, 1039
Letter, personal, 225
Letter to an author, 437, 1180
• author’s craft
The American Experience: A Writer’s Voice,
William Byrd, A Writer with a Sense of Humor,
13, Thomas Paine and the Age of Reason, 134,
Anne Spencer, Poet of the Harlem Renaissance,
711
From The Author's Desk (Selection
Introductions): Susan Power Introduces
Museum Indians, 32–34, Tim O’Brien Introduces
Ambush, 832–833, Arthur Miller Introduces The
Crucible, 1252–1253
Focus On Literary Forms: Narrative Accounts,
56–57, Speeches, 198–199, Poetry, 422–423,
Diaries, Journals, and Letters, 544–545, Short
Stories, 804–805, Essays, 1142–1143
The American Experience: Point/Counterpoint,
Edgar Allan Poe, Immature Genius or Mature
Craftsman?, 249, Abraham Lincoln – Legendary
Hero or “Flawed and Complex Man, 476,
Women, Followers – or Cofounders – of
Modernism, 707, The Dropping of the Atomic
Bomb on Japan – Inevitable or Unjustifiable?,
971
• written response to focus questions
Timed Writing Applications (including essay),
86, 90, 179, 193, 295, 355, 337, 377, 401, 420,
529, 542, 565, 589, 605, 617, 638, 681, 723,
763, 791, 802, 845, 909, 935, 943, 947, 1057,
1101, 1113, 1140, 1161, 1213, 1237, 1225,
1361, 1365
Writing to Demonstrate Learning
• Summarize a scene from the play
Writing: News Accounts of events in Salem,
1289
19
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Comparison essay: use journal entries
identifying the connections between events in
1690s Salem and 1950s America
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Reading Strategy: Applying Themes to
Contemporary Events, 1359
• Literary analysis essay: compare John
Proctor’s response to the claims of witchcraft to
Arthur Miller’s reaction to the Red scare
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
• Literary analysis essay: identify themes and
support with text; transfer themes to a real
world context
Reading Strategy: Applying Themes to
Contemporary Events, 1359
• Character biography: use journal entries to
describe how John Proctor changes throughout
the book; support using text events that caused
the changes
Opportunities to address this standard may be
found on the following pages:
• Reflective essay: discuss how The Crucible is a
tragedy, and how John Proctor is a tragic hero.
Use knowledge of tragedy from Romeo and
Juliet.
Opportunities to address this standard may be
found on the following pages:
Chart, comparison-and-contrast between actual
trials and events of the play, 1361
Biography, firsthand, 667
Character sketch, 1341
Defense of a Character’s Actions, 1361
Questioning the Character’s Motives (“The
Crucible”), 1256, 1288
Categorizing Characters by Role (“The
Crucible”), 1314, 1340
20
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Write a review of the movie Power of One
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Evaluation of a film, 1057
Authentic Writing
Write a guide (pamphlet or booklet) to respond
to: What can an individual do to act rationally in
the face of hysteria caused by a local incident or
a national or international disaster?
Opportunities to address this standard may be
found on the following pages:
Writing: News Accounts of events in Salem,
1289
Persuasive Essay —take a stand on a
controversial issue
• Decide which issues you care about
• Select and define one issue
• Try out a position statement
• Set up a pro-con table
• List arguments and counterargument.
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
• Debate both sides of the issue with peers
Listening and Speaking (Build Language Skills):
informal debate, 99, debate, 212, 420, informal
debate, 739, debate, 1225
• Write a persuasive essay based on debate
reflection
• Publish essay in essay form or as a letter to a
state representative or newspaper editor as
appropriate
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
Writing Applications: Editor's review of a
manuscript, 739, Critical response, 1047
Writing Applications: Editor's review of a
manuscript, 739, Critical response, 1047
Speaking
• Choral reading
• Readers’ Theater
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
• Think/pair/share
Peer Review, 116, 232, 460, 688, 956, 1372
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
21
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Debate issues in preparation for persuasive
writing
- Express judgments by taking a position on the
issue in the writing prompt
- Maintain a focus on the topic throughout the
debate
- Develop a position by using logical reasoning
and by supporting ideas
- Organize ideas in a logical way
- Use language clearly and effectively according
to the rules of standard spoken American
English
- Think about both sides of the argument
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Listening and Speaking (Build Language Skills):
informal debate, 99, debate, 212, 420, informal
debate, 739, debate, 1225
• Research Miller’s high school and college
experiences; discuss his determination to get a
college degree and to become a writer; make
connections with own plans for further education
Arthur Miller, 1254
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
Writing Applications: Editor's review of a
manuscript, 739, Critical response, 1047
Expressing
• Create a research poster
Research and Technology (Build Language
Skills): posters, 935
• Research historical background of
McCarthyism
From The Author's Desk: Arthur Miller, 1252–
1253
• Create timelines of events in the Salem trials
in the 1690s and of the events in the chronology
of McCarthyism
Opportunities to address this standard may be
found on the following pages:
Unit Introductions (Time Line), 4–5, 128–129,
244–245, 472–473, 702–703, 968–969
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Writing Workshops: Publishing and Presenting,
119, 235, 463, 693, 959, 1375
Writing (Apply the Skills), 31, 51, 65, 86, 99,
109, 153, 167, 179, 189, 212, 225, 271, 291,
308, 337, 355, 377, 401, 420, 437, 453, 495,
503, 515, 529, 539, 565, 589, 605, 617, 638,
649, 657, 667, 681, 723, 739, 763, 771, 781,
791, 802, 831, 845, 859, 879, 895, 909, 923,
935, 943, 995, 1009, 1027, 1047, 1057, 1073,
1087, 1101, 1113, 1129, 1140, 1161, 1180,
1195, 1213, 1225, 1237, 1249, 1289, 1313,
1341, 1361
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
22
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Peer Review, 116, 232, 460, 688, 956, 1372
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Writing
• Respond with quickwrites
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
Vocabulary Development
• definition in context
Using context clues, 101, 106, 107, 695, 961
• sense of different language patterns
(meanings of terms from Colonial America)
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
23
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• words from selection
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Vocabulary Lesson (Build Language Skills), 30,
50, 64, 85, 98, 108, 152, 166, 178, 188, 211,
224, 270, 290, 307, 336, 354, 376, 400, 419,
436, 452, 494, 502, 514, 528, 538, 564, 588,
604, 616, 637, 648, 656, 666, 680, 722, 738,
762, 770, 780, 790, 801, 830, 844, 858, 878,
894, 908, 922, 934, 942, 994, 1008, 1026,
1046, 1056, 1072, 1086, 1100, 1112, 1128,
1139, 1160, 1179, 1194, 1212, 1224, 1236,
1248, 1289, 1313, 1341, 1360
Vocabulary Builder (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
• academic vocabulary
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
From The Scholar's Desk: William L. Andrews
Talks About the Time Period, 126–127, Gretel
Ehrlich Talks About the Time Period, 242–243,
Nell Irvin Painter Talks About the Time Period,
470–471
Focus On Literary Forms, 56–57, 198–199, 422–
423, 544–545, 804–805, 1142–1143
Writing Strategies
• process writing
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375
• language appropriate for purpose and
audience
Drafting: Refuting an argument, 337,
Anticipating opponents’ arguments, 420;
Prewriting: Using research to achieve purpose,
687; Revising: to add emotional appeal, 831, for
knowledge level of readers, 1213
• using MLA conventions
Drafting: Using relevant citations, 401,
Providing internal documentation, 771
Citing sources and preparing manuscript, R28–
R30
24
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Grammar Skills
• elements of dialogue
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
• usage and parts of speech
Grammar and Style Lesson (Build Language
Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178,
188, 211, 224, 270, 290, 307, 336, 354, 376,
400, 419, 436, 452, 494, 502, 514, 528, 538,
564, 588, 604, 616, 637, 648, 656, 666, 680,
722, 738, 762, 770, 780, 790, 801, 830, 844,
858, 878, 894, 908, 922, 934, 942, 994, 1008,
1026, 1046, 1056, 1072, 1086, 1100, 1112,
1128, 1139, 1160, 1179, 1194, 1212, 1224,
1236, 1248, 1289, 1313, 1341, 1360
• possessive use
Possessive nouns, singular and plural, 85
• subject-verb agreement
Subject-verb agreement, 188, 376, 1056, 1341
• correct apostrophe usage
Apostrophe, 93, 97, 839, 843, R9
• pronoun/antecedent agreement
Pronoun-antecedent agreement, 452
MODEL UNIT 10.2: CONTEMPORARY REALISTIC FICTION, NOVEL
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• integrity, discovering truth, courage, freedom,
Olaudah Equiano, from “The Interesting
nobility,
Narrative of the Life of Olaudah Equiano,” p. 160
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
25
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• satire, adventure, American culture in the mid1800s,
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Unit Introductions: The Age of Realism, 472–481
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
• democratic theories of life, liberty, and the
pursuit of happiness
• forces of change
Iroquois, from “The Iroquois Constitution,” p. 26
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Thomas Paine, from “The Crisis, Number 1,”
Essay, 174
Patrick Henry, “Speech in the Virginia
Convention,” Speech, 202
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
John F. Kennedy, “Inaugural Address,” p. 1228
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
26
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Themes
• Twain uses this form to ridicule and rebuke the
slaveholding society of Huck Finn.
• Every person deserves to be free.
• Huck learns that Jim is a true friend entitled to
full human rights.
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Focus Questions
• How do I communicate truth?
• What voice do I use to be heard?
• Where do I see the satire in my life?
Writing Workshops: Narration: Autobiographical
Narrative, 112–119, Persuasion: Persuasive
Essay, 228–235, Narration: Reflective Essay,
456–463
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
27
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• How can a person discover the truth about
others?
• How are we products of society?
• How can I influence positive changes in social
behavior?
• What prejudices are we taught?
• What is my responsibility for my own actions?
• Why is the teaching of Huck Finn so
controversial?
• How have criticisms of the book changed from
its 1885 publication to now?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Persuasive techniques, 198–199
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
Also see:
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Essential Questions
• What compromises of my integrity will I make
in order to be accepted?
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Narration: Autobiographical
Narrative, 112–119, Persuasion: Persuasive
Essay, 228–235, Narration: Reflective Essay,
456–463
28
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Is Huck a racist?
• Should Huck Finn remain required core
literature in American Literature classes?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Quotations
“Persons attempting to find a motive in this
narrative will be prosecuted; persons attempting
to find a moral in it will be banished; persons
attempting to find a plot in it will be shot.”
(Twain) Introductory Notes
“Human beings can be awful cruel to one
another.” (Huck)
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
29
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Literary Genre Focus/Anchor Texts
Narrative Text
Contemporary Realistic Fiction, Novel
Picaresque Genre
“The Adventures of Huckleberry” Finn Mark
Twain
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Please note that Mark Twain is a featured writer
in the grade 11 Penguin Literature program “The
American Experience.”
