Download 11E

Language Arts
11E
Curriculum Map
Mrs. Michelle Raglow
AMERICAN LITERATURE 11E
MRS. RAGLOW
CURRICULUM MAP
In addition to the following curriculum, students will be responsible for SAT Vocabulary (Letters G-M), all Language Essentials (as defined in
the 11th grade curriculum), bi-weekly Outlaw Poetry and Stories, and weekly informal Journals. Many of the readings are located in the
Norton Anthology, supplied by the teacher, or are novels to be purchased at the expense of the student (highlighted).
TIME
FRAME
PERIODS
AUGUST
SUMMER
READING
SEPTEMBER ASSIGNMENT
OCTOBER
(1st
QUARTER)
COLONIAL/
PURITAN
1620-1750
GENRE &
STYLE
Sermons, diaries,
personal
narratives
Sermons written
in plain style
rather than
ornate
Religious poetry
CONTENT/
READINGS
Summer Reading
Essay (Native Son
and The Sun Also
Rises)
Colonial and Puritan
History and Religion
Persistence of
Puritan Ideas
The fear of the NonConformist and
Sinner
William Bradford
(57) – Of Plymouth
Plantation
Anne Bradstreet
(97) – Before the
Birth of One of her
Children (107)
Mary Rowlandson
(117) – from A
Narrative of the
Captivity and
Restoration of Mrs.
Mary Rowlandson
SKILLS
MAJOR
WRITING/
PROJECTS
-Active reading skills: make personal
connections, compare with other
texts, use inquiry questions.
-Vocabulary development: acquire
new words through context clues,
dictionary use, and analysis.
-Close reading of text: analyze
author’s use of imagery, figurative
language, symbolism, plot structure,
character development, thematic
content, and stylistic experimentation.
-Writing to learn: use informal writing
to probe and make connections to
readings independently in class.
-Use all stages of the writing process
to formulate writing at is appropriate
to purpose and audience.
-Compose reflective writings that
balance reflections by using specific
personal experiences to draw
conclusions about life.
-Write responses to literature that
provide an interpretation, recognize
ambiguities, nuances and complexities
and that understand the author’s use
of stylistic devices.
-Analyze an author’s implicit and
explicit philosophical assumptions
about beliefs about a subject.
-Verify word meanings by the author’s
Summer Reading
Literary Analysis
Personal
Narrative
(Powerless)
Reading
responses
OTHER
ASSESSMENTS
Colonial Lit Test
Crucible Test
-Individual
participation in class
-Collaborative
assignments and
activities
-Oral interpretations
of selected readings
-Writing to learn: inclass writing prompts
and self-initiated
responses
-Imaginative writing;
original poetry, script
and/or story writing.
-Peer review and
workshops for
revisions
AMERICAN LITERATURE 11E
MRS. RAGLOW
CURRICULUM MAP
(118)
- The 1st Remove
(120)
- The 20th Remove
(126)
Jonathon Edwards
(168) – Sinners in
the Hands of an
Angry God (194)
Arthur Miller - The
Crucible
use of definition, restatement,
example, comparison and contrast,
and cause & effect.
-Demonstrate an understanding of
grammatical conventions of the
English language.
-Produce informal essays that
establish a clear and distinctive
perspective on the subject, include
relevant perspectives, include the
reliability of sources and provide a
clear sense of closure.
NOTE: Though not
written during
Puritan times, The
Crucible depicts life
during the time
when Puritan
theocracy prevailed
(1692, Salem Witch
Trials).
OCTOBER
(1st
QUARTER)
RATIONALISM/ Political
pamphlets
AGE OF
ENLIGHTENMEN
Travel writing
T
1750-1800
OCTOBER
ROMANTICISM
NOVEMBER
1800-1860
(1st
2ND
AND
QUARTERS)
Ben Franklin (218)
– The Way to Wealth
(220)
Same as above
Washington Irving
(453) - Rip Van
Winkle (456)
Same as above
Slave narratives
Poetry
Short stories
Henry Wadsworth
Longfellow (643) –
A Psalm of Life (645)
Walt Whitman
Rationalism Test
Reading
responses
Persuasive
writing
Character
sketches
Aphorism
Project
Catalog Project
“Stop the Hate”
Essay
Reading
responses
Romanticism/
Transcendentalism/
Dark Romantics
Test
AMERICAN LITERATURE 11E
MRS. RAGLOW
CURRICULUM MAP
(991)
– Shut Not Your
Doors (1011)
- selections (6, 11,
25) from Song of
Myself (1011)
- Pioneers, O
Pioneers
- from Drum-Taps,
Beat! Beat! Drums!
