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Academic English 3The major thrust of the 11th grade Academic English course is to develop an understanding of American literature, from the nineteenth to the twenty-first centuries, through a chronological approach emphasizing the values, techniques, and historical backgrounds for each literary period. Supplemental readings include The Things They Carried, The Scarlet Letter, The Crucible, The Night Thoreau Spent in Jail, The Adventures of Huckleberry Finn and The Great Gatsby. Students will examine their native literature in oral and written expression with a balance of expository analyses and creative projects, such as PowerPoint presentations, peer-teaching opportunities, newspapers, journals, poetry, and informative, narrative and persuasive prose. Students will also take bi-weekly vocabulary quizzes as preparation for the SAT. The required research project requires students to read an approved non-fiction novel, analyze the text, research a social issue relevant to the text, and write a 7-10 page informative paper effectively incorporating both primary and secondary sources. Course Information:Frequency & Duration: Daily for 42 minutesText: Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. Print.Hawthorne, Nathaniel, and Robert D. Shepherd. The Scarlet Letter. St. Paul, MN: EMC/Paradigm Pub., 1998. Print.Lawrence, Jerome. The Night Thoreau Spent in Jail. New York: Bantam, 1981. Print.Miller, Arthur. The Crucible. Philadelphia: Chelsea House, 1999. Print.O'Brien, Tim. The Things They Carried. New York: Broadway, 1998. Print.Prentice Hall Literature: The American Experience. Common Core ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2012. Print.Twain, Mark. The Adventures of Huckleberry Finn. Upper Saddle River, NJ: Prentice Hall, 2000. Print.The Things They Carried (summer reading)Duration: August/September (1 Week)Writing/ Speaking and ListeningFiction/Non-FictionContentInformative and Explanatory EssaysComplex ideas, concepts and information.Sharp, distinct focusTopic, Task, and AudienceInformation, findings and supporting evidenceClear and distinct perspectiveOrganization, development, substance and stylePurpose, audience, and taskSpeak clearly and logically analyzing audience purpose and taskCentral Ideas and themesObjective SummaryInteraction of Ideas or ThemesPlot developmentStory elementsTextual evidenceAuthor’s assumptions and beliefsPoint of View, purpose, and content and style in literary fictionEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Compose informative/ explanatory essays.Examine and convey complex ideas, concepts, and information clearly and accurately. Understand topic, task, and audienceCompose writing assignments containing sharp, distinct focus appropriate for topic, task, and audience. Present information, findings, and supporting evidenceConvey a clear and distinct perspectiveConsider purpose, audience and task to organize, develop and substantiate the presentation.Determine two or more ideas in fictionProvide an objective summary of fictional textAnalyze development of central idea/ themes with detail in fictionExplain central interaction ideas/ themes with detail in fiction.Identify elements of storyexplain relationship between story elements and author purposeIdentify and analyze author assumptions and beliefs.Analyze relationship between fiction and author beliefs.Characterize impact of author choices in how to develop and relate a storyIndependently and proficiently read literary fiction on grade level. Comprehend and interpret fictional text on grade levelAssessment:Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and information. Identify appropriate topic, task, and audience for various writing assignments.Create thesis statements and topic sentences to craft sharp, distinct focus.Write compositions with sharp, distinct focus and awareness of topic, task, and audience. Students will research, write, and deliver oral presentations conveying a clear and distinct perspective.Students will consider purpose, audience, and task to develop and substantiate the presentations. Students will vary style, development, substance, and the organization to meet the needs of the audience as part of an oral presentation. Write an objective summary of fiction.Identify central idea and describe and analyze development over text with specific details in fiction.Explain the emergence of central idea in fiction with specific detail. Recognize elements of a story or drama and its relationship to author’s intent.Describe impact resulting from author’s decisions to develop and relate story Identify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceSummarize literary fiction on grade levelDemonstrate proficiency in comprehending and interpreting literary fictional text on grade levelResources:The Things They CarriedThe Things They Carried- essay assignmentShort research assignment on Vietnam War (presentation)Letters Home from Vietnam – video documentary Personal Essay Rubric “The Things I Carry”The Things They CarriedObjective ExamStandards:CC.1.4.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and .1.4.11-12B: Write with a sharp, distinct focus identifying topic, task, and .1.5.11-12D: Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and .1.5.9-10D: Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and .1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text including the development and interaction of the themes: provide and objective summary of the text. CC.1.3.11-12C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or .1.3.11-12K: Read and comprehend literary fiction on grade level, reading independently and proficientlyCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and .1.3.11-12. D: Evaluate how an author’s point of view or purpose shapes the content and style of a textComments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“Meeting of Cultures”Duration: September (2 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentOral presentation: variety of tasksDigital media to enhance understanding Central idea/ themeMultiple Central IdeasObjective SummaryInteraction of Ideas or Themesplot developmentstory elementsLiterary fictionFoundational works of literature from a variety of genresEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Adapt speech to taskOrally Paraphrase text Utilize Power Point, Prezi, or another technology to enhance presentationProvide an objective summary of fictional textAnalyze development of central idea/ themes with detail in fictionExplain central interaction ideas/ themes with detail in fiction.Identify elements of storyexplain relationship between story elements and author purposeIdentify and analyze author assumptions and beliefs.Analyze relationship between