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Informational Text
Critical Analysis Essay
“Is Huck Finn a Racist Book? Peter Salwen
http://www.salwen.com/mtrace.html
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
Satire
Web resource Types, history, censorship of
satire http://en.wikipedia.org/wiki/Satire
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
30
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Linking Texts
Media
“Born to Trouble: Adventures of Huckleberry
Finn” Culture Shock Series, PBS & Fordham
2000 and Companion Teaching Guide
Huckleberry Finn
Hal Holbrook’s Mark Twain Tonight
On The Waterfront (clips)
The Long Walk Home (clips)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Comparing Literary Works:
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Research and Technology: Multimedia Report on
riverboats, 589
Also see:
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
Satire
Cartoons: Doonesbury
Political Cartoons
Video Clips from
The Daily Show With Jon Stewart
Jon Stewart’s Interview with
Bill Moyer
The Simpsons
David Letterman “Top Ten Lists”
Mitch Albom articles
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
31
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Texts
Speeches and Essays
Essays by Langston Hughes,
W. E. B. DuBois, James Baldwin,
Martin Luther King, Jr., Malcolm X
“Unfit for Children: Censorship and Race” in
Understanding Adventures of Huckleberry Finn:
A Student Casebook on Issues, Sources, and
Historical Documents Claudia Durst Johnson
1996, 29-45
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
James Baldwin, “The Rockpile,” Short Story,
1184
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Excerpts from
“The Tipping Point” Malcolm Gladwell
(Introduction 3-14; Conclusion 253-259)
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, “Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
“The Big Sea” Langston Hughes
Comparing Literary Works:
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
“Narrative of the Life of Frederick Douglass”
Frederick Douglass
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
“Blue Highways” William Least-Heat Moon
N. Scott Momaday, from “The Names,” p. 1076
“The Day They Came to Arrest the Book” Nat
Hentoff (young adult literature)
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
32
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Newspaper Articles
“Cherry Hill finds new way to teach ‘Huckleberry
Finn” S. Brenowitz The Philadelphia Inquirer,
Dec. 16, 1997
Satire
“Rotation Of Earth Plunges Entire North
American Continent Into Darkness” The Onion,
Feb 27, 2006
www.theonion.com/content/node/45792
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Poetry
“The Incident” Countee Cullen
“Minstrel Man” Langston Hughes
Comparing Literary Works
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
Comparing Literary Works
Countee Cullen, “From the Dark Tower,” Poem,
938
Poetry, Speeches, Essays, and Short Stories by
Alcott, Bryant, Cather, Crane, Dickinson, Du
Bois, Eliot, Emerson, Frost, Hawthorne, Irving,
James, Longfellow, Lowell, Melville, Poe,
Sandburg, Stowe, Thoreau, Whitman
From the Scholar’s Desk, Gretel Ehrlich,
Introduces from “Walden” by Henry David
Thoreau, 402
Charles Johnson, Introduces Ralph Waldo
Emerson, 386
Comparing Literary Works
Henry Wadsworth Longfellow, “The Tide Rises,
The Tide Falls,” Poem, 275
Comparing Literary Works
Edgar Allan Poe, “The Fall of the House of
Usher,” Short Story, 312
Edgar Allan Poe, “The Raven,” Poem, 330
Nathaniel Hawthorne, “The Minister’s Black Veil,”
Short Story, 340
Herman Melville, from “Moby-Dick,” Fiction, 358
33
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
(Continued)
Poetry, Speeches, Essays, and Short Stories by
Alcott, Bryant, Cather, Crane, Dickinson, Du
Bois, Eliot, Emerson, Frost, Hawthorne, Irving,
James, Longfellow, Lowell, Melville, Poe,
Sandburg, Stowe, Thoreau, Whitman
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
(Continued)
Part 3, The Human Spirit and the Natural
World, A Closer Look, Transcendentalism: The
Seekers, 384
Comparing Literary Works
Ralph Waldo Emerson, from “Nature,” Essay,
390
from “Self-Reliance,” Essay, 393
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
Comparing Literary Works
Henry David Thoreau, from “Walden,”
Nonfiction, 406
Henry David Thoreau, from “Civil Disobedience,”
Essay, 416
Comparing Literary Works
Emily Dickinson, “Because I could not stop for
Death,” Poem, 426
“I heard a Fly buzz—when I died,” Poem, 428
“There’s a certain Slant of light,” Poem, 430
“My life closed twice before its close,” Poem, 430
“The Soul selects her own Society,” Poem, 431
“The Brain—is wider than the Sky,” Poem, 432
“There is a solitude of space,” Poem, 433
“Water, is taught by thirst,” Poem, 434
Comparing Literary Works
Walt Whitman, from Preface to the 1855 Edition
of Leaves of Grass, Nonfiction, 440
from “Song of Myself,” Poem, 442
“When I Heard the Learn’d Astronomer,” Poem,
446
“By the Bivouac’s Fitful Flame,” Poem, 447
“I Hear America Singing,” Poem, 448
“A Noiseless Patient Spider,” Poem, 450
Willa Cather, “A Wagner Matinée,” Short Story,
670
Internet Links to Resources
http://english.byu.edu/novelinks
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
34
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• American Renaissance
• Romanticism
• Transcendentalism
• Realism
• Naturalism
• Picaresque genre
• Historical fiction
• Author study of Mark Twain
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Unit Introductions: Literature of Early America,
4–13, Early National Literature, 128–137,
Nineteenth Century Literature, 244–269, The
Age of Realism, 472–481, The Modern Age,
702–711, The Contemporary Period, 968–977
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Literary Elements
• plot, setting, conflict (internal/external),
theme
Conflict, 618, 622, 624, 625, 627, 628, 630,
631, 634, 636, 804–805, 861, 877, 997, 999,
1000, 1001, 1003, 1004, 1006, 1007, 1115,
1127
Plot, 641, 783, 785, 786, 787, 789, 804–805,
1115, 1117, 1118, 1122, 1123, 1125, 1127
Setting, 804–805, 1183, 1185, 1186, 1188,
1193
• characterization
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
35
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• mood, tone, style
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Style, 56–57, 297, 306, 405, 408, 412, 418,
1049, 1050, 1051, 1052, 1055
Tone, 56–57, 505, 511, 513, 607, 608, 610,
612, 615, 773, 779, 804–805, 1029, 1045,
1145, 1150, 1159
Mood, 274, 276, 278, 285, 287, 289, 607, 612,
615, 804–805
• author’s purpose in writing the novel
Identifying the writer's purpose, 57, 1143
Analyzing how a writer achieves purpose, 913,
917, 921
Recognizing author's purpose, 59, 63
• elements of satire
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
• motifs
Opportunities to address this standard may be
found on the following pages:
Symbol, 339, 342, 351, 353, 357, 359, 361,
362, 364, 367, 369, 370, 371, 372, 375, 765,
768, 769, 804–805, 1183, 1185, 1186, 1193
• appearance vs. reality
Opportunities to address this standard may be
found on the following pages:
Reading Informational Materials (Reading Skill):
Press Release, Fact and Opinion, 190, Public
Document, Analyzing Author’s Beliefs, 540
Checking for subjectivity or bias, 57
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Literary Devices
• narration/point of view
Author's point of view, 59, 63
Point of view, 257, 259, 260, 263, 266, 269,
517, 520, 524, 527, 669, 673, 679, 804–805,
808, 810, 817, 822, 823, 825, 826, 827, 829,
847, 848, 851, 852, 853, 854, 855, 857, 1089,
1092, 1099, 1103, 1111
36
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• irony vs. satire
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Irony, 618, 622, 625, 627, 634, 636, 641, 647,
866, 870, 1314, 1317, 1320, 1321, 1322, 1325,
1327, 1330, 1331, 1334, 1335, 1337, 1338,
1340
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
• understatement
Opportunities to address this standard may be
found on the following pages:
Inferring cultural attitudes, 269
Inferring the poet's attitude, 439, 441, 443,
451
Theme, implied theme, 1197, 1201, 1203,
1204, 1207, 1211
• vernacular language
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
• figurative language, imagery, symbolism
Figurative language: metaphor, 405, 412, 418,
423, 937, 941, extended metaphor, 937, 941,
1342, 1355, 1359
• allusions
Allusion, 715, 717, 721, 1290, 1293, 1300,
1304, 1309, 1312, R9
• implied meanings
Inferring cultural attitudes, 269
Drawing inferences, 339, 343, 345, 347, 349,
353, 465, 925, 930, 933, 1197, 1203, 1209,
1211
Inferring the poet's attitude, 439, 441, 443, 451
Making inferences, 944
Historical/Cultural
• identify importance of events in text,
symbolism (fog, river vs. shore)
Symbol, 339, 342, 351, 353, 357, 359, 361,
362, 364, 367, 369, 370, 371, 372, 375, 765,
768, 769, 804–805, 1183, 1185, 1186, 1193
Plot, 641, 783, 785, 786, 787, 789, 804–805,
1115, 1117, 1118, 1122, 1123, 1125, 1127
37
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• satirization of slavery, racism, alcoholism,
gentility, religious hypocrisies
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
• racial equality
• perspectives on the use of epithets in the
1880s and now
• stereotyping
• culture of the 1880s
• racism through dialogue
Unit Introductions: The Age of Realism, 472–481
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
• Realism vs. Romanticism
Unit Introductions: The Age of Realism, 472–481
Also see:
Unit 3, Part 2, Shadows of the Imagination
Comparing Literary Works
Edgar Allan Poe, The Fall of the House of Usher,
Short Story, 312, The Raven, Poem, 330
Herman Melville, from “Moby-Dick,” Fiction, 358
Connections: British Literature, Mary Shelley,
Introduction to Frankenstein, Nonfiction, 378
Part 3, The Human Spirit and the Natural World,
A Closer Look, Transcendentalism: The Seekers,
384
Comparing Literary Works
Ralph Waldo Emerson, from Nature, Essay, 390,
from Self-Reliance, Essay, 393, Concord Hymn,
Poem, 395, The Snowstorm, Poem, 396
Comparing Literary Works
Henry David Thoreau, from Walden, Nonfiction,
406, from Civil Disobedience, Essay, 416
38
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Critical Perspectives
• quotable lines
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
• challenges in 1880s and today to the teaching
of Huck Finn
• perspectives by race/time/geography
• appreciation of satire in 1880s and today
• Connection to self —own perspective on issues
of inequality, racism, prejudgment
Opportunities to address this standard may be
found on the following pages:
Richard Lederer, The Development of American
English: Mark Twain and the American
Language, 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
Informational Text
Genre Study
Characteristics of
• editorial, news article
Reading Informational Materials: Press Release,
190–192, Critical Review, 1362–1364
Editorial, 420, 681
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Writing: News Accounts of events in Salem,
1289
39
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• critical analysis essay
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Mary Shelley, “Introduction to Frankenstein,” p.
