Unit Curriculum Map for: American Literature (11)
[pic] Unit Curriculum Map for: American Literature (11)
Cook County Schools
|(Generic) Unit: 4 (Literary Period[s] ) # of Days: 15+ |
|Key Concept(s) |
|Students enhance reading comprehension and move to practice critical analysis of works characteristic of specific periods. |
|Standards/Elements |
|ELA11W1 a-g, 2 a-l; 3 a-g research & technology; 4 a-f ELA11C1 a-c; 2 a-d; ELA11LSV1 a-j; ELA11LSV2 a-e; P a-d; ELAALRL1 F a-f; NF a-c; P a-c; D a-d; |
|ELAALRL2 a-d; ELAALRL3 a-b; ELAALRL4 a-e; ELAALRL5 a-c . |
|Unit Essential Questions |
|What is the literary period (Revolutionary, Romanticism, Transcendentalism, etc)? |
|What are the characteristics of this period? |
|How is the country’s attitude reflected in the writings of a given literary period? |
|What is the literary focus of a given work? |
|What common themes are revealed in the works? |
|What is the author’s point of view/purpose? |
|How does the author show bias to reach his or her objective? |
|What are the characteristics of this genre? |
|How do I use the writing process to create a persuasive essay? |
|How do I demonstrate my level of comprehension through writing reflective journals? |
|Content |
|The chosen selections and writers of the period, historical context, writing indicative of students’ level of competency and achievement at this point to |
|achieve the teacher’s objective |
|Key Terms/Vocabulary – “Language of the Standard/Elements” |
|Playwright, essay, biography, narrative, omniscient narrator, folk tale, figurative language, satire, suspense, inverted word order, parallel structure, |
|rhetoric, short story, novel, journal, persuasion, style, tone |
|Skills |
|Read, analyze, discuss, and reflect on the writers and characteristics of the given period |
|Research historical context for assigned reading selections |
|Recognize and analyze the writers’ style/purpose (literary devices) |
|Learn and use new vocabulary terms in writing activities. |
|Practice standard rules of grammar, punctuation, and usage in daily oral and written language practice activities ( DOL sentences, journals, research, and |
|essay response items). |
|Assessment(s) |
|Teacher observations and feedback |
|Written and oral quizzes |
|Benchmark Exam |
|Peer assessment |
|Performance task: Reflective journals, Research, Oral presentation with visual aid |
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