fiction and author beliefs.Characterize impact of author choices in how to develop and relate a storyIndependently and proficiently read literary fiction on grade level. Comprehend and interpret fictional text on grade levelAssessment:Deliver effective presentation paraphrasing original author’s workEnhance presentation through the use of visual technologiesDemonstrate effective speaking skills including rate, voice projection, eye-contact, and articulationWrite an objective summary of fiction.Identify central idea and describe and analyze development over text with specific details in fiction.Explain the emergence of central idea in fiction with specific detail. Recognize elements of a story or drama and its relationship to author’s intent.Describe impact resulting from author’s decisions to develop and relate story Identify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceSummarize literary fiction on grade levelDemonstrate proficiency in comprehending and interpreting literary fictional text on grade levelResources:The American Experience BYOD: Smart Phone/ Internet Research on the Navajo, Onondaga, and ModocOrigin Myth assignment rubricObjective quizLiterature: The American Experience“The Earth on the Turtle’s Back”“When Grizzlies Walked Upright”“Navajo Origin Legend”Standards:CC.1.5.9-10. E Adapt speech to a variety of contexts and tasksCC.1.5.9-10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and .1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text including the development and interaction of the themes: provide and objective summary of the text. CC.1.3.11-12C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or .1.3.11-12K: Read and comprehend literary fiction on grade level, reading independently and proficientlyCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and .1.3.11-12. D: Evaluate how an author’s point of view or purpose shapes the content and style of a textComments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“The Puritan Influence” Duration: September/ October (5 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentInformative and explanatory essaysComplex ideas, concepts and informationSharp distinct focusTopic, task, and audienceSignificant and relevant factsDefinitions, concrete details, and quotationsInformation appropriate to audience’s knowledge of topicStructured and sequential ideas, concepts, and informationAppropriate and varied transitionsConcluding statementProper formatting Precise language and domain specific vocabularyFormal style and objective toneEnglish grammar and usageCentral idea/ ThemeMultiple central ideasObjective summaryStated or Implied main ideaTextual evidenceAuthor’s assumptions and beliefsSeminal texts focusing on purpose and argumentFoundational texts of historical and literary significanceRhetorical Appeals- Ethos, Pathos, logosUnknown words and multiple meaning wordsPoint of view in Non-fictionPurpose, content, and styleLiterary non-fiction- informational textEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Compose informative/ explanatory essaysExamine and convey complex ideas, concepts, and information clearly and accurately.Understand topic, task, and audienceComprehend strategies for writing with sharp, distinct focus appropriate for topic, task, and audienceIdentify significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicEvaluate effectiveness of significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicImplement appropriate significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic into writing assignments. Identify, evaluate, and implement graphics and multimedia useful to aiding comprehension. Identify appropriate ideas, concepts and information for proper structure and sequence, varied transitions, and concluding statement elementsSequence ideas, concepts, and information appropriately in relation to one anotherUse varied transitions to logically shift writing from one idea, concept, or piece of information to anotherCreate a concluding statement related to appropriate structure and sequence of ideas, concepts, and information.Identify precise language and domain specific vocabulary including metaphor, simile, and analogyUnderstand elements of formal style and objective toneExamine precise language and domain specific vocabulary including metaphor, simile, and analogy, and how it impacts formal style and objective toneApply precise language to create a formal style and objective toneImplement proper usage of English grammar, including capitalization, punctuation, and spelling into personal writing abilities. Determine two or more ideas in non-fictionProvide an objective summary of non-fiction textExplain central ideas/ themes and development with detailCite strong and thorough textual support for determining author inferences and conclusion.Identify and analyze author assumptions and beliefsAnalyze relationship between non-fiction and author beliefsDetermine author point of view and purposeAnalyze how point of view and purpose shape content and style in non-fictionExplain the relationship between content and author point of view and purpose.Read seminal non-fiction texts to determine author reasoning and premiseAnalyze seminal non-fiction texts in terms of author purpose and argumentRead foundational non-fiction texts to determine theme, purpose and rhetorical featuresAnalyze and draw conclusions regarding foundational non-fiction texts’ use of theme, purpose, and rhetorical featuresUnderstand strategies and tools for determining or clarifying meaning of unknown or multiple meaning words and phrasesApply strategies and tools for determining or clarifying meaning of unknown or multiple-meaning words and phrasesRecognize words in different contextsIndependently and proficiently read literary non-fiction and informational text on grade prehend and interpret literary non-fiction and informational text on grade level. Assessment:Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and informationIdentify appropriate topic, task, and audience for various writing assignmentsCreate thesis statements and topic sentences to craft sharp, distinct focusWrite compositions with sharp, distinct focus and awareness of topic, task, and audiencesExamine significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicAnalyze significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicWrite essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicExamine, analyze, and incorporate graphics and multimedia useful to aiding comprehensionComprehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elements. Outline appropriate ideas, concepts, and information in a logically sequential orderUse appropriate transitions to aid development and structure of appropriate ideas, concepts, and informationWrite a logical