378
Walt Whitman, from “Preface to the 1855 Edition
of Leaves of Grass,” p. 440
Ezra Pound, “A Few Don’ts,” p. 727
• literary analysis essay
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
• feature video
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• political cartoons
Cartoon strip, 771
Essay analyzing a cartoon, 1161
• satire in the media
Opportunities to address this standard may be
found on the following pages:
Satire, 773, 779, 863, 866, 870
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• literary nonfiction (The Tipping Point)
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
40
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Expository Elements
• thesis
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Identifying the author's thesis, 1143
Also see:
Charting to develop a thesis, 226
• supporting ideas
• statistical evidence
Identifying the main idea and supporting details,
1227, 1229, 1231, 1232, 1234, 1235
Opportunities to address this standard may be
found on the following pages:
Drawing conclusions based on evidence, 110
Analyzing evidence, 1361
• chronology
Organizational Patterns
• fact/opinion
Putting events in order, 1061, 1065, 1071
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Also see:
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
• cause/effect
Recognizing cause-and-effect relationships, 237
Identifying cause and effect, 1183, 1187, 1188,
1190, 1191, 1193
• theory/evidence
Opportunities to address this standard may be
found on the following pages:
Drawing conclusions based on evidence, 110
Analyzing evidence, 1361
41
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Features
• letter-to-editor format: salutation, body,
signature
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing Personal/Business Letters: R24–R25
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé (Cover Letter), 1375
Also see:
Letters, 215, 218, 221, 223, 549, 550, 552,
554, 559, 563, 1039
Letter, personal, 225
Letter to an author, 437, 1180
• media conventions and special effects used in
satire
Opportunities to address this standard may be
found on the following pages:
Satire, 773, 779, 863, 866, 870
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• photographs and drawings
Opportunities to address this standard may be
found on the following pages:
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Critical Perspectives
• facts and opinions
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Also see:
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
• editorial perspective
Reading Informational Materials: Critical Review,
1362–1364
Editorial, 420, 681
42
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• writer’s tone, bias
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Tone, 56, 505, 511, 513, 607, 608, 610, 612,
615, 773, 779, 804–805, 1029, 1045, 1145,
1150, 1159
Checking for subjectivity or bias, 57
• logic
Logical appeals, 198–199
Fallacy, logical, 1314, 1317, 1320, 1325, 1330,
1340
• authenticity
Distinguishing between fact and opinion, 190,
193, 215, 221, 223, 549, 555, 557, 558, 563,
1035
Also see:
Persuasive techniques, 198–199
Evaluating: persuasive appeals, 201, 210, the
writer's statement of philosophy, 405, 408, 409,
411, 413, 416, 418, a writer's message, 1163,
1167, 1170, 1174, 1176, 1178
• satire in film versus in print
Opportunities to address this standard may be
found on the following pages:
Satire, 773, 779, 863, 866, 870
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
43
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
Penguin Literature, The American
grade 11 program with Prentice Hall
Experience ©2007
Literature)
coverage of Model Unit content and skills
Reading, Listening/Viewing Strategies and Activities
Reading
Strategies for Reading: 57, 199, 423, 545, 805,
Reading comprehension strategies (annotate,
1143
compare/contrast, critique, determine
importance, make connections, synthesize,
Reading Strategy (Build Skills), 17, 41, 59, 69,
visualize)
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Reading Strategy (Apply the Skills), 29, 49, 63,
84, 97, 107, 151, 165, 177, 187, 210, 223, 269,
289, 306, 335, 353, 375, 399, 418, 435, 451,
493, 501, 513, 527, 537, 563, 587, 603, 615,
636, 647, 655, 665, 679, 721, 737, 761, 769,
779, 789, 800, 829, 843, 857, 877, 893, 907,
921, 933, 941, 993, 1007, 1025
Assessment Workshops: Critical Reading:
Summaries of Written Texts, 121, Critical
Reading: Cause–and–Effect Relationships, 237,
Critical Reading: Inferences and Generalizations,
465, Critical Reading: Context Clues, 695,
Critical Reading: Sentence–Completion
Questions, 961, Critical Reading: Punctuation,
Usage, and Sentence Structure, 1377
Reading Informational Materials (Reading Skill):
Locating Information, 87, Fact and Opinion, 190,
Text Structures: Patterns of Organization, 292,
Analyzing Author’s Beliefs, 540, Making
Inferences, 944, Comparing and Contrasting
Critical Reviews, 1362
• Use critical reading strategies
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
44
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Identify themes; find examples in text
• Identify satire
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Theme, 357, 362, 370, 372, 375, 765, 768, 769,
804–805, 1215, 1223, 1342, 1343, 1344, 1345,
1349, 1350, 1351, 1353, 1354, 1355, 1357,
1359; implied theme, 1197, 1201, 1203, 1204,
1207, 1211
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
• Develop vocabulary
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Vocabulary Workshops, 120, 236, 464, 694,
960, 1376
Vocabulary Builder (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Vocabulary Lesson (Build Language Skills), 30,
50, 64, 85, 98, 108, 152, 166, 178, 188, 211,
224, 270, 290, 307, 336, 354, 376, 400, 419,
436, 452, 494, 502, 514, 528, 538, 564, 588,
604, 616, 637, 648, 656, 666, 680, 722, 738,
762, 770, 780, 790, 801, 830, 844, 858, 878,
894, 908, 922, 934, 942, 994, 1008, 1026,
1046, 1056, 1072, 1086, 1100, 1112, 1128,
1139, 1160, 1179, 1194, 1212, 1224, 1236,
1248, 1289, 1313, 1341, 1360
45
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Underline significant passages and defend
their importance
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
• Identify thesis and supporting ideas in
excerpts from The Tipping Point and in the
linking text essays
Identifying the author's thesis, 1143
Also see:
Charting to develop a thesis, 226
Listening/Viewing
• View segments of “Born to Trouble;” use as
basis for class discussions and writing projects
Opportunities to address this standard may be
found on the following pages:
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• View political cartoons and contemporary
satire; discuss authors’ use of imagery and
special effects to exaggerate satire
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Communications Workshop: Analyzing the
Impact of the Media on the Democratic Process,
1378
• Class/group discussion
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
• Comparisons: movie script to historical
accounts
Evaluation of a film, 1057
46
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Compare with actions against racism of today
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Presentation on civil rights protests, 1237
Also see:
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• Find intersections between visual images in
“Born to Trouble” and verbal communication
• Connect to self —own perspective on issues of
inequality, racism, prejudgment
Opportunities to address this standard may be
found on the following pages:
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Communications Workshop: Analyzing the
Impact of the Media on the Democratic Process,
1378
Writing, Speaking, Expressing Strategies and Activities
Writing to learn
• Critical analysis/response to literature essay
Writing About Literature: Analyze Literary
(explicit instruction)
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
47
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Quickwrites
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
• Journal entries describing how Huck changes
from the beginning to the end of the book
(attitudes about right and wrong, knowledge of
human nature, ability to make decisions)
• Journal entries noting examples of narrative
characteristics (understatement, irony,
vernacular, elements of Picaresque genre)
Opportunities to address this standard may be
found on the following pages:
Biography, firsthand, 667
Character sketch, 1341
Also see:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Design rubrics for evaluating writing
Writing Workshops: Rubric for Self–Assessment,
119, 235, 463, 693, 959, 1375, R35
• Journal entries identifying the objects of
Twain’s satire
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
48
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Writing to Demonstrate
Learning
Essays
• Character Biography: use journal entries to
describe how Huck changes throughout the
book; support using text events that caused the
changes
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Biography, firsthand, 667
Character sketch, 1341
Also see:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Persuasive writings: essay to persuade
another person to stand up for what is right in a
current social issue related to themes in novel
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
• Write an essay (e.g., narrative, descriptive,
comparative, expository, reflective) answering
questions: What themes are represented across
texts? Where do I see satire in my life? Where
do the prejudices and social injustices exposed
by Twain exist today? Where in my own life have
I faced issues analogous to Huck’s? What have I
learned from Huck’s experiences? How can this
historic book guide me in today’s world?
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Writing Applications: Editor's review of a
manuscript, 739, Critical response, 1047
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
49
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Research Options
• Research and report on Mark Twain’s life as a
social critic and a storyteller; begin with
Salwen’s web page
http://www.salwen.com/mtrace.htm
• Research and report on challenges to reading
Huckleberry Finn in HS English; public libraries’
response then and now
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Richard Lederer, The Development of American
English: Mark Twain and the American Language
(includes famous quotes by Twain under the
heading “Readin’, Writin’, and Twain”), 482
A Closer Look, Mark Twain: The American Bard,
572
Comparing Literary Works
Mark Twain, from “Life on the Mississippi,”
Nonfiction, 576
“The Notorious Jumping Frog of Calaveras
County,” Short Story, 581
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
• Research and report on historical periods in
which satire is used to tell the truth
• Research and report historical elements from
Huckleberry Finn and explain how they impacted
the response to the book’s release
• Research and report news articles analyzing
Huckleberry Finn at the time of its publication
• Summarize news articles and letters to the
editor regarding the reading of Huckleberry Finn
in HS English classes
Authentic Writing
• Compose letter to a legislator or to the editor
regarding/condemning policies that promote
racism or promote the teaching of prejudice
Essays, satirical, 1142–1143, 1145, 1159
Satire, 773, 779, 863, 866, 870
See the “Go On-Line” Author Link for Mark
Twain referred to on pages 580 and 587.
Reading Informational Materials: Web Site, 87–
89
Opportunities to address this standard may be
found on the following pages:
Writing Personal/Business Letters: R24–R25
Also see:
Letters, 215, 218, 221, 223, 549, 550, 552,
554, 559, 563, 1039
Letter, personal, 225
Letter to an author, 437, 1180
50
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Speaking
• Class/group discussion: prejudice, social
codes, social action, censorship, tipping points in
social change
• Class/group discussion: Why did Twain choose
Huck, an illiterate, young boy, as the voice
through which to tell his story?
• Readers’ Theatre (fluency): Read segments of
the text to appreciate Twain’s use of vernacular
language and its impact on the message of the
text
Expressing
• Compare/contrast chart: Compare Sophia
Grangerford and Harvey Shepherdson’s situation
with that of Romeo and Juliet
• Compare/contrast issues of race or “growing
up” between Huckleberry Finn and To Kill a
Mockingbird
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Peer Review, 116, 232, 460, 688, 956, 1372
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Comparing Literary Works (Apply the Skills), 29,
49, 84, 97, 151, 177, 187, 210, 223, 289, 306,
335, 399, 418, 435, 451, 493, 501, 537, 563,
587, 615, 655, 665, 737, 779, 800, 829, 843,
877, 893, 907, 933, 941, 1055, 1085, 1138,
1159, 1178, 1211, 1223, 1235, 1247
• Construct a chart detailing the actions of each
major character in the book; identify when each
took a stand in defense of his/her beliefs
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Chart elements of Realism in the novel and
linking texts
Realism, 485, 490, 493
• Multimedia presentation: Defend a position on
a social injustice and present to the class
Presentation on civil rights protests, 1237
Writing Workshops: Research: Multimedia
Presentation, 952–959
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Peer Review, 116, 232, 460, 688, 956, 1372
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
51
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Writing
• Respond with quickwrites
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Peer Review, 116, 232, 460, 688, 956, 1372
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
Vocabulary Development
Sense of different language patterns: Standard American English, African-American and Caucasian
American southern dialects
• use of vernacular
The Development of American English: Our
• words from selection
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
• academic vocabulary
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
From The Scholar's Desk: William L. Andrews
Talks About the Time Period, 126–127, Gretel
Ehrlich Talks About the Time Period, 242–243,
Nell Irvin Painter Talks About the Time Period,
470–471
Focus On Literary Forms, 56–57, 198–199, 422–
423, 544–545, 804–805, 1142–1143
52
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Discuss the use of language to help facilitate
understanding of the American South
• language adaptation to our modern world
Writing Strategies
• process writing
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375
• appropriate language for the audience
Drafting: Refuting an argument, 337,
Anticipating opponents’ arguments, 420;
Prewriting: Using research to achieve purpose,
687; Revising: to add emotional appeal, 831, for
knowledge level of readers, 1213
• analytical writing strategies
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Workshops: Drafting (including providing
elaboration and shaping writing), 65, 99, 109,
114, 167, 179, 189, 225, 230, 271, 308, 337,
377, 401, 420, 458, 495, 638, 657, 667, 686,
763, 771, 802, 859, 879, 935, 954, 1027, 1087,
1129, 1370
• rubric writing
Writing Workshops: Rubric for Self–Assessment,
119, 235, 463, 693, 959, 1375, R35
• peer revision/editing skills
Peer Review, 116, 232, 460, 688, 956, 1372
• marginal notes
• double-entry journal
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Student model, Using
dialogue to elaborate, 114, Revising to connect
to the present, 116, Persuasive Essay, 234,
Extending/expanding to add details, 458,
Reflective essay, 462, Add Transitions to
improve flow of ideas, 688, Research paper,
690–692, Keeping narration lively, 954,
Multimedia presentation, 958, Playing strengths
to maximum effect, 1370, Resume, 1374,
Persuasive letter, R36
Grammar Skills
• elements of dialogue
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
53
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• parts of speech
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Grammar and Style Lesson (Build Language
Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178,
188, 211, 224, 270, 290, 307, 336, 354, 376,
400, 419, 436, 452, 494, 502, 514, 528, 538,
564, 588, 604, 616, 637, 648, 656, 666, 680,
722, 738, 762, 770, 780, 790, 801, 830, 844,
858, 878, 894, 908, 922, 934, 942, 994, 1008,
1026, 1046, 1056, 1072, 1086, 1100, 1112,
1128, 1139, 1160, 1179, 1194, 1212, 1224,
1236, 1248, 1289, 1313, 1341, 1360
• editing skills
Writing Workshops: Editing and Proofreading,
119, 235, 463, 693, 959, 1375
MODEL UNIT 10.3: CONTEMPORARY REALISTIC FICTION, NOVEL
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• relationships, balance, mutualism
Unit 1 A Gathering of Voices: Literature of Early
America (Beginnings to 1750), Part 1, Meeting
of Cultures, p. 15
Unit 3 A Growing Nation: Nineteenth-Century
Literature (1800–1870)
Part 3, The Human Spirit and the Natural World,
p. 383,
Unit 4 Division, Reconciliation, and Expansion:
The Age of Realism (1850–1914), Part 1, A
Nation Divided, p. 483
Onondaga, “The Earth on Turtle’s Back,” Myth,
18
Connections: Literature Around the World,
Wendy Doniger, translator, from “The Rig Veda,”
Hymns, 52
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, of the Everyday,” p. 1164
54
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Theme
• Relationships serve many purposes
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Onondaga, “The Earth on Turtle’s Back,” Myth,
18
Connections: Literature Around the World,
Wendy Doniger, translator, from “The Rig Veda,”
Hymns, 52
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Jonathan Edwards, from “Sinners in the Hands
of an Angry God,” Sermon, 102
Abigail Adams, “Letter to Her Daughter From the
New White House,” Letter, 216
Part 3, The Human Spirit and the Natural
World, A Closer Look, Transcendentalism: The
Seekers, 384
Eudora Welty, “A Worn Path,” Short Story, 820
Katherine Anne Porter, “The Jilting of Granny
Weatherall,” Short Story, 848
Robert Frost, “Mending Wall” p. 886
Langston Hughes, “I, Too,” Poem, 928
Flannery O’Connor, “The Life You Save May Be
Your Own,” Short Story, 982
Carson McCullers, “Loneliness . . . An American
Malady,” Essay, 1153
Essential Questions
• What are the benefits of having relationships?