(1067)
Emily Dickinson
(1197)
- I’m Nobody! Who
Are You? (1204)
- Because I Could Not
Stop for Death
(1214)
- Tell All the Truth
but Tell it Slant
(1221)
AMERICAN LITERATURE 11E
MRS. RAGLOW
TIME
FRAME
NOVEMBER
(2ND
QUARTER)
PERIODS
CURRICULUM MAP
GENRE &
STYLE
TRANSCENDENTALISM
Poetry
1800-1850
Essays
Short Stories
Novels
NOVEMBER
(2ND
QUARTER)
DARK
ROMANTICS/
GOTHICS
1800-1850
Short stories and
novels
Hold reader’s
attention
through dread of
a series of
terrible
possibilities
Features
landscapes of
dark forests,
extreme
vegetation, &
concealed ruins
with horrific
rooms
Depressed
characters
CONTENT/
READINGS
Ralph Waldo
Emerson (488)
- Nature (Intro and
Ch. 1) (492)
- Self-Reliance (532)
SKILLS
Same as unit one
MAJOR
WRITING/
PROJECTS
OTHER
ASSESSMENT
Project Beautiful
Romanticism/
Transcendentalism/
Dark Romantics
Test
Reading
responses
Henry David
Thoreau (825)
- from Walden (18.
Conclusion) (912)
Nathanial
Hawthorne (589)
- Young Goodman
Brown (605)
- The Minister’s
Black Veil (622)
Edgar Allen Poe
- The Masque of Red
Death
- The Black Cat
Same as unit one
- Short Story components
- Metonymy
- Characterization
Gothic Short
Story
Reading
responses
Romanticism/
Transcendentalism/
Dark Romantics
Test
AMERICAN LITERATURE 11E
MRS. RAGLOW
TIME
FRAME
DECEMBER
(2ND
QUARTER)
JANUARY
(3rd
QUARTER)
PERIODS
REALISM
(SUB-GENRES:
NATURALISM/
REGIONALISM)
1850-1900
CURRICULUM MAP
GENRE &
STYLE
CONTENT/
READINGS
SKILLS
MAJOR
WRITING/
PROJECTS
Novels and short
stories
Frederick Douglass
(920)
– The Narrative of
the Life of Frederick
Douglass
Same as Unit one
- Persuasive techniques (see
Curriculum Course of Study)
- Literary Analysis components
(see Curriculum Course of
Study)
Students will:
1. Enumerate the characteristics of
Realism and the genre of
autobiography (memoir) and
narrative. R11, R9
2. Examine diction and its effect on
tone, theme, and plot.
3. Recall definitions of vocabulary
terms that are found in both the text
and SAT preparatory lists.
4. Identify the meanings of unknown
words by identifying Greek and Latin
root words, suffixes, and prefixes.
5. Recall and assess the history and
difficulties of African Americans in the
1800s and how it influenced his use of
sentence structure. R11, R12, R14,
R18
6. Delineate the main ideas or themes
in the text and the details that
elaborate and support them.
7. Determine when, where, and why
events unfold in the text and explain
how they relate to one another.
Persuasive Essay
(Realities of Life)
People are
hapless victims
of immutable
natural laws
No supernatural
intervention
Jack London (1825)
- To Build a Fire
(1826)
Paul Laurence
Dunbar (1817)
- We Wear the Mask
(1822)
Mark Twain (1270)
- excerpts from The
Adventures of
Huckleberry Finn
(1277)
Henry James (1491)
- The Turn of the
Screw
Reading
responses
Literary Analysis
OTHER
ASSESSMENT
Realism/
Naturalism/
Regionalism Test
Fredrick Douglass
Test
AMERICAN LITERATURE 11E
MRS. RAGLOW
TIME
FRAME
JANUARYMARCH
(3rd
QUARTER)
PERIODS
CURRICULUM MAP
GENRE &
STYLE
MODERNISM
Novels
1900-1950
Plays
Poetry
(resurgence after
deaths of W & D)
Experimental as
writers seek a
unique style
Use of interior
monologue &
stream of
consciousness
READINGS
SKILLS
F. Scott Fitzgerald
- The Great Gatsby
- Winter Dreams
(2186)
- Babylon Revisited
(2201)
-
Ernest Hemingway
- The Sun Also Rises
(summer reading)
-
Edwin Arlington
Robinson (1897)
- Richard Cory
(1898)
- Miniver Cheevy
(1899)
-
-
-
Robert Frost (1951)
- The Road Not
Taken (1960)
- Nothing Gold Can
Stay (1963)
William Faulkner
(2216)
- A Rose for Emily
(2218)
-
Literary Analysis components
(see Curriculum Course of
Study)
Research Paper components
Identify the nuances that
contribute to a character’s
development
Trace the development of the
character of Nick, noting that
he is the only dynamic
character
Examine Jay Gatsby as a
Byronic/Romantic hero
Examine Jay Gatsby as a