concluding statementWrite using precise language and domain specific vocabulary to establish formal style and objective toneWrite with proper usage of English grammar.Write an objective summary of non-fictionIdentify central idea and describe and analyze development over text with specific detailsExplain the emergence of central idea with specific detailIdentify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceAnalyze author assumptions and beliefsIdentify how content and point of view influence author purpose in non-fictionExplain how content and point of view influence author purpose in non-fictionEvaluate how content and point of view influence author purpose in non-fictionComprehend seminal non-fiction texts on grade-level.Explain seminal texts in terms of reasoning, premises, purposes, and argumentsDraw conclusions of seminal text effectiveness and impact based on understanding and analysisSummarize theme, purpose and rhetorical features of foundational textsExplain foundational non-fiction texts in light of theme, purpose, and rhetorical featuresState effectiveness of foundational texts and connect to previous and future units of study, including how foundational texts influence historical events, political and social events, and future writingsPractice strategies and tools for determining or clarifying meaning of unknown words or phrasesDemonstrate understanding of unknown words or phrases using strategies and toolsGiven unknown words or multiple-meaning phrases, using tools for determining or clarifying meaning of unknown words or phrasesSummarize literary non-fiction and informational text on grade levelDemonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade levelResources:Pocket style manualInformative writing assignmentJournal assignmentsThe Scarlet Letter PBS filmThe Scarlet Letter Critical Analysis Assignment and Rubric“Sinners in the Hands of an Angry God” audio filePrentice Hall Literature: The American ExperienceOf Plymouth Plantation and William Bradford’s biography “Sinners in the Hands of an Angry God” and Jonathan Edward’s biography“Plea of the Infants” and Michael Wigglesworth’s biography“Huswifery” and Edward Taylor’s biography“To My Dear and Loving Husband” and Anne Bradstreet’s biographyStudy and Discussion Questions and guidesThe Scarlet LetterStandards:.CC.1.2.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12B: Write with a sharp, distinct focus identifying topic, task, and audienceCC.1.4.11-12C: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topicCC.1.4.11-12D: Organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehensionCC.1.4.11-12E: Write with an awareness of the stylistic aspects of compositionUse precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.Establish and maintain a formal style and objective ton while attending to the norms of the discipline in which they are .1.4.11-12F: Demonstrate grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingCC.1.2.11-12A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide and objective summary of the textCC.1.2.11-12B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.2.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a .1.2.11-12H: Analyze seminal texts based upon reasoning, premises, purposes and .1.2.11-12.I: Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical .1.2.11-12.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Drama Unit The Crucible Duration: October/ November (3 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentExtended and shorter time framesReflection, and revisionRange of discipline-specific tasks, purposes, and audiencesRange of collaborative discussionsGrade-level topics, texts, and issuesOthers’ ideas and own ideasGrade appropriate command of conventions of standard EnglishInformative essaysComplex ideas, concepts, and informationSharp, distinct focusTopic, task, and audienceCentral Idea/ ThemeMultiple central ideasObjective summaryInteraction of ideas or themesInferences, conclusions, and explicit ideasTextual evidenceAuthor’s assumptions and beliefsStory and Drama elementsMultiple interpretations of dramaEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Write routinely over shorter time framesWrite for a range of discipline-specific tasks, purposes, and audiences.Identify strategies and techniques for conducting a range of collaborative discussions. Discuss a grade-level topic, text, or issue clearly and persuasively by building on previous arguments.List the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.Recognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audienceUtilize the steps for properly developing and strengthening writing skills, including planning, revising, editing, and re-writing. Demonstrate command of conventions of languageDetermine two or more ideas in fictionProvide an objective summary of fictional textAnalyze development of central idea/ themes with detail in fictionExplain central interaction ideas/themes with detail in fictionCite strong and thorough textual support for determining author inferences and conclusionAnalyze relationship between fiction and author beliefs.Identify elements of dramaExplain relationship between story elements and author purpose.Characterize the impact of author choices in how to develop and relate a story or dramaIdentify objective events of drama in multiple mediumsAnalyze the similarities and differences that occur between the multiple mediums of the dramaEvaluate how each medium interprets the drama reaching a conclusion about overall effectiveness. Assessment:Recognize common errors in conventions, usage, capitalization, punctuation, and spelling.Write prose that demonstrates a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingEvaluate peers’ writing, identifying proper and improper use of grammarState the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewritingWrite essays for a variety of discipline specific tasks, purposes, and audiences given both short and long term deadlinesName strategies and techniques for conducting a range of collaborative discussionsCritique a variety of discussions on grade-level topics, texts, and issues, understanding how ideas are built upon clearly and persuasively.Conduct a collaborative discussion on grade-level topic, text, or issueComprehend plot, character, and purpose of story, drama, or poem in multiple mediumsCompare and contrast the multiple mediums of the drama.Judge the effectiveness of each medium’s interpretation of the dramaIdentify how content and point of view influence author purpose in fictionExplain how content and point of view influence author purpose in fictionEvaluate how content and point of view shape content and style in fictionExplain the relationship between content and author point of view and purposeRecognize elements