• Are all relationships equal?
• How do relationships support our lives?
• What are the trade-offs in relationships?
• What determines the relationships we have?
• How do class, religion, race, and culture
determine our relationships?
• What place does a dream/vision have in one’s
life/relationships?
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Eudora Welty, “A Worn Path,” Short Story, 820
Katherine Anne Porter, “The Jilting of Granny
Weatherall,” Short Story, 848
Robert Frost, “Mending Wall” p. 886
Langston Hughes, “I, Too,” Poem, 928
Flannery O’Connor, “The Life You Save May Be
Your Own,” Short Story, 982
Carson McCullers, “Loneliness . . . An American
Malady,” Essay, 1153
55
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Quotations
“Guys like us, that work on ranches, are the
loneliest guys in the world. They got no family.
They don’t belong no place. They come to a
ranch an’ work up a stake and then they go inta
town and blow their stake, and the first thing
you know they’re poundin’ their tail on some
other ranch. They ain’t got nothing to look
ahead to. With us it ain’t like that. We got a
future.” (George) 13
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Timeline of events in 1920s and 1930s, 702–
703
Prosperity and Depression, 705–706
Unit 5, Part 1: Facing Troubled Times, 713
In the background notes that introduce an
excerpt from The Grapes of Wrath, Steinbeck is
quoted as saying in his Nobel Prize acceptance
speech that it is the writer’s responsibility to
celebrate the human “capacity for greatness of
heart and spirit—for gallantry in defeat, for
courage, compassion and love. In the endless
war against weakness and despair, these are
the bright rally flags of hope and of emulation.”
p. 764
Reading Strategy: Finding Clues to Theme, p.
765
“The Turtle” from The Grapes of Wrath, pp.
766–768
Literary Genre Focus/Anchor Texts
Narrative Text
Of Mice and Men, John Steinbeck
“The Turtle” from The Grapes of Wrath, pp.
766–768
Literary Nonfiction
Tuesdays with Morrie Mitch Albom, 1997,
Random House
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
56
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Informational Text
“Living in Sym” Symbiotic relationship
http://botit.botany.wisc.edu/courses/mpp/Living
inSym.html
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Part 3, The Human Spirit and the Natural World,
p. 383
Closer Look, Transcendentalism: The Seekers,
384
Comparing Literary Works
Ralph Waldo Emerson, from “Nature,” Essay,
390
from “Self-Reliance,” Essay, 393
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
From “Walden” Henry David Thoreau, p. 406
Reading Informational Materials: Web Site, 87–
89, 190–192
Linking Texts
Media
• Tuesdays with Morrie, Jack Lemmon, 1999,
Touchstone, TV movie –1:29
• The Mighty, Sharon Stone, 1998, Miramax,
Movie –1:40
• The Tragedy of Romeo and Juliet (Leonardo di
Caprio version) (review through movie focusing
on Relationships/Networking/Peers/Friendship
and Marriage)
Evaluation of a film, 1057
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
Texts
• Freak the Mighty, Rodman Philbrick, 1993,
Scholastic
Opportunities to address this standard may be
found on the following pages:
Colleen McElroy, “For My Children,” Poem, 1240
Poetry
• “Do Not Go Gentle Into That Good Night,”
Dylan Thomas
Connections: British Literature, Dylan Thomas,
“Fern Hill,” Poem, 948
• “The Explorer” Gwendolyn Brooks
Gwendolyn Brooks, “The Explorer,” Poem, 1218
57
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Speeches/Essays
• Nobel Prize in Literature acceptance speech,
Steinbeck, 1962
http://www.subtletea.com/johnsteinbeckspeech.
htm
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
The Grapes of Wrath, Steinbeck is quoted as
saying in his Nobel Prize acceptance speech that
it is the writer’s responsibility to celebrate the
human “capacity for greatness of heart and
spirit—for gallantry in defeat, for courage,
compassion and love. In the endless war against
weakness and despair, these are the bright rally
flags of hope and of emulation.” p. 764
See the “Go On-Line” Author Link for John
Steinbeck referred to on page 768.
Music Lyrics
• “The Very Thought of You,” Ray Noble, 1934,
Range Road Music.
Comparing Literary Works:
Traditional, “Swing Low, Sweet Chariot,”
Spiritual, 498
Traditional, “Go Down, Moses, Spiritual,” 500
Historical Information
Roosevelt’s New Deal
http://en.wikipedia.org/wiki/New_Deal
http://www.spartacus.schoolnet.co.uk/USAnewd
eal.htm
Opportunities to address this standard may be
found on the following pages:
Timeline of events in 1920s and 1930s, 702–
703
Prosperity and Depression, 705–706
Unit 5, Part 1: Facing Troubled Times, 713
Poetry, Essays, Short Stories
by Baldwin, Brooks, Ellison, Faulkner, Lowell,
Miller, Neruda, Rivera, Steinbeck, Thomas,
White, Wright
Unit 5: Disillusion, Defiance, and Discontent:
The Modern Age (1914–1946), Introduction, 702
John Steinbeck, “The Turtle,” Fiction, 766
William Faulkner, “A Rose for Emily,” Short
Story, 862
William Faulkner, Nobel Prize Acceptance
Speech, Speech, 875
E. B. White, from Here Is New York, Essay, 903
Connections: British Literature, Dylan Thomas,
“Fern Hill,” Poem, 948
From the Author’s Desk, Arthur Miller, Talks
About the Time Period, 966
Introduces The Crucible, 1252
“The Crucible,” Drama, 1257
James Baldwin, “The Rockpile,” Short Story,
1184
Gwendolyn Brooks, “The Explorer,” Poem,, 1218
58
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Internet Links to Resources
Symbiosis:
http://botit.botany.wisc.edu/courses/mpp/Living
inSym.html http://en.wikipedia.org/wiki/
Symbiosis
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Part 3, The Human Spirit and the Natural World,
p. 383
Closer Look, Transcendentalism: The Seekers,
384
Comparing Literary Works
Ralph Waldo Emerson, from “Nature,” Essay,
390
from “Self-Reliance,” Essay, 393
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
From “Walden” Henry David Thoreau, p. 406
Reading Informational Materials: Web Site, 87–
89, 190–192
Mitch Albom websites: www.albom.com
[email protected]
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
Works of Art
Paintings from the Great Depression
Other works of art from that time period
Photograph by Dorothea Lange, 708
“Aspects of Negro Life…” painting by Aaron
Douglas, p. 710
“No Place to Go,” by Maynard Dixon, p. 713
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• novel
For Further Reading, 123, 239, 467, 697, 963,
1379
Reading Strategy: Finding Clues to Theme, p.
765
“The Turtle” from The Grapes of Wrath, pp.
766–768
59
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• memoir
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Autobiography
Benjamin Franklin, from “The Autobiography,” p.
142
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Mark Twain, from “Life on the Mississippi,” p.
576
Zora Neale Hurston, from “Dust Tracks on a
Road,” p. 914
Narrative Accounts
Alvar Núñez Cabeza de Vaca A Journey Through
Texas,” p. 42
García López de Cárdenas Boulders Taller Than
the Great Tower of Seville,” p. 47
Christopher Columbus, from “Journal of the First
Voyage to America,” p. 60
John Smith, from “The General History of
Virginia,” p. 70
William Bradford, from “Of Plymouth Plantation,”
p. 76
Meriwether Lewis, “Crossing the Great Divide,”
p. 298
John Wesley Powell, “The Most Sublime
Spectacle on Earth,” p. 301
John Hersey, from “Hiroshima,” p. 1198
• drama
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
• movie
Evaluation of a film, 1057
60
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• poetry
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Listening and Speaking: Poetry reading, 437,
Oral interpretation of a poem, 657
Some of the poems included in this program
include:
Henry Wadsworth Longfellow, “The Tide Rises,
The Tide Falls,” Poem, 275
Edgar Allan Poe, “The Raven,” Poem, 330
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
Comparing Literary Works:
Emily Dickinson, “Because I could not stop for
Death,” Poem, 426
“I heard a Fly buzz—when I died,” Poem, 428
“There’s a certain Slant of light,” Poem, 430
“My life closed twice before its close,” Poem,
430
“The Soul selects her own Society,” Poem, 431
“The Brain—is wider than the Sky,” Poem, 432
“There is a solitude of space,” Poem, 433
“Water, is taught by thirst,” Poem, 434
Comparing Literary Works:
Walt Whitman, from Preface to the 1855 Edition
of Leaves of Grass, Nonfiction, 440
from “Song of Myself,” Poem, 442
“When I Heard the Learn’d Astronomer,” Poem,
446
“By the Bivouac’s Fitful Flame,” Poem, 447
“I Hear America Singing,” Poem, 448
“A Noiseless Patient Spider,” Poem, 450
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
• music lyrics
Comparing Literary Works:
Traditional, “Swing Low, Sweet Chariot,”
Spiritual, 498
Traditional, “Go Down, Moses, Spiritual,” 500
61
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Literary Modernism
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Unit Introductions: The Modern Age, 702–711
T. S. Eliot, The Love Song of J. Alfred Prufrock,
Poem, 716
Comparing Literary Works:
Ezra Pound, “A Few Don’ts,” Essay, 727
“The River-Merchant’s Wife: A Letter,” Poem,
730
“In a Station of the Metro,” Poem, 732
William Carlos Williams, “The Red
Wheelbarrow,” Poem, 733
“The Great Figure,” Poem, 733
“This Is Just to Say,” Poem, 734
H. D., “Pear Tree,” Poem, 735, Heat, Poem, 736
F. Scott Fitzgerald, “Winter Dreams,” Short
Story, 742
John Steinbeck, “The Turtle,” Fiction, 766
Comparing Literary Works:
E. E. Cummings, “old age sticks,” Poem, 774
“anyone lived in a pretty how town,” Poem, 775
W. H. Auden, “The Unknown Citizen,” Poem,,
777
Thomas Wolfe, “The Far and the Near,” Short
Story, 784
Comparing Literary Works:
Wallace Stevens, “Of Modern Poetry,” Poem,
794, “Anecdote of the Jar,” Poem,, 795
Archibald MacLeish, “Ars Poetica,” Poem, 796
Marianne Moore, “Poetry,” Poem, 798
62
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Political and social protest writing
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Iroquois, from “The Iroquois Constitution,” p. 26
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Thomas Paine, from “The Crisis, Number 1,”
Essay, 174
Patrick Henry, “Speech in the Virginia
Convention,” Speech, 202
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
John F. Kennedy, “Inaugural Address,” p. 1228
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Literary Elements
• Character development
• Conflicts:
- person against
- person against
- person against
- person against
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
Conflict:
external/internal conflict, 618, 636, 804–805,
861, 877, 997, 1007
resolution of, 804–805, 861, 877, 1115, 1127
self
person
society
nature
• Tone–somber to support comprehension of
text
Tone, 56–57, 505, 511, 513, 607, 608, 610,
612, 615, 773, 779, 804–805, 1029, 1045,
1145, 1150, 1159
63
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Dialect reflects times
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Regionalism, 591, 593, 596, 599, 603
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Literary Devices
• Third-person narration
Point of view, limited third-person point of view,
517, 520, 527, 804–805, 808, 829, 1103, 1111
• Vivid description in service of relationship
Description, 297, 306
• Use dialogue to develop relationship –plot and
character
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
• Symbolism
Symbol, 339, 342, 351, 353, 357, 359, 361,
362, 364, 367, 369, 370, 371, 372, 375, 765,
768, 769, 804–805, 1183, 1185, 1186, 1193
Historical/Cultural
• American Civil Rights Movement
Presentation on civil rights protests, 1237
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
64
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Individual Rights and the Common Good
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Iroquois, from “The Iroquois Constitution,” p. 26
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Thomas Paine, from “The Crisis, Number 1,”
Essay, 174
Patrick Henry, “Speech in the Virginia
Convention,” Speech, 202
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
John F. Kennedy, “Inaugural Address,” p. 1228
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Critical Perspectives
• Prejudice, social codes, and civil rights
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
John F. Kennedy, “Inaugural Address,” p. 1228
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
65
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Informational Text
Genre Study
Characteristics of
• informational articles
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Reading Informational Materials: Plimoth
Plantation Web Site, 87–90, Echo Foundation
Press Release, 190–193, Thomas Jefferson,
Commission of Meriwether Lewis, 292–295,
Abraham Lincoln, Emancipation Proclamation,
540–542, Museum of Afro American History,
944–947, Brooks Atkinson, The Crucible, 1363,
Howard Kissel, Neeson & Company Cast a
Powerful Spell, 1364–1365
• essays
Essays:
Susan Power, “Museum Indians,” p. 35
Mary Shelley, “Introduction to Frankenstein,” p.
