Post on 14-Apr-2018
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
1
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
RL.11-12.7 Analyze multiple
interpretations of
a story, drama, or poem (e.g.,
recorded or live
production of a
play or recorded
novel or poetry),
evaluating how each version
interprets the
source text. (Include at least
one play by
Shakespeare and one play by an
American dramatist.)
RI.11-12.1
Cite strong and
thorough textual
evidence to support analysis
of what the text
says explicitly as well as inferences
drawn from the
text, including determining
where the text
leaves matters uncertain.
RI.11-12.5
Analyze and
evaluate the
effectiveness of the structure an
author uses in his
or her exposition or argument,
including
Teacher notes:
Reserve computer lab for activity 2 and activity 5 of Unit 1part 2.
Writing activity may be incorporated at any time.
Suggested Media Activities may be incorporated at any time. Refer to
suggested media attachment for assignment ideas.
Week 1
Before the activity begins, tell students that they need to read Act I of The Crucible and be ready for a quiz in three class periods. If all students in the class score a 70% on the
quiz, we will watch Act I of The Crucible. If not, we won’t watch it.
Activity 1:
Give students two minutes to write ideas which answer the question: What is English?
Students must answer in a complete sentence. Hold a classroom discussion on how communication evolved and became what we now know as English. Language is
constantly evolving! Students provide examples.
After discussion, teacher reminds students what A stands for in ACES, Answer the
question. Class discussion on how the statements students just gave are effective and ineffective A answers. Explain that A answers are simply effective topic sentences, and
when multiple A answers are put together, those are effective Thesis statements.
Students will write three topic sentences and will then incorporate those three ideas into a single thesis statement.
Activity 2a:
Teacher models a story that has been passed down to him/her as a family story. This
story needs to be brief! Then as a whole, class talks through the main points. Teacher then shows "That is the day I will never forget" Short Story. In small groups students
discuss the main points of the video speech. Give students five minutes to write five
descriptors which will help them tell their own family story. At the end of five minutes, students will go back to their groups to tell their stories. Warn students to listen and
remember a few points from each person’s story just as we did as a class for the teacher
story and as small groups for the video story. When everyone in each group has told his/her story, students will be given 5 minutes to write as many points as can be
remembered from each story. Then papers will be passed around so that the story teller
will check the facts written by the listeners.
Activity 2b After all facts have been checked by the original author, teacher reminds students that C stands for Citation in the ACES format. Hold classroom discussion on how those three
main points are effective citations of each speech. Use the Transition from ACES to
Research Terminology in the appendix of this document to help students understand that
Assessment 1: Three complete topic sentences, and a single
thesis statement.
Assessment 2a:
Participation list to include at least 3 points
from the story of the
other speakers in each group. (This is turned
in AFTER activity 2b)
Assessment 2b: Three correctly
formatted and integrated
quotes Owl.english.Quoting,
Paraphrasing, and
From American Literature Textbook-(Glencoe) unless otherwise stated
Resource for Activity 1:
ACE Strategy
Resource for Activity 2:
3 steps to integrating quotes Do's and Don'ts of quote integration
Schoolology: Quote Integration worksheet
Literary Analysis:
1. Evaluate how writers use
structure to influence meaning and
appeal in a work of literature, and how structure reflects culturally
specific customs, traditions, and
symbols.
2. Recognize how history and
culture influence texts, how texts reflect or change societal and
cultural attitudes; and which key
U.S. documents and literary movements shape the American
canon.
3. Examine multiple
interpretations of foundational American
texts and determine how each one
reflects the subject/purpose/
intent of the original author(s).
4. Use technology extensively to produce, publish, and update
products.
5. Develop an oral presentation for
multiple and varied audiences.
Reading Comprehension:
1: Evaluate multiple sources &
points of view to make decisions & solves problems; present the
information in a logical,
interesting format.
2. Analyze how understanding
point of view helps determine the author’s meaning &/or
effectiveness, power, and
persuasiveness of the text.