of a drama and its relationship to author intentDescribe impact resulting from author’s decisions to develop and relate story or drama.Identify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceAnalyze how author assumptions and beliefs influence inferences, conclusions, and explicit ideasWrite an objective summary of fictionIdentify central idea and describe and analyze development over text with specific details in fiction.Explain the emergence of central idea in fiction with specific detailResources:The Crucible text and filminformative writing assignment rubricSocratic seminar promptsThe CrucibleThe Crucible movie Formative and summative assessmentsQuote identifications Arthur Miller biography PPTReading/ study guidesNational Geographic Interactive Salem Witch Trial experienceStandards:CC.1.4.11-12X: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiencesCC.1.5.11-12 A: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and .1.4.11-12 R: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12 B: Write with a sharp, distinct focus, identifying topic, task and audience. CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusion based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or dramaCC.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a .1.3.11-12 G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source ments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“A Nation is Born” Literature of the RevolutionDuration: December (2.5 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentArguments- persuasionSubstantive topicsSharp, distinct focusTopic, task, audiencePrecise and knowledgeable claimEnglish grammar and usageSpeaker’s perspective, reasoning, evidenceSpeakers use of rhetoricCredibility, argument, stanceLinks among ideas, word choice, points of emphasis, and tonePoint of view in non-fictionPurpose, content, and styleStructure, quality of points,Exposition/ argumentVocabulary choice, context, meaning, and toneSeminal textsPurpose and argumentFoundational Texts of historical, political, and literary significanceTheme, purposeRhetorical features- Ethos, Pathos, and LogosEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spellingExamine, evaluate, and craft arguments that support claims in an analysis of substantive topicsRecognize topic, task and audienceIdentify precise, knowledgeable prehend strategies for writing with sharp, distinct pose writing assignments containing sharp, distinct focus with a precise, knowledgeable claim appropriate for topic, task, and audience.Evaluate how speaker’s perspective, reasoning and use of evidence and rhetoric affect the credibility of an argumentAnalyze the impact and effect of the author’s stance, premises, links among ideas, word choice, and toneDetermine author point of view and purposeAnalyze how point of view and purpose shape content and style in non-fictionExplain the relationship between content and author point of view and purposeDetermine structure used in creation of non-fictionAssess how structure impacts quality of author expositionArticulate how structure makes non-fiction clear, convincing, and engagingIdentify meaning of vocabulary and phrases from non-fictionExplain how meaning of vocabulary and phrases impacts non-fiction context and toneRead seminal non-fiction texts to determine author reasoning and premiseAnalyze seminal non-fiction texts in terms of author purpose and argumentRead foundational non-fiction texts to determine theme, purpose, and rhetorical features.Analyze foundational non-fiction texts use of theme, purpose, and rhetorical featuresDraw conclusion regarding effectiveness of theme, purpose, and rhetorical features in foundational textsIndependently and proficiently read literary non-fiction and informational text on grade levelComprehend and interpret literary non-fiction and informational text on grade level.Assessment:State proper usage of English grammar, including capitalization, punctuation and spellingPractice proper usage and write with emphasis on proper usage of English grammar, including capitalization, punctuation, and spellingWrite with proper usage of English grammar, including capitalization, punctuation, and spellingRead, analyze and create examples of arguments that support claims in an analysis of substantive topicsIdentify appropriate topic, task, and audience for various writing assignmentsCreate thesis statements and topic sentences to craft sharp, distinct focus.Write compositions with sharp, distinct focus, precise, knowledgeable claims, and awareness of topic, task and audience.Recall the audience impact of a speaker’s perspective, reasoning, evidence, credibility, argument, stance, premises, and links among ideas, word choice and tone.Students will listen critically to a variety of speeches to assess the effectiveness of the presentation based on the identification of the speaker’s perspective, reasoning, and use of evidence and rhetoricSummarize literary non-fiction and informational text on grade levelDemonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade levelSummarize them, purpose, and rhetorical features of foundational textsExplain foundational non-fiction texts in light of theme, purpose, and rhetorical featuresState effectiveness of foundational texts and connect to previous and future units of study, including how foundational texts influence historical events, political and social events, and future writings. Comprehend seminal non-fiction texts on grade-levelExplain seminal texts in terms of reasoning, premises, purposes, and arguments.Draw conclusions of seminal text effectiveness and impact based on understanding and analysis.Resources:Persuasive writing assignment rubricPersuasive speech assignmentJournal prompts“Speech in the Virginia Convention” audio Patrick Henry biography and “The Speech in the Virginia Convention”Thomas Paine biography and excerpt The American CrisisBen Franklin biography and The Autobiography and Poor Richard’s Almanac Study guidesFormative and summative assessmentsRhetorical devices terms and definitionsPrentice Hall Literature: The American ExperienceStandards:CC.1.4.11-12.L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and .1.4.11-12G: Write arguments to support claims in an analysis of substantive topicsCC.1.4.11-12 H: Write with a sharp, distinct focus identifying topic, task, and audienceCC.1.4.11-12 L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage capitalization, punctuation, and spellingC.1.5.11-12 B: Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and toneCC.1.2.11-12H: Analyze seminal texts based upon reasoning, premises, purposes, and argumentsCC.1.2.11-12. I: Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical featuresCC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and .1.2.11-12 D: Evaluate