378
Ralph Waldo Emerson, from “Nature,” p. 390
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Walden,” p. 406
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Walt Whitman, from “Preface to the 1855
Edition of Leaves of Grass,” p. 440
Ezra Pound, “A Few Don’ts,” p. 727
James Thurber, “The Night the Ghost Got In,” p.
898
E. B. White, from “Here Is New York,” p. 903
N. Scott Momaday, from “The Names,” p. 1076
Naomi Shihab Nye, “Mint Snowball,” p. 1081
Joy Harjo, “Suspended,” p. 1083
William Safire, “Onomatopoeia,” p. 1146
Ian Frazier, “Coyote v. Acme,” p. 1148
Carson McCullers, “Loneliness, “An American
Malady,” p. 1153
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
66
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• speech
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Patrick Henry, “Speech in the Virginia
Convention,” p. 202
Benjamin Franklin, “Speech in the Convention,”
p. 207
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Chief Joseph, “I Will Fight No More Forever,” p.
614
William Faulkner, “Nobel Prize Acceptance
Speech,” p. 875
John F. Kennedy, “Inaugural Address,” p. 1228
Expository Elements
• thesis
Identifying the author's thesis, 1143
Also see:
Charting to develop a thesis, 226
• supporting ideas
• examples
Identifying the main idea and supporting details,
1227, 1229, 1231, 1232, 1234, 1235
Organizational Patterns
• Question/answer, compare and contrast, and
definition with explanation and extension
Rhetorical devices, 198–199
Analyzing text structures, 292
Assessment practice for comparing and
contrasting critical reviews, 1365
Features
• headings and subheadings
• boldface and italics
• numbers and bullets
Reading Informational Materials (Reading Skill):
Locating Information, 87, Text Structures:
Patterns of Organization, 292
Historical/Cultural
• New Deal rationale
• The Great Depression
• Protest writing in response to economic and
political climate
Timeline of events in 1920s and 1930s, 702–
703
Prosperity and Depression, 705–706
Unit 5, Part 1: Facing Troubled Times, 713
Reading Strategy: Finding Clues to Theme, p.
765
“The Turtle” from The Grapes of Wrath, pp.
766–768
67
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
Penguin Literature, The American
grade 11 program with Prentice Hall
Experience ©2007
Literature)
coverage of Model Unit content and skills
Reading, Listening/Viewing Strategies and Activities
Reading
• Reading comprehension strategies (determine
Strategies for Reading: 57, 199, 423, 545, 805,
importance, visualize, synthesize, make
1143
connections)
Reading Strategy (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Reading Strategy (Apply the Skills), 29, 49, 63,
84, 97, 107, 151, 165, 177, 187, 210, 223, 269,
289, 306, 335, 353, 375, 399, 418, 435, 451,
493, 501, 513, 527, 537, 563, 587, 603, 615,
636, 647, 655, 665, 679, 721, 737, 761, 769,
779, 789, 800, 829, 843, 857, 877, 893, 907,
921, 933, 941, 993, 1007, 1025
Reading Informational Materials (Reading Skill):
Locating Information, 87, Fact and Opinion, 190,
Text Structures: Patterns of Organization, 292,
Analyzing Author’s Beliefs, 540, Making
Inferences, 944, Comparing and Contrasting
Critical Reviews, 1362
68
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Critical reading: What does the text say, how
does it say it and what does it mean?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 499, 500, 512, 526, 536,
555, 562, 580, 586, 602, 613, 614, 635, 646,
654, 662, 663, 664, 678, 720, 729, 732, 734,
736, 760, 768, 776, 778, 788, 795, 797, 799,
814, 819, 828, 836, 842, 856, 874, 876, 884,
887, 889, 891, 892, 902, 906, 920, 929, 931,
932, 938, 940, 992, 1006, 1024, 1044, 1051,
1054, 1070, 1080, 1082, 1084, 1098, 1110,
1126, 1133, 1137, 1147, 1152, 1155, 1158,
1168, 1171, 1177, 1192, 1208, 1210, 1217,
1218, 1219, 1222, 1231, 1234, 1242, 1244,
1246, 1287, 1311, 1339, 1358
Assessment Workshops: Critical Reading:
Summaries of Written Texts, 121, Critical
Reading: Cause–and–Effect Relationships, 237,
Critical Reading: Inferences and Generalizations,
465, Critical Reading: Context Clues, 695,
Critical Reading: Sentence–Completion
Questions, 961, Critical Reading: Punctuation,
Usage, and Sentence Structure, 1377
• Profundity Scales for George and Lennie, Max
and Kevin and Morrie and Mitch
Opportunities to address this standard may be
found on the following pages:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Connect to self–own perspective on
relationship issues
Opportunities to address this standard may be
found on the following pages:
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Eudora Welty, “A Worn Path,” Short Story, 820
Katherine Anne Porter, “The Jilting of Granny
Weatherall,” Short Story, 848
Robert Frost, “Mending Wall” p. 886
Langston Hughes, “I, Too,” Poem, 928
Flannery O’Connor, “The Life You Save May Be
Your Own,” Short Story, 982
Carson McCullers, “Loneliness . . . An American
Malady,” Essay, 1153
69
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Use analogy/metaphor to make connections
(symbiosis to human relationships)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Figurative language: metaphor, 405, 412, 418,
423, 937, 941, extended metaphor, 937, 941,
1342, 1355, 1359
Part 3, The Human Spirit and the Natural World,
p. 383
Closer Look, Transcendentalism: The Seekers,
384
Comparing Literary Works
Ralph Waldo Emerson, from “Nature,” Essay,
390
from “Self-Reliance,” Essay, 393
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
From “Walden” Henry David Thoreau, p. 406
• Vocabulary development
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
Vocabulary Workshops, 120, 236, 464, 694,
960, 1376
Vocabulary Builder (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Vocabulary Lesson (Build Language Skills), 30,
50, 64, 85, 98, 108, 152, 166, 178, 188, 211,
224, 270, 290, 307, 336, 354, 376, 400, 419,
436, 452, 494, 502, 514, 528, 538, 564, 588,
604, 616, 637, 648, 656, 666, 680, 722, 738,
762, 770, 780, 790, 801, 830, 844, 858, 878,
894, 908, 922, 934, 942, 994, 1008, 1026,
1046, 1056, 1072, 1086, 1100, 1112, 1128,
1139, 1160, 1179, 1194, 1212, 1224, 1236,
1248, 1289, 1313, 1341, 1360
70
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Underline significant passages and defend their
importance
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Listening/Viewing
• Class/group discussions: e.g., discuss and
analyze the quality of learning derived from this
unit
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
• Find intersections between visual images and
verbal communication
Photograph by Dorothea Lange, 708
“Aspects of Negro Life…” painting by Aaron
Douglas, p. 710
“No Place to Go,” by Maynard Dixon, p. 713
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Communications Workshop: Analyzing the
Impact of the Media on the Democratic Process,
1378
• Analyze paintings from the Great Depression
for perspective on the time period
Photograph by Dorothea Lange, 708
“Aspects of Negro Life…” painting by Aaron
Douglas, p. 710
“No Place to Go,” by Maynard Dixon, p. 713
71
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
Penguin Literature, The American
grade 11 program with Prentice Hall
Experience ©2007
Literature)
coverage of Model Unit content and skills
Writing, Speaking, Expressing Strategies and Activities
Writing to Learn
• quickwrites to clarify thinking
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
• personal writing on relationships
Writing Applications: letter, personal, 225,
essay, analytical, 226, letter to an author, 437,
advice column, 1027
• essay writing (explicit instruction)
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Workshops: Persuasion: Persuasive
Essay, 228–235, Narration: Reflective Essay,
456–463, Research: Research Paper, 684–693
Timed Writing Applications (including essay),
86, 90, 179, 193, 295, 355, 337, 377, 401, 420,
529, 542, 565, 589, 605, 617, 638, 681, 723,
763, 791, 802, 845, 909, 935, 943, 947, 1057,
1101, 1113, 1140, 1161, 1213, 1237, 1225,
1361, 1365
• letter writing
Writing Personal/Business Letters: R24–R25
Also see:
Letters, 215, 218, 221, 223, 549, 550, 552,
554, 559, 563, 1039
Letter, personal, 225
Letter to an author, 437, 1180
• business writing: problem solution proposal
(explicit instruction)
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé, 1368–1375
Writing Personal/Business Letters: R24–R25
72
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Writing to learn
Essay Options
• Quickwrites to demonstrate retention and
understanding
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
• Write a summary of the article(s) on symbiosis
Opportunities to address this standard may be
found on the following pages:
Summarizing written texts, 121
Summarizing, 159, 165, 274, 278, 279, 281,
285, 286, 287, 289, 1131, 1134, 1136, 1138
• In a comparison essay, analyze the
relationships (George and Lennie, Max and Kevin
and Morrie and Mitch) in the texts/movies and
detail how each is or is not an example of a
symbiotic relationship (designate which kind).
Opportunities to address this standard may be
found on the following pages:
• Write a descriptive essay focusing on the
importance of relationships in your life by
detailing the mutual benefits.
Providing descriptive details, 99
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
Description of a natural wonder, 308
Writing Workshops: Narration: Autobiographical
Narrative, 112–119, Narration: Reflective Essay,
456–463
• Write an exploratory essay to analyze
relationships. Using the descriptions of
symbiosis, analyze the relations of two people,
two companies, two states, or two countries.
The paper would examine each kind of
symbiosis.
Writing Applications: letter, personal, 225,
advice column, 1027
• In a reflective essay, share what you have
learned from unit texts concerning the impact of
class, religion, race, disability, and culture on
relationships.
Writing Workshops: Narration: Reflective Essay,
456–463
Also see:
Critical Evaluation of a Philosophical Essay
(“Self-Reliance”), 401
Essay reflective, 99, 503, 649, 1087
73
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• In a personal essay, answer one or both of the
following questions: How will you use knowledge
of symbiosis to help you decide what
relationships you will pursue? and/or How will
knowing about kinds of relationships help you
make good decisions about the relationships in
your life?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Narration: Reflective Essay,
456–463
Essay reflective, 99, 503, 649, 1087
Also see:
Critical Evaluation of a Philosophical Essay
(“Self-Reliance”), 401
• Using Tuesdays with Morrie as a model, write a
brief memoir about your relationship with a
close friend or family member.
Opportunities to address this standard may be
found on the following pages:
• Write a feature article on the relationship of
Max and Kevin: “Boys Benefit from Unlikely
Relationship”
Opportunities to address this standard may be
found on the following pages:
Writing Applications: letter, personal, 225,
advice column, 1027
Writing Applications: critical review, 879,
personality profile, 1009, advice column, 1027
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
Research Options
• Research paper on a significantly successful
person: Search for the relationships that
supported the success of this person.