twentieth-century tragic hero
Examine the irony of the title,
The Great Gatsby
Examine the techniques used
to establish Nick as a credible
narrator
Discuss the structural
development of the novel
Construct interpretations of
motifs and symbols
Explain the concept of a foil
and show how Tom is a foil
for Jay Gatsby
Identify either Gatsby and/or
Nick as the protagonist and
defend the choice
Analyze the extent to which
The Great Gatsby reflects
Fitzgerald’s life
Identify the social issues and
discuss the techniques that
Fitzgerald uses
MAJOR
WRITING/
PROJECTS
Survey
Assignment
Soundtrack
Project
I Have a Dream
Paper
Research Paper
Reading
responses
OTHER
ASSESSMENT
Modernism Test
Great Gatsby Test
AMERICAN LITERATURE 11E
MRS. RAGLOW
TIME
FRAME
PERIODS
MARCHAPRIL
HARLEM
RENAISSANCE
(3rd/4th
QUARTERS)
(RUNS
PARALLEL TO
MODERNISM)
1920s
CURRICULUM MAP
GENRE &
STYLE
Allusions to
AfricanAmerican
spirituals
Uses structure of
blues songs in
poetry
(repetition)
Superficial
stereotypes
revealed to be
complex
characters
MAY
(4th
QUARTER)
POSTMODERNISM
1950-PRESENT
(Many critics
merge this with
Contemporary)
Narratives: both
fiction and
nonfiction
Metafiction
Mixing of fantasy
with nonfiction;
blurs lines of
reality for reader
No heroes
Usually
humorless
READINGS
SKILLS
Lorraine Hansberry
- A Raisin in the Sun
Know… Students will know the
following in order to…(e.g., facts,
vocabulary, rules, theories, principles)
 The context of African
American society in Chicago
in the 1950s.
 The structures of a play.
 Archetypal representations of
masculinity and femininity.
 The definition and application
of the term tragedy.
 The importance of Hansberry
as an author
Essential vocabulary:
Literary concepts Characterization
 setting & mood
 conflict
 theme
Richard Wright
- Native Son
(summer reading)
Langston Hughes
(2263)
- The Negro Speaks
of Rivers (2265)
- I, Too (2266)
- Democracy (2270)
Zora Neale Hurston
(2157)
- How It Feels to Be
Colored Me (2158)
Ken Kesey
- One Flew over the
Cuckoo’s Nest
Jack Kerouac (2542)
- Big Sur (2543)
Allen Ginsberg
(2590)
- America
Adrienne Rich
(2619)
- Snapshots of a
Daughter-in-law
(2622)
Sylvia Plath (2651)
- Daddy (2656)
Know… Students will know the
following in order to…(e.g., facts,
vocabulary, rules, theories, principles)
 The context of Beat
work/post-modernism
 The structures of Beat writing
 Archetypal representations of
masculinity and femininity.
 The importance of the beat
writers/post-modernism
writiers
Essential vocabulary:
Literary concepts Characterization
 Foreshadowing
 Dialogue
MAJOR
WRITING/
PROJECTS
Research Paper
OTHER
ASSESSMENT
A Raisin in the Sun
Test
Reading
responses
Literary Analysis
Compare/Contra
st Essay with
movie (OFOTCN)
Reading
responses
Postmodernism Test
AMERICAN LITERATURE 11E
MRS. RAGLOW
TIME
FRAME
MAY/JUNE
(4th
QUARTER)
CURRICULUM MAP
PERIODS
GENRE &
STYLE
READINGS
SKILLS
COMTEMPORAR
Y
Narratives: both
fiction and
nonfiction
Independent
Selection from Kurt
Vonnegut Jr., Tim
O’Brian, or Chuck
Palahniuk
Students will:
Identify and examine symbols in the
novel. R3
4. Examine diction and its effect on
tone, theme, or plot.
5. Determine what is meant by words
and phrases in context, including
connotative meanings and figurative
language and how it may lead to
alternate interpretations of the text.
R7
6. Analyze how specific details and
larger portions of the text contribute
to the meaning of the text.
7. Draw upon relevant prior
knowledge to enhance
comprehension, and note when the
text expands on or challenges that
knowledge.
(POST-CYBER
PUNK is
2000+)
1970s-PRESENT
(Continuation of
Postmodernism)
Autobiographical
essays
Anti-heroes
Emotionprovoking
Humorous irony
Transgressive
Fiction
M.T. Anderson Feed
MAJOR
WRITING/
PROJECTS
Digital Book
Trailer
Statement Paper
(YOUR piece of
American
Literature)
Reading
responses
OTHER
ASSESSMENT
No Additional Test