how an author’s point of view or purpose shapes the content and style of a textCC.1.2.11-12 E: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and .1.2.11-12.F. Evaluate how words and phrases shape meaning and tone in ments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Research UnitDuration: January/ February (5 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentInformative essaysExplanatory essaysComplex ideas, concepts, and informationSharp, distinct focusTopic, task, and audienceSignificant and relevant factsDefinitions, concrete detail, and quotationsInformation appropriate to Audience’s knowledge of topicStructured and sequential ideas, concepts, and informationAppropriate and varied transitionsConcluding statementProper formattingPrecise language and domain specific vocabularyMetaphor, simile, and analogyFormal style and objective toneEnglish grammar and usageExtended time framesResearch, reflection, revisionRange of discipline-specific tasks, purposes, and audiencesRelevant informationMultiple authoritative print and digital sourcesAdvanced searchesStrengths and limitations of sourcesAvoid plagiarism and overreliance on one sourceStandard format for citationsSustained research projectsSelf-generated questionMultiple sourcesWriting (planning, revising, editing, rewriting)EvidenceLiterary or informational textsAnalysis, reflection and researchGrade-level reading standards, literature and literary non-fictionCentral Idea/ ThemeMultiple Central ideasObjective summaryStated or Implied Main ideaTextual evidenceAuthor’s assumptions and beliefsInteraction and Development of ideas and plotEvolution and development of characterLiterary non-fictionInformational textEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?How do we use information gained through research to expand knowledge?How can our knowledge and use of the research process promote lifelong learning?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Compose informative/ explanatory essaysExamine and convey complex ideas, concepts, and information clearly and accuratelyRecognize topic, task, and audienceComprehend strategies for writing with sharp, distinct focusCompose writing assignments containing sharp, distinct focus appropriate for topic, task and audience.Identify, evaluate, and implement significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicIdentify appropriate ideas, concepts, and information for proper structure and sequence, varied transitions, and concluding statement elements. Sequence ideas, concepts, and information appropriately in relation to one anotherUse varied transitions to logically shift writing from one idea, concept, or piece of information to anotherCreate a concluding statement related to appropriate structure and sequence of ideas, concepts, and informationIdentify, examine, and apply precise language and domain specific vocabulary including metaphor, simile, and analogy.Understand elements of formal style and objective tone.Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling.Identify techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and researchExamine use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and researchIncorporate evidence from literary or informational texts to support analysis, reflection, and research of student-created argumentsList the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewritingRecognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audience.Utilize the steps for properly developing and strengthening writing skills including planning, revising, editing, and rewriting.Understand and harness the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources in conducting research projectGather relevant information from a variety of sourcesUtilize advanced searches effectivelyAssess the strengths and limitations of each sourceIntegrate information into the text Maintain the flow of ideasAvoid plagiarism and over reliance on one sourceFollow a standard format for citationWrite routinely over extended time framesWrite for a range of discipline-specific tasks, purposes, and audiencesDetermine two or more ideas in non-fictionProvide an objective summary of non-fiction textAnalyze development of central idea/ themes with detailExplain central interaction ideas/ themes with detailCite strong and thorough textual support for determining author inferences and conclusionIdentify and analyze author assumptions and beliefsAnalyze relationship between non-fiction and author beliefsAnalyze interaction and development of complex ideas, including theme, plot, and character in non-fictionAssessment:Based on grade-level appropriate text, students are able to compose informative essays conveying accurately and clearly complex ideas, concepts, and informationIdentify appropriate topic, task, and audience for various writing assignmentsCreate thesis statements and topic sentences to craft sharp, distinct focusWrite compositions with sharp, distinct focus and awareness of topic, task, and audienceExamine and analyze significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to audience’s knowledge of topic Write essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topicExamine, analyze, and incorporate graphics and multimedia useful to aiding comprehensionComprehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elementsOutline appropriate ideas, concepts, and information in a logically sequential orderUse appropriate transitions to aid development and structure of appropriate ideas, concepts, and informationWrite a logical concluding statement Define precise language and domain specific vocabulary, including metaphor, simile, and analogyExamine and analyze relationship between precise language and domain specific vocabulary, including metaphor, simile, and analogy, and formal style and objective tone.Write using precise language and domain specific vocabulary including metaphor, simile, and analogy, to establish formal style and objective toneIdentify and practice proper usage of English grammarWrite with proper usage of English grammarRecognize techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and researchDraw conclusions about use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and researchRecognize, state, and demonstrate understanding of the writing process by completing each step of the writing process, including planning, revising, editing, and rewriting. Recognize, use and apply the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources to answer a self-generated question. Recognize techniques to distinguish between credible and flawed sourcesIdentify credible and flawed sourcesComplete a research project that utilizes valid, reliable, and credible sourcesAvoid plagiarism and overreliance on any one sourceCreate a proper work cited