Biography, firsthand, 667
Research and Technology (Build Language
Skills): profile, 401
Writing Workshops: Research: Multimedia
Presentation, 952–959
• Research paper with multimedia presentation:
Research symbiotic (mutualistic) relationships in
nature and compare/contrast them with
relationships from the texts and movies.
Research and Technology (Build Language
Skills): multimedia presentation, 515,
multimedia report, 589, multimedia report,
1129, multimedia presentation, 1225, 1237,
multimedia cultural presentation, 1249
74
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Authentic Writing
• On the basis of the information in Of Mice and
Men, compose a job posting for itinerant farm
workers.
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé, 1368–1375
• For a week, keep a diary about your
relationship with someone close to you.
Opportunities to address this standard may be
found on the following pages:
Diary entry, 539
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375, R33
Also see:
Journals, 56–57, 59, 61, 63, 549, 550, 552,
554, 559, 563, 1039
Opportunities to address this standard may be
found on the following pages:
• Write a proposal to establish a relationship
between a company and your high school (e.g.,
set up a mentor program with a university); use
problem-solution format.
Proposal to the principal, 179
Speaking
• class/group discussion
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
• Reader’s Theater/choral reading and role play
from unit texts
• oral interpretation of poetry and speeches
from unit texts
75
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Expressing
• Compare/contrast charts: e.g., benefits of
symbiotic relationships from unit texts
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Part 3, The Human Spirit and the Natural World,
p. 383
Closer Look, Transcendentalism: The Seekers,
384
Comparing Literary Works
Ralph Waldo Emerson, from “Nature,” Essay,
390
from “Self-Reliance,” Essay, 393
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
From “Walden” Henry David Thoreau, p. 406
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
Writing Workshops: Reflecting on Your Writing
• Maintain writing portfolio
(Journal), 119, 235, 463, 693, 959, 1375
• Reflect on selected journal entry
• Reflect on two pieces of unit writing that
represent best effort
Daily Fluency
Reading
• Engage in partner reading
Peer Review, 116, 232, 460, 688, 956, 1372
• Participate in choral reading
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Writing
• Respond with quickwrites
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
76
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Vocabulary Development
• idioms
• dialect–era of depression
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
The Development of American English: Our
Native American Heritage, 14, Noah Webster
and the American Language, 138, The Truth
about O.K., 254, Mark Twain and the American
Language, 482, Slang as It is Slung, 712, Brave
New Words, 978
• academic vocabulary
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
From The Scholar's Desk: William L. Andrews
Talks About the Time Period, 126–127, Gretel
Ehrlich Talks About the Time Period, 242–243,
Nell Irvin Painter Talks About the Time Period,
470–471
Focus On Literary Forms, 56–57, 198–199, 422–
423, 544–545, 804–805, 1142–1143
Writing Strategies
• process writing
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375
• vivid description
Providing descriptive details, 99
Description of a natural wonder, 308
Writing Workshops: Narration: Autobiographical
Narrative, 112–119, Narration: Reflective Essay,
456–463
• appropriate language for the audience
Drafting: Refuting an argument, 337,
Anticipating opponents’ arguments, 420;
Prewriting: Using research to achieve purpose,
687; Revising: to add emotional appeal, 831, for
knowledge level of readers, 1213
Grammar Skills
• elements of dialogue
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
77
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• parts of speech
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Grammar and Style Lesson (Build Language
Skills), 30, 50, 64, 85, 98, 108, 152, 166, 178,
188, 211, 224, 270, 290, 307, 336, 354, 376,
400, 419, 436, 452, 494, 502, 514, 528, 538,
564, 588, 604, 616, 637, 648, 656, 666, 680,
722, 738, 762, 770, 780, 790, 801, 830, 844,
858, 878, 894, 908, 922, 934, 942, 994, 1008,
1026, 1046, 1056, 1072, 1086, 1100, 1112,
1128, 1139, 1160, 1179, 1194, 1212, 1224,
1236, 1248, 1289, 1313, 1341, 1360
• editing conventions
Writing Workshops: Editing and Proofreading,
119, 235, 463, 693, 959, 1375
UNIT 10.4 HARLEM RENAISSANCE AND POST WORLD WAR II AMERICAN DRAMA
Dispositions
Big Ideas/Themes
Essential Questions
Big Ideas
• dreams/visions
Onondaga, “The Earth on Turtle’s Back,” Myth,
18
Connections: Literature Around the World,
Wendy Doniger, translator, from “The Rig Veda,”
Hymns, 52
Comparing Literary Works:
Traditional, “Swing Low, Sweet Chariot,”
Spiritual, 498
Traditional, “Go Down, Moses, Spiritual,” 500
Edgar Allan Poe, “The Raven,” Poem, 330
Comparing Literary Works:
Emily Dickinson, “Because I could not stop for
Death,” Poem, 426
“I heard a Fly buzz—when I died,” Poem, 428
“There’s a certain Slant of light,” Poem, 430
“My life closed twice before its close,” Poem,
430
“The Soul selects her own Society,” Poem, 431
“The Brain—is wider than the Sky,” Poem, 432
“There is a solitude of space,” Poem, 433
“Water, is taught by thirst,” Poem, 434
Langston Hughes,
Poem, 926
Langston Hughes,
Langston Hughes,
930
Langston Hughes,
931
78
“The Negro Speaks of Rivers,”
“I, Too,” Poem, 928
“Dream Variations,” Poem,
“Refugee in America,” Poem,
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• stereotyping
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• human motivation
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Ralph Waldo Emerson, from “Self-Reliance,” p.
393
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
John F. Kennedy, “Inaugural Address,” p. 1228
• social equality
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
79
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Themes
• Fighting racial discrimination
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• Importance of family
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Abigail Adams, “Letter to Her Daughter From the
New White House,” Letter, 216
Eudora Welty, “A Worn Path,” Short Story, 820
Carson McCullers, “Loneliness . . . An American
Malady,” Essay, 1153
Essential Questions
• What is meant by the American Dream?
• When did the phrase American Dream come
into vogue?
• How has its meaning changed?
• Does it mean the same for African-Americans
as for Caucasian Americans?
• What must happen for the dream to come
true?
• What can you do to realize your dreams or
visions for the future?
Thomas Jefferson, “The Declaration of
Independence,” p. 170
Thomas Paine, from “The Crisis, Number 1,”
Essay, 174
Patrick Henry, “Speech in the Virginia
Convention,” Speech, 202
Henry David Thoreau, from “Civil Disobedience,”
p. 416
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
John F. Kennedy, “Inaugural Address,” p. 1228
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
80
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• What is expected of you at home? At school
(by adults)?
• Are these expectations realistic?
• How do your expectations of yourself differ
from adults’ expectations of you?
• What do your peers expect from you?
• What problems occur if your expectations and
others’ expectations of you differ? Give a specific
example from experience or the experience of
someone you know.
• If your expectations differ from those others
have of you, how can you resolve this? Where
does your personal loyalty belong?
Quotations
“Mama, you don’t understand. It’s all a matter of
ideas, and God is just one idea I don’t accept.
It’s not important. I am not going out and
commit crimes or be immoral because I don’t
believe in God. I don’t even think about it. It’s
just that I get so tired of Him getting credit for
all the things the human race achieves through
its own stubborn effort. There simply is no God!
There is only Man, and it’s he who makes
miracles!” (Beneatha) 51
“We have decided to move into our house
because my father– he earned it for us brick by
brick. We don’t want to make no trouble for
nobody or fight no causes, and we will try to be
good neighbors. And that’s all we got to say
about that.” (Walter) 148
Literary Genre Focus/Anchor Texts
Narrative Text
A Raisin in the Sun, Lorraine Hansberry, 1958,
Random House
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Adrienne Rich, “In a Classroom,” Poem, 1217
Colleen McElroy, “For My Children,” Poem, 1240
Writing Workshops: Narration: Autobiographical
Narrative, 112–119, Narration: Reflective Essay,
456–463
Please note, “A Raisin in the Sun” is excerpted
in the 10th grade program. In this edition, the
focus is on “The Crucible” by Arthur Miller. God,
human relationships, and social justice are also
themes in Miller’s play however and
opportunities to explore these issues may be
found on the following pages:
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
81
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Informational Text The 7 Habits of Highly
Effective Teens, Sean Covey, 1998, Simon and
Schuster
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
Linking Texts
Media
A Raisin in the Sun David Suskin interview,
movie, and movie trailer
Interview with Lorraine Hansberry-video clip
www.npr.org/programs/morning/features/patc/r
aisin/
Opportunities to address this standard may be
found on the following pages:
See the “Go On-Line” Author Link for Arthur
Miller referred to on pages 1287 and 1311.
“The Crucible” Arthur Miller, pp. 1257–1339
Texts
Freedom’s Children: Young Civil Rights Activists
Tell Their Own Stories, Ellen Levine, 1993, Puffin
(1950’s segregation from the perspective of
young African-Americans who participated in
demonstrations)
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Opportunities to address this standard may be
found on the following pages:
Success: One Day At A Time John C. Maxwell
The Journey From Success To Significance John
C. Maxwell
Leadership for Students: A Practical Guide for
Ages 8-18 Frances A. Karnes
Combinations: Opening the Door to Student
Leadership Ed Gerety
The Gifted Kids’ Survival Guide for Ages 10 &
Under Judy Galbraith, et al
7 Secrets of Highly Successful Kids Millennium
Generation Series Peter Kuitenbrouwer
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
82
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Poetry
“Harlem: A Dream Deferred” Langston Hughes
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Langston Hughes,
Poem, 926
Langston Hughes,
Langston Hughes,
930
Langston Hughes,
931
Oh, the Places You’ll Go! Dr. Seuss, 1990,
Random House
“The Negro Speaks of Rivers,”
“I, Too,” Poem, 928
“Dream Variations,” Poem,
“Refugee in America,” Poem,
Opportunities to address this standard may be
found on the following pages:
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Speeches/Essays
“I Have a Dream” Martin Luther King, Jr.
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Historical Documents/Primary Source
Coretta Scott King on the Montgomery Bus
Boycott, 1955-1956, p. 33 in Voices of Freedom,
Henry Hampton, 1990, Bantam Books
Opportunities to address this standard may be
found on the following pages:
From Quiet Pride to Activism, 970–971
A Quest for Stability, 973
Background: Martin Luther King Jr., 1226
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Presentation on civil rights protests, 1237
Internet Links to Resources
A Raisin in the Sun
http://www.teachervision.fen.com/reading/activi
ty/3802.html#before
Maslow’s Hierarchy of Needs
http://www.csustan.edu/english/reuben/pal/cha
p8/hansberry.html
http://www.itstime.com/jun97.htm
Opportunities to address this standard may be
found on the following pages:
See the “Go On-Line” Author Link for Arthur
Miller referred to on pages 1287 and 1311.
“The Crucible” Arthur Miller, pp. 1257–1339
83
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Poetry, Essays, Excerpts from
Baldwin, Brooks, Capote, Cullen, Delaney,
Ellison, Fitzgerald, Frost, Hemingway, Hurston,
Johnson, McKay, Miller, Toomer, Walker,
Wharton, Wright
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Unit 5: Disillusion, Defiance, and Discontent:
The Modern Age (1914–1946), Introduction, 702
F. Scott Fitzgerald, “Winter Dreams,” Short
Story, 742
Ernest Hemingway, “In Another Country,” Short
Story, 809
Robert Frost, “Birches,” Poem, 882
Robert Frost, “Stopping by Woods on a Snowy
Evening,” Poem, 885
Robert Frost, “Mending Wall,” Poem,, 886
Robert Frost, “Out, Out—”, Poem, 888
Robert Frost, “The Gift Outright,” Poem, 890
Robert Frost, “Acquainted With the Night,”
Poem,, 892
Zora Neale Hurston, from “Dust Tracks on a
Road,” Autobiography, 914
Claude McKay, “The Tropics in New York,” Poem,
932
Countee Cullen, “From the Dark Tower,” Poem,
938
Jean Toomer, “Storm Ending,” Poem, 940
Alice Walker, “Everyday Use,” Short Story, 1090
James Baldwin, “The Rockpile,” Short Story,
1184
Gwendolyn Brooks, “The Explorer,” Poem, 1218
Robert Hayden, Frederick Douglass, Poem,
1219, Runagate Runagate, Poem, 1220
Arthur Miller, “The Crucible,” Drama, 1257
Music
Recordings of blues and jazz from the 1920s and
1930s
A Closer Look: The Harlem Renaissance, 910–
911
Comparing Literary Works:
Traditional, “Swing Low, Sweet Chariot,”
Spiritual, 498
Traditional, “Go Down, Moses, Spiritual,” 500
84
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Genre Study and Literary Analysis
Narrative Text
Genre Study
Characteristics of
• drama
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
Arthur Miller on “The Crucible”, 1252–1253
“…my basic need was to respond to a
phenomenon which, with only small
exaggeration, one could say was paralyzing a
whole generation and in an amazingly short time
was drying up the habits of trust and toleration
in public discourse.”