page and display appropriate in-text citations.Write essays for a variety of discipline specific tasks, purposes, and audiences given both short and long term deadlines. Write an objective summary of non-fictionIdentify central idea and describe and analyze development of a text with specific details.Explain the emergence of central idea with specific detailIdentify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceAnalyze author assumptions and beliefsIdentify the emergence, interaction, and development of and between theme, plot, and character throughout non-fictionAnalyze the emergence, interaction, and development of and between theme, plot, and character throughout non-fiction.Resources:Pocket Style ManualResearch assignment guidePrimary and secondary sourcesLibrary books and database accessRubric Handouts for composition of introduction, body, and concluding paragraphsStudent selected and parent approved non-fiction novel (memoir, biography, autobiography)Standards:CC.1.4.11-12. A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12.B: Write with a sharp, distinct focus identifying topic, task, and .1.4.11-12.C: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphs and multimedia when useful to aiding comprehensionCC.1.4.11-12. D: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehensionCC.1.4.11-12.E: Write with an awareness of the stylistic aspects of composition Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. CC.1.4.11-12.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and .1.4.11-12 S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for .1.4.11-12 T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and .1.4.11-12 V: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize the multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.1.4 11-12 W: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for .1.4.11-12 X: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and .1.2.11-12.A: Determine and analyze the relationships between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the textCC.1.2.11-12B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.2.11-12C: Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the textCC.1.2.11-12. L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyC.1.5.11-12 B: Evaluate how the speaker’s perspective, reasoning, and the use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and ments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“A Growing Nation” Literature of the American Renaissance Duration: February/ March (5 Weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentSpeechVariety of contexts and tasksCentral Idea/ themeMultiple central ideasObjective Interaction of ideas or themesInferences, Conclusions, and explicit ideasTextual evidenceAuthor’s assumptions and beliefsEssential Question:How does productive oral communication rely on speaking and listening?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Identify key elements of speech and how it’s modified for certain contexts and tasksIdentify appropriate modes of discourseDetermine two or more ideas in fictionProvide an objective summary of fictional textExplain and analyze development of central idea/ themes with detail in fictionCite strong and thorough textual support for determining author inferences and conclusionIdentify and analyze author assumptions and beliefsAnalyze relationship between fiction and author beliefsAssessment:List key elements of speech and how it’s modified for certain contexts and tasksSpeak appropriately given the context and taskObjectively summarize fictionIdentify central idea and describe and analyze development over text with specific details in fictionExplain the emergence of central idea in fiction with specific detailIdentify explicit ideas with textual evidenceIdentify implicit ideas based on author’s beliefs with textual evidenceAnalyze how author assumptions and beliefs influence inferences, conclusions, and explicit ideasResources:Debate prompts (qualifying texts as examples of romanticism)Journal prompts (persona narrative and reflectiveAudio version of “Dr. Heideggar’s experiment”“Rip Van Winkle” videoMoby Dick video clipsRaven video clip and audio clipWashington Irving biography and “The Devil and Tom Walker”“Rip Van Winkle” videoHenry Wadsworth Longfellow biography and “The Tide Rises, the Tide Falls”William Cullen Bryant biography and “Thanatopsis,” “To a Waterfowl,” and “To Cole, a Painter departing for Europe”Oliver Wendell Holmes biography and “Old Ironsides”Nathaniel Hawthorne biography “The Minister’s Black Veil”“Dr. Heideggar’s Experiment” with lab reportPoe biography and the following texts:“The Fall of the House of Usher,” “Hop Frog,” “The Raven,” “Murder in the Rue Morgue”Herman Melville bio and excerpts from Moby DickRomanticism Traits H/OGothic Tale Traits H/OTales of Ratiocination PptSummative and formative assessmentsStandards:CC.1.5.11-12: Adapt speech to a variety of contexts and tasksCC.1.3.11-12 A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the .1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“The Human Spirit and the Natural World” TranscendentalismDuration: April (4 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentNarrativesReal or imagined experiencesReal or imagined eventsNarrative techniquesDialogue, description, reflectionExperiences, eventsPrecise words and phrasesDetails and sensory languageVivid picture Progression of experiences or eventsVariety of techniquesEventsCoherent wholeParticular tone and outcomeConclusionNarrativeGrade appropriate command of standard English grammar, usage, capitalization, punctuation, and spellingMultiple Sources of InformationVisual MediaQuantitative FormatsSeminal textsPurpose ArgumentCentral idea/ themeMultiple central ideasObjective summaryEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Identify the proper elements of narrativeExplain and evaluate elements of narrative from both fictional and non-fictional samplesCraft narratives using proper elements of narrative in both the fictional and non-fictional contextsImplement precise words, phrases, and sensory details in writing to convey a vivid picture of experiences, events, settings, and/or charactersCreate a smooth progressionUse a variety of techniques to sequence eventsProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeDemonstrate command of conventions of languageExamine multiple sources of non-fiction media or formatsDetermine effectiveness of visual media or quantitative format in addressing a question or solving a problemEvaluate quality, function, and impact of non-fiction media sourceRead seminal non-fiction texts to determine author reasoning and premiseAnalyze seminal non-fiction texts in terms of author purpose and argumentDetermine two or more ideas in non-fictionProvide