“The Crucible” Arthur Miller, pp. 1257–1339
• movie script
Evaluation of a film, 1057
• poetry
Listening and Speaking: Poetry reading, 437,
Oral interpretation of a poem, 657
Some of the poems included in this program
include:
Henry Wadsworth Longfellow, “The Tide Rises,
The Tide Falls,” Poem, 275
Edgar Allan Poe, “The Raven,” Poem, 330
Ralph Waldo Emerson, “Concord Hymn,” Poem,
395
Ralph Waldo Emerson, “The Snowstorm,” Poem,
396
Comparing Literary Works:
Emily Dickinson, “Because I could not stop for
Death,” Poem, 426
“I heard a Fly buzz—when I died,” Poem, 428
“There’s a certain Slant of light,” Poem, 430
“My life closed twice before its close,” Poem,
430
“The Soul selects her own Society,” Poem, 431
“The Brain—is wider than the Sky,” Poem, 432
“There is a solitude of space,” Poem, 433
“Water, is taught by thirst,” Poem, 434
85
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
(Continued)
• poetry
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
(Continued)
Comparing Literary Works:
Walt Whitman, from Preface to the 1855 Edition
of Leaves of Grass, Nonfiction, 440
from “Song of Myself,” Poem, 442
“When I Heard the Learn’d Astronomer,” Poem,
446
“By the Bivouac’s Fitful Flame,” Poem, 447
“I Hear America Singing,” Poem, 448
“A Noiseless Patient Spider,” Poem, 450
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
• Harlem Renaissance Literature
A Closer Look: The Harlem Renaissance, 910–
911
Zora Neale Hurston, from “Dust Tracks on a
Road,” Autobiography, 914
Comparing Literary Works:
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
Claude McKay, “The Tropics in New York,” Poem,
932
Comparing Literary Works
Countee Cullen, “From the Dark Tower,” Poem,
938
Arna Bontemps, “A Black Man Talks of Reaping”,
Poem, 939
Jean Toomer, “Storm Ending,” Poem, 940
• author study of Langston Hughes
Comparing Literary Works:
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
Claude McKay, “The Tropics in New York,” Poem,
932
86
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Literary Elements
• exposition, rising action, climax, falling action,
resolution
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Plot, 641, 783, 785, 786, 787, 789, 804–805,
1115, 1117, 1118, 1122, 1123, 1125, 1127
• character development
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• author’s purpose
Identifying the writer's purpose, 57, 1143
Analyzing how a writer achieves purpose, 913,
917, 921
Recognizing author's purpose, 59, 63
• poetic structure
Poetry:
poem of praise, 181, 187
dramatic poetry, 422
narrative poetry, 422
lyric poetry, 422, 1239, 1247
free verse, 439, 440, 442, 444, 451
imagist poetry, 726, 728, 730, 731, 737
Literary Devices
• mood, tone, style
Style, 56–57, 297, 306, 405, 408, 412, 418,
1049, 1050, 1051, 1052, 1055
Tone, 56–57, 505, 511, 513, 607, 608, 610,
612, 615, 773, 779, 804–805, 1029, 1045,
1145, 1150, 1159
Mood, 274, 276, 278, 285, 287, 289, 607, 612,
615, 804–805
• irony, humor, rhetorical questions
Rhetorical devices, 198–199
Humor, 575, 582, 584, 585, 587, 897, 899, 907
Irony, 618, 622, 625, 627, 634, 636, 641, 647,
866, 870, 1314, 1317, 1320, 1321, 1322, 1325,
1327, 1330, 1331, 1334, 1335, 1337, 1338,
1340
• metaphor and simile, imagery
Figurative language: metaphor, 405, 412, 418,
423, 937, 941, extended metaphor, 937, 941,
1342, 1355, 1359
Imagery, 423, 793, 800, 937, 941, 1029, 1045
• rhyme
Rhyme, 423, 425, 429, 435, 651, 654, 655
87
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• foreshadowing
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Foreshadowing, 1061, 1063, 1064, 1066, 1067,
1068, 1071
Historical/Cultural
• 1950’s America: black/white tension and
tension within black community
• role of women
Maxine Hong Kingston, from The Woman
Warrior, Memoir, 1104
Presentation on civil rights protests, 1237
Anne Bradstreet, “To My Dear and Loving
Husband,” Poem, 96
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Abigail Adams, “Letter to Her Daughter From the
New White House,” Letter, 216
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
Critical Perspectives
• stereotyping now and then
Presentation on civil rights protests, 1237
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• personal perspective on issues of inequality
and racism
Opportunities to address this standard may be
found on the following pages:
Writing Applications: poem to honor a hero,
657, essay, about historical context, 771, social
worker's report, 1073
88
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Informational Text
Genre Study
Characteristics of informational text
• self-help
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
• a speech
Patrick Henry, “Speech in the Virginia
Convention,” p. 202
Benjamin Franklin, “Speech in the Convention,”
p. 207
Abraham Lincoln, “The Gettysburg Address,” p.
532
Abraham Lincoln, “Second Inaugural Address,”
p. 533
Chief Joseph, “I Will Fight No More Forever,” p.
614
William Faulkner, “Nobel Prize Acceptance
Speech,” p. 875
John F. Kennedy, “Inaugural Address,” p. 1228
• primary source material
Primary Sources: Diaries, “Journals, “and
Letters
Abigail Adams, “Letter to Her Daughter From the
New White House,” p. 216
Michel-Guillaume Jean de
Crèvecoeur, from “Letters From an American
Farmer,” p. 220
Robert E. Lee, “Letter to His Son,” p. 535
Mary Chesnut, from “Mary Chesnut’s Civil War,”
p. 550
Warren Lee Goss, “Recollections of a Private,” p.
554
Randolph McKim, “A Confederate Account of the
Battle of Gettysburg,” p. 556
Stonewall Jackson, “An Account of the Battle of
Bull Run,” p. 558
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Miriam Davis Colt, “Heading West,” p. 608
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
89
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• internet postings
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Reading Informational Materials: Web Site, 87–
89, 190–192
Expository Elements
• thesis
Identifying the author's thesis, 1143
Also see:
Charting to develop a thesis, 226
• supporting ideas
Identifying the main idea and supporting details,
1227, 1229, 1231, 1232, 1234, 1235
Organizational Patterns
• theory/evidence
Opportunities to address this standard may be
found on the following pages:
Drawing conclusions based on evidence, 110
Analyzing evidence, 1361
• cause/effect
Recognizing cause-and-effect relationships, 237
Identifying cause and effect, 1183, 1187, 1188,
1190, 1191, 1193
• problem/solution
Essay, problem-and-solution, 565
Features
• parts/chapters
• headings and subheadings
• photographs and drawings
• boldface, italics, parenthesis
• graphics, cartoons, real-life examples and
catchy quotations
Reading Informational Materials (Reading Skill):
Locating Information, 87, Text Structures:
Patterns of Organization, 292
Communications Workshop: Analyzing Media,
466, Evaluating Communication Methods, 962,
Analyzing the Impact of the Media on the
Democratic Process, 1378
• media features: pan shots, tracking shots,
traveling shots, full shot, two shot, close up,
dissolve, point of view, short, long, medium
shots, high angle, and camera as “strongest
voice” in A Raisin in the Sun screenplay
Evaluation of a film, 1057
Critical Perspectives
• Students’ preparation for real world life beyond
the classroom
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé, 1368–1375
Writing Personal/Business Letters: R24–R25
90
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Reading, Listening/Viewing
Strategies and Activities
Reading
• Reading comprehension strategies (make
connections, determine importance, synthesize,
question)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Strategies for Reading: 57, 199, 423, 545, 805,
1143
Reading Strategy (Build Skills), 17, 41, 59, 69,
93, 101, 141, 159, 169, 181, 201, 215, 257,
274, 297, 311, 339, 357, 389, 405, 425, 439,
485, 497, 505, 517, 531, 549, 575, 591, 607,
619, 641, 651, 659, 669, 715, 726, 741, 765,
773, 783, 793, 808, 839, 847, 861, 881, 897,
913, 925, 937, 981, 997, 1011, 1029, 1049,
1061, 1075, 1089, 1103, 1115, 1131, 1145,
1163, 1183, 1197, 1215, 1227, 1239, 1256,
1290, 1314, 1342
Reading Strategy (Apply the Skills), 29, 49, 63,
84, 97, 107, 151, 165, 177, 187, 210, 223, 269,
289, 306, 335, 353, 375, 399, 418, 435, 451,
493, 501, 513, 527, 537, 563, 587, 603, 615,
636, 647, 655, 665, 679, 721, 737, 761, 769,
779, 789, 800, 829, 843, 857, 877, 893, 907,
921, 933, 941, 993, 1007, 1025
Reading Informational Materials (Reading Skill):
Locating Information, 87, Fact and Opinion, 190,
Text Structures: Patterns of Organization, 292,
Analyzing Author’s Beliefs, 540, Making
Inferences, 944, Comparing and Contrasting
Critical Reviews, 1362
91
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Critical reading: What does the text say, how
does it say it and what does it mean?
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 499, 500, 512, 526, 536,
555, 562, 580, 586, 602, 613, 614, 635, 646,
654, 662, 663, 664, 678, 720, 729, 732, 734,
736, 760, 768, 776, 778, 788, 795, 797, 799,
814, 819, 828, 836, 842, 856, 874, 876, 884,
887, 889, 891, 892, 902, 906, 920, 929, 931,
932, 938, 940, 992, 1006, 1024, 1044, 1051,
1054, 1070, 1080, 1082, 1084, 1098, 1110,
1126, 1133, 1137, 1147, 1152, 1155, 1158,
1168, 1171, 1177, 1192, 1208, 1210, 1217,
1218, 1219, 1222, 1231, 1234, 1242, 1244,
1246, 1287, 1311, 1339, 1358
Assessment Workshops: Critical Reading:
Summaries of Written Texts, 121, Critical
Reading: Cause–and–Effect Relationships, 237,
Critical Reading: Inferences and Generalizations,
465, Critical Reading: Context Clues, 695,
Critical Reading: Sentence–Completion
Questions, 961, Critical Reading: Punctuation,
Usage, and Sentence Structure, 1377
• Use profundity scales for Mama, Walter, and
Beneatha
Opportunities to address this standard may be
found on the following pages:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
• Connect to self–own perspective on working to
fulfill life dreams
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Narration: Reflective Essay,
456–463
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé (Cover Letter), 1375
• Identify themes; find examples in text
Theme, 357, 362, 370, 372, 375, 765, 768,
769, 804–805, 1215, 1223, 1342, 1343, 1344,
1345, 1349, 1350, 1351, 1353, 1354, 1355,
1357, 1359; implied theme, 1197, 1201, 1203,
1204, 1207, 1211
92
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Recognize and understand imagery and
symbolism
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Symbol, 339, 342, 351, 353, 357, 359, 361,
362, 364, 367, 369, 370, 371, 372, 375, 765,
768, 769, 804–805, 1183, 1185, 1186, 1193
Imagery, 423, 793, 800, 937, 941, 1029, 1045
• Underline significant passages and defend their
importance
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
Writing Applications: critical review, 879, critical
response, 1047
Timed Writing: literary criticism, 337, critical
review, 605, critical response, 909, 1057,
Critical review, 1101, book review, 1213, Critical
review, 1365
Reading Informational Materials (Reading Skill):
Comparing and Contrasting Critical Reviews,
1362
Listening/Viewing
• Class/group discussion
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
• Compare screenplay with play script
Evaluation of a film, 1057
• Find intersections between visual images and
verbal communication
Photograph by Dorothea Lange, 708
“Aspects of Negro Life…” painting by Aaron
Douglas, p. 710
“No Place to Go,” by Maynard Dixon, p. 713
Cartoon strip, 771
Essay analyzing a cartoon, 1161
Communications Workshop: Analyzing the
Impact of the Media on the Democratic Process,
1378
Writing, Speaking, Expressing Strategies and Activities
Writing to Learn
• Personal narrative —My Dream for My Life
Writing Workshops: Narration: Autobiographical
(explicit instruction)
Narrative, 112–119, Narration: Reflective Essay,
456–463
93
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Poetry (explicit instruction)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Poem to honor a hero, 657
Oral interpretation of a poem, 657
• Quickwrites
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
• Compare reading the screenplay with reading
the play
Opportunities to address this standard may be
found on the following pages:
Evaluation of a film, 1057
Opportunities to address this standard may be
found on the following pages:
• Compare/contrast advice given in The 7 Habits
of Highly Effective Teens with advice given in
Oh, the Places You’ll Go!