an objective summary of non-fiction textAnalyze development of central idea/ themes with detailExplain central interaction ideas/ themes with detailAssessment:Define the proper elements of narrativeAnalyze how elements of narrative function in both the fictional and non-fictional contextsWrite non-fictional narratives using proper elementsCraft a narrative using precise words, phrases, and sensory details in writing to convey a vivid picture of experiences, events, settings, and/ or charactersAnalyze effectively organized narratives, recognizing appropriate techniques for sequencing eventsEstablish a smooth progression within narrative proseBuild toward a particular tone within their narrativesWrite narrative prose that demonstrates a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingIncorporate non-fiction visual media or quantitative format into properly constructed argument.Categorize relationship between media or quantitative format and its source in addressing a question or solving a problemComprehend seminal non-fiction texts on grade-levelExplain seminal texts in terms of reasoning, premises, purposes, and argumentsDraw conclusions of seminal text effectiveness and impact based on understanding and analysisWrite an objective summary of non-fictionIdentify central idea and describe and analyze development of text with specific details.Explain the emergence of central idea with specific detailResources:Observation of Nature writing assignment(Transcendentalism Journal)The Night Thoreau Spent in JailThoreau and Emerson- BiographiesExcerpts From Nature, Self-Reliance, Concord Hymn, Walden, Civil DisobedienceExcerpts from Dead Poets “Walden” video“Look Up” poem on by Gary Turk The Night Thoreau Spent in JailStandards:CC.1.4.11-12. M: Write narratives to develop real or imagined experiences or eventsCC.1.4.11-12 O: Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and phrasing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or charactersCC.1.4.11-12 P: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeCC.1.4.11-12 R: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spellingCC.1.2.11-12 G: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a .1.2.11-12 H: Analyze seminal texts based upon reasoning, premises, purposes, and argumentsCC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyCC.1.2.11-12A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the textComments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Novel: The Adventures of Huckleberry Finn Duration: May (3 weeks) runs concurrently with the “American Masters” unitWriting/ Speaking and ListeningFiction/Non-FictionContentEvidenceLiterary or informational textsAnalysis, reflection, and researchGrade-level reading standardsLiterature and literary non-fictionSpeech Variety of contexts and tasksLiterary fictionCentral idea/ themeMultiple central ideasObjective summaryInteraction of ideas or themesPlot developmentStory and drama elementsEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Identify techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and researchExamine use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and researchIncorporate evidence from literary or informational texts to support analysis, reflection, and research of student-created argumentsAnalyze audience and adapt argument accordinglyIndependently and proficiently read literary fiction on grade levelComprehend and interpret fictional text on grade levelDetermine two or more ideas in fictionProvide an objective summary of fictional textAnalyze development of central idea/ themes with detail in fictionExplain central interaction ideas/ themes with detail in fictionIdentify elements of story or dramaExplain relationship between story elements and author purposeCharacterize impact of author choices in how to develop and relate a story or dramaAssessment:Recognize techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and researchDraw conclusions about use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and researchWrite a response to literature using evidence from literary or informational texts to support analysis, reflection, and research of student-created argumentsSpeak clearly for the purpose providedSummarize literary fiction on grade levelDemonstrate proficiency in comprehending and interpreting literary fictional text on grade levelIdentify central idea and describe and analyze development of text with specific details in fictionExplain the emergence of central idea in fiction with specific detailRecognize elements of a story or drama and its relationship to author’s intentDescribe impact resulting from author’s decisions to develop and relate elements of the storyResources:Journal Reflection promptsClass discussion promptsHuck Finn- Creative Project Rubric20/20 Huckleberry Finn episode Huckleberry Finn by Mark TwainMark Twain biographical information Formative and summative assessments“Swing Low Sweet Chariot” and “Follow the Drinking Gourd”Standards:CC.1.4.11-12 S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for .1.5.11-12. E: Adapt speech to a variety of contexts and tasksCC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading independently and .1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.“American Masters” (Poetry Unit)Duration: May (3 weeks) runs concurrently with Novel UnitWriting/ Speaking and ListeningFiction/Non-FictionContentInformative essaysexplanatory essayscomplex ideas, concepts and informationSharp, Distinct FocusTopic, Task, and AudienceSignificant and Relevant FactsDefinitions, Concrete Details, and QuotationsInformation Appropriate to Audience’s Knowledge of TopicStructured and Sequential Ideas, Concepts, and InformationAppropriate and Varied TransitionsConcluding StatementProper FormattingEnglish Grammar and UsageCapitalization, Punctuation, and SpellingPoint of View in FictionPurposeContent and StyleVocabulary ChoiceContextToneMeaningMultiple InterpretationsStory, Drama, PoemEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: Compose informative/ explanatory essays. Examine and convey complex ideas, concepts, and information clearly and accurately.Understand topic, task, and prehend strategies for writing with sharp, distinct pose writing assignments containing sharp, distinct focus appropriate for topic, task, and audience.Identify significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.Evaluate effectiveness of significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.Implement appropriate significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic into writing assignments.Identify, evaluate, and implement graphics and multimedia useful to aiding comprehension.Identify appropriate ideas, concepts, and information for proper structure and sequence, varied transitions, and concluding statement elements.Sequence ideas, concepts, and information appropriately in relation to one another.Use varied transitions to logically shift writing from one idea, concept, or piece of information to another.*Create a concluding statement related to appropriate structure and sequence of ideas, concepts, and information.Understand proper usage of English grammar, including capitalization, punctuation, and spelling.Explain proper usage of English grammar, including capitalization, punctuation, and spelling.Implement proper usage of English grammar, including capitalization, punctuation, and spelling into personal writing abilities.Determine author point of view and purpose.Analyze how point of view and purpose shape content and style in fiction.Explain the relationship between content and author point of view and purpose.Identify meaning of vocabulary and phrases from fiction.Explain how meaning of vocabulary and phrases impacts context and tone.Assess whether use of vocabulary and phrases alters meaning, tone, or purpose.Identify objective events of story, drama, or poem in multiple mediums.Analyze the similarities and differences that occur between the multiple mediums of the story, drama, or poem.Evaluate how each medium interprets the story, drama, or poem, reaching a conclusion about overall effectiveness.Assessment:Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and information.Identify appropriate topic, task, and audience for various writing assignments.Create thesis statements and topic sentences to craft sharp, distinct focus.Write compositions with sharp, distinct focus and awareness of topic, task, and audience.Examine significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.Analyze significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.Write essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.*Examine, analyze, and incorporate graphics and multimedia useful to aiding prehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elements.Outline appropriate ideas, concepts, and information in a logically sequential order.Use appropriate transitions to aid development and structure of appropriate ideas, concepts, and information.Write a logical concluding statement.State proper usage of English grammar, including capitalization, punctuation, and spelling.Practice proper usage of English grammar, including capitalization, punctuation, and spelling.Write with proper usage of English grammar, including capitalization, punctuation, and spelling.Identify how content and point of view influence author purpose in fiction.Explain how content and point of view influence author purpose in fiction.Evaluate how content and point of view influence author purpose in fiction.Recall vocabulary and phrases from fiction.Distinguish how meaning of vocabulary and phrases influences meaning and tone.State whether use of vocabulary and phrases is appropriate to context, tone, and author prehend plot, character, and purpose of story, drama, or poem in multiple pare and contrast the multiple mediums of the story, drama, or poem.Judge the effectives of each medium’s interpretation of the story, drama, or poem.Resources:“I Hear TJ Singing” poem assignmentClass discussion promptsPoetry explication writing assignmentEmily Dickinson biography and the following poems: “Because I could not Stop for Death,” “I Heard a Fly Buzz when I Died,” “A Narrow Fellow in the Grass,” “I Felt a Funeral in my Brain,” “Hope is a Fine Invention,” I like a Look of Agony,” “Some Keep the Sabbath going to Church,” “Success is Counted Sweetest,” “I Never Saw a Moor,” Success is Counted Sweetest,” “This is my Letter to the World,” “I’m Nobody, Who are You?,” and “If You Were Coming in the Fall.”Walt Whitman biography and an excerpt from “Song of Myself”“Bivouac on a Mountainside,” “Calvary Crossing the Ford,” and “I Hear America Singing”Standards:CC.1.4.11-12 ACC.1.4.11-12 BCC.1.4.11-12 CCC.1.4.11-12 DCC.1.4.11-12 FCC.1.3.11-12D: Evaluate how an author’s point of view or purpose shapes the content and style of a textCC.1.3.11–12.F: Evaluate how words and phrases shape meaning and tone in textsCC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source ments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionStandards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.The Great Gatsby and College Application Preparation Duration: May/ June (2 weeks)Writing/ Speaking and ListeningFiction/Non-FictionContentWritingPlanning, revising, editing, re-writingNew approachSpecific purpose and audienceLiterary fictionCentral idea/ themeMultiple central ideasObjective summaryInteraction of ideas or themesPlot developmentStory and drama elementsEssential Question:To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?Skill: List the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.Recognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audience.Utilize the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.Independently and proficiently read literary fiction on grade levelComprehend and interpret fictional text on grade levelDetermine two or more ideas in fictionProvide an objective summary of fictional textAnalyze development of central idea/ themes with detail in fictionExplain central interaction ideas/ themes with detail in fictionIdentify elements of story or dramaExplain relationship between story elements and author purposeCharacterize impact of author choices in how to develop and relate a story or dramaAssessment:State the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.Understand the impact and artistic implication of each step of the writing process, including planning, revising, editing, and rewriting.Demonstrate understanding of the writing process by completing each step of the writing process, including planning, revising, editing, and rewriting.Summarize literary fiction on grade levelDemonstrate proficiency in comprehending and interpreting literary fictional text on grade levelIdentify central idea and describe and analyze development of text with specific details in fictionExplain the emergence of central idea in fiction with specific detailRecognize elements of a story or drama and its relationship to author’s intentDescribe impact resulting from author’s decisions to develop and relate elements of the storyResources:The Great Gatsby movie On-line career planning programCollege Board Common ApplicationCollege Board Application Essay PromptsSample ResumesThe Great Gatsby textFormative and summative assessmentsStandards:CC.1.4.11–12.TDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and .1.3.11-12.K: Read and comprehend literary fiction on grade level, reading independently and .1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. 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