Anna Quindlen, “One Day, Now Broken In Two,”
p. 1156
Sandra Cisneros, “Straw Into Gold: The
Metamorphosis, “of the Everyday,” p. 1164
Rita Dove, “For the Love of Books,” p. 1169
Amy Tan, “Mother Tongue,” p. 1172
• Written response to focus questions using text
support
Timed Writing Applications (including essay),
86, 90, 179, 193, 295, 355, 337, 377, 401, 420,
529, 542, 565, 589, 605, 617, 638, 681, 723,
763, 791, 802, 845, 909, 935, 943, 947, 1057,
1101, 1113, 1140, 1161, 1213, 1237, 1225,
1361, 1365
• Journal entries describing how Walter and
Beneatha change from the beginning to the end
of the play
Opportunities to address this standard may be
found on the following pages:
Biography, firsthand, 667
Character sketch, 1341
Also see:
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
94
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Journal entries noting examples of literary
devices (irony, rhetorical questions, imagery,
characteristics of Harlem Renaissance literature)
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
A Closer Look: The Harlem Renaissance, 910–
911
Zora Neale Hurston, from “Dust Tracks on a
Road,” Autobiography, 914
Comparing Literary Works:
Langston Hughes, “The Negro Speaks of Rivers,”
Poem, 926
Langston Hughes, “I, Too,” Poem, 928
Langston Hughes, “Dream Variations,” Poem,
930
Langston Hughes, “Refugee in America,” Poem,
931
Claude McKay, “The Tropics in New York,” Poem,
932
Comparing Literary Works
Countee Cullen, “From the Dark Tower,” Poem,
938
Arna Bontemps, “A Black Man Talks of Reaping”,
Poem, 939
Jean Toomer, “Storm Ending,” Poem, 940
Also see:
Rhetorical devices, 198–199
Imagery, 423, 793, 800, 937, 941, 1029, 1045
Irony, 618, 622, 625, 627, 634, 636, 641, 647,
866, 870, 1314, 1317, 1320, 1321, 1322, 1325,
1327, 1330, 1331, 1334, 1335, 1337, 1338,
1340
Writing to Demonstrate Learning
• Written response to focus questions using text
support scored with rubric
Timed Writing Applications (including essay),
86, 90, 179, 193, 295, 355, 337, 377, 401, 420,
529, 542, 565, 589, 605, 617, 638, 681, 723,
763, 791, 802, 845, 909, 935, 943, 947, 1057,
1101, 1113, 1140, 1161, 1213, 1237, 1225,
1361, 1365
Writing Workshops: Rubric for Self–Assessment,
119, 235, 463, 693, 959, 1375, R35
• Summary of play from a character’s
perspective other than Mama’s
Opportunities to address this standard may be
found on the following pages:
Writing: News Accounts of events in Salem,
1289
95
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Persuasive writings: essay to prove social
action is still necessary on racial prejudice
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Presentation on civil rights protests, 1237
Also see:
Writing Workshops: Persuasion: Persuasive
Essay, 228–235
Olaudah Equiano, from “The Interesting
Narrative of the Life of Olaudah Equiano,” p. 160
Frederick Douglass, from “My Bondage and My
Freedom,” p. 506
Rev. Henry M. Turner, “Reaction to the
Emancipation Proclamation,” p. 559
Sojourner Truth, “An Account of an Experience
With Discrimination,” p. 561
Chief Joseph, “I Will Fight No More Forever,” p.
614
Martin Luther King Jr., from “Letter From
Birmingham City Jail,” p. 1232
• Research and report on Lorraine Hansberry’s
life
• Research and report on the racial tenor of the
1950’s when A Raisin in the Sun was first
performed. Use as a source, Freedom’s Children:
Young Civil Rights Activists Tell Their Own
Stories. Make a multi-media presentation.
Please note, “A Raisin in the Sun” is excerpted
in the 10th grade program. In this edition, the
focus is on “The Crucible” by Arthur Miller. God,
human relationships, and social justice are also
themes in Miller’s play however and
opportunities to explore these issues may be
found on the following pages:
See the “Go On-Line” Author Link for Arthur
Miller referred to on pages 1287 and 1311.
“The Crucible” Arthur Miller, pp. 1257–1339
From The Author's Desk (Time Period):
Arthur Miller Talks About the Literature, 966–
967
“To me theater is not a disconnected
entertainment, which it usually is to most people
here…It is where a collective mass of people,
through the genius of some author, is able to
project its terrors and its hopes and to
symbolize them.”
• Multi-media presentation: defend a position on
a social injustice and present to class in a
multimedia presentation.
Presentation on civil rights protests, 1237
Writing Workshops: Research: Multimedia
Presentation, 952–959
96
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
• Create a poem: “How is a Dream Realized?”
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Opportunities to address this standard may be
found on the following pages:
Writing Applications: poem to honor a hero,
657, essay, about historical context, 771, social
worker's report, 1073
Authentic Writing
• Summarize (American Dream) interviews (see
below); share in small group
Opportunities to address this standard may be
found on the following pages:
Summarizing written texts, 121
Summarizing, 159, 165, 274, 278, 279, 281,
285, 286, 287, 289, 1131, 1134, 1136, 1138
• Make a “life plan” including further education,
career, marriage, etc., with the principles to
guide the realizing of the plan (vision/dream)
Opportunities to address this standard may be
found on the following pages:
Writing Workshops: Workplace Writing: Job
Portfolio and Résumé, 1368–1375
Speaking
• Debate what should be done with “Mama’s
money”
Opportunities to address this standard may be
found on the following pages:
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Dramatic scene, 878,
1313, Oral interpretation of a speech, 617,
Soliloquy, 649
Also see:
Listening and Speaking (Build Language Skills):
informal debate, 99, round–table discussion,
167, debate, 212, 420, class discussion, 667,
informal debate, 739, group discussion, 781,
round–table discussion, 802, panel discussion,
1113, debate, 1225
Opportunities to address this standard may be
found on the following pages:
• Perform or read segments from A Raisin in the
Sun play
• Role-play segments from A Raisin in the Sun
screenplay
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Dramatic scene, 878,
1313, Oral interpretation of a speech, 617,
Soliloquy, 649
97
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Expressing
• Construct a chart detailing the dreams of each
major character in A Raisin in the Sun
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Thinking About the Selection, 936
Opportunities to address this standard may be
found on the following pages:
• Construct a chart detailing how following
Covey’s 7 habits might have helped Beneatha
and Walter realize their dreams
• Display character biography information from
journal in a graphic organizer
• Create a visual display of “Voices of the
Harlem Renaissance” including titles, authors,
photographs, and quotations from
representative texts
Characters/Characterization, 257, 269, 669,
672, 673, 675, 679, 741, 744, 745, 748, 749,
750, 751, 753, 757, 759, 761, 804–805, 981,
984, 986, 988-990, 993, 1011, 1015, 1019,
1021, 1023, 1025
On-Going Literacy Development
Student Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio
Peer Review, 116, 232, 460, 688, 956, 1372
• Reflect on selected journal entry
Listening and Speaking: Dramatic reading, 189,
• Reflect on two pieces of unit writing that
337, 565, 943, 1213, Dramatic reading, 291,
represent best effort
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Daily Fluency
Reading
• Engage in partner reading
Peer Review, 116, 232, 460, 688, 956, 1372
• Participate in choral reading
Listening and Speaking: Dramatic reading, 189,
337, 565, 943, 1213, Dramatic reading, 291,
Poetry reading, 437, Choral reading, 503,
Dramatic scene, 878, 1313, Oral interpretation
of a speech, 617, Soliloquy, 649, Oral
interpretation of a poem, 657
Writing
• Respond with quickwrites
Critical Reading, 20, 25, 28, 39, 48, 62, 75, 83,
95, 96, 106, 150, 164, 173, 176, 183, 186, 206,
209, 219, 222, 268, 276, 279, 281, 288, 300,
305, 329, 334, 352, 374, 392, 394, 395, 398,
415, 417, 427, 429, 431, 433, 434, 441, 445,
447, 448, 450, 492, 906, 920, 929, 931, 932,
938, 940, 992, 1006, 1024, 1044, 1051, 1054,
1070, 1080, 1082, 1084, 1098, 1110, 1126,
1133, 1137, 1147, 1152, 1155, 1158, 1168,
1171, 1177, 1192, 1208, 1210, 1217, 1218,
1219, 1222, 1231, 1234, 1242, 1244, 1246,
1287, 1311, 1339, 1358
98
Literature, The Penguin Edition, The American Experience © 2007
Correlated to:
Michigan Merit Curriculum Model Unit Standards
(Grades 10)
Model Unit Outline, Grade 10 (Used for
grade 11 program with Prentice Hall
Literature)
Vocabulary Development
• Black dialect
Penguin Literature, The American
Experience ©2007
coverage of Model Unit content and skills
Zora Neale Hurston: Preserving a Culture, p.
912
Connecting Literary Elements, p. 913
• academic vocabulary
Writing About Literature: Analyze Literary
Periods, 110–111, Analytic Essay: Evaluate
Literary Themes, 226–227, 682–683, 1366–
1367, Compare and Contrast Literary Trends,
454–455, 950–951
From The Scholar's Desk: William L. Andrews
Talks About the Time Period, 126–127, Gretel
Ehrlich Talks About the Time Period, 242–243,
Nell Irvin Painter Talks About the Time Period,
470–471
Focus On Literary Forms, 56–57, 198–199, 422–
423, 544–545, 804–805, 1142–1143
Writing Strategies
• process writing
Writing Workshops: Reflecting on Your Writing
(Journal), 119, 235, 463, 693, 959, 1375
• using language appropriate to purpose and
audience
Drafting: Refuting an argument, 337,
Anticipating opponents’ arguments, 420;
Prewriting: Using research to achieve purpose,
687; Revising: to add emotional appeal, 831, for
knowledge level of readers, 1213
Grammar Skills
• sentence elements providing variety, fluency
and flow
Sentence fragments, 616, 1100
Sentence types, 844, 858
Sentence structure, 1179
Writing Workshops: Revising (includes overall
structure, paragraphs, sentences, and word
choice), 51, 116, 153, 212, 227, 232, 355, 460,
529, 539, 605, 617, 681, 683, 688, 723, 739,
791, 831, 845, 895, 909, 951, 956, 995, 1047,
1101, 1113, 1140, 1161, 1180, 1195, 1213,
1225, 1372
• elements of dialogue
Dialogue, 913, 921, 1256, 1258, 1259, 1263,
1267, 1269, 1270, 1271, 1274, 1275, 1276,
1280, 1281, 1282, 1285, 1288
99