3. Analyze text for development
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
2
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
whether the structure makes
points clear,
convincing, and engaging.
RST.7
Integrate and
evaluate multiple
sources of information
presented in
diverse formats and media (e.g.
qualitative data,
video, multimedia) in
order to assess a question or solve
a problem.
W.11-12.2
Write
informative/explanatory texts to
examine and
convey complex ideas, concepts,
and information
clearly and accurately
through the
effective selection,
organization, and
analysis of
content.
W.11-12.4 Produce clear and
coherent writing
in which the development,
organization, and
those citations, if quoted directly are quote integration and if summarized are citations. Teacher demonstrates example of quote integration by retelling her story and having
students take exact word for word notes so that he/she can be quoted. Have one student
take the notes on the promethean board so that everyone can see. Teacher then takes the quotes written by students and demonstrates quote integration. Finally,
In groups, One speaker retells his/her story while group members take specific notes of
EXACTLY what is said. Students then use quote integration to write two more
statements to describe the speaker’s story using direct quotes and cited with the
speaker’s name.
Activity 3:
Watch School House Rock. No More Kings! Students investigate text p. 6-15 to judge
validity of the video and to discover facts about the Puritans. Those assessments must be written in complete sentences, and must include at least one quote integrated correctly.
Activity 4:
Teacher asks what imagery is, and does a quick review. Read “Sinners in the Hands of
an Angry God”. Students are given sticky notes to put in the story as we read. These
sticky notes are to “mark” places students see imagery. Teacher models the first example. When the story is over, students choose one of the examples of imagery to
illustrate. Students pull a quote from the story depicting the imagery to write on the
bottom of the illustration. Example: “…hell is gaping for [sinners], the flames gather and flash about them, and would fain lay hold on them and swallow them up
;…(Wilhelm, and Fisher 97).
After completing the illustration, students infer the answer to the prompt How do the Puritan’s in Jonathan Edward’s congregation view God? Students answer the prompt in
ACES format, but they now include the direct quote as part of their “C” (cite). Teacher
needs to teach parenthetical citation so that it can be used in this ACES paragraph. Complete citation will be done at the bottom of the page.
Final product has two parts: 1) Illustration with quotation and citation, and 2) ACES
paragraph with quotation, citation, and works cited.
Week 2
Activity 5:
Quiz over Act I of The Crucible Discuss the witch hunt depicted in Act I. True witch hunts require certain ingredients. Discuss those ingredients and their utilization in this
play. See Appendix for worksheet example: Recipe for a Witch hunt. Teacher models
Summarizing
Assessment 3:
Exit ticket to include
judgments on the
validity of the video compared to the facts
researched in the book
and one quotation.
Assessment 4:
Final product must be
coherent, use language
correctly, and must
include: 1) illustration, quotation integration,
and 2) ACES paragraph
with quotation, citation, and works cited.
Assessment 5: Teacher
created quiz evaluating
with contextual evidence inferring what
will happen to
Resource for Activity 3:
School House Rock: No More Kings –
borrow from the District Materials Center
Or watch here: No More Kings! SHR
Resource for Activity 4:
“Sinners in the Hands of an Angry God”
(Jonathan Edwards)—Speech. Pg. 95
“Sinners in the Hands of An Angry God” video: www.teachertube.com
Sinners in the Hands of an Angry God
slideshare
Resource for Activity 5, 6, and 7:
The Crucible (Arthur Miller)—pg. 1026-Drama
Famous American Trials
of essential ideas or themes and use strong textual evidence
(implicit or inferred) to support
analyses.
Word Analysis
Analyze word choice for
denotative, figurative and
connotative meanings and
describe how word choice affects
meaning in a text.
Writing Skills:
1. Create a variety of sentence
patterns, including inverted sentences & hyphenation, and
incorporate them effectively in
own writing. 2. Develop an argument that
utilizes specific rhetorical devices which support assertions &
anticipate the reader’s concerns
and counter-claims
Produce a research paper on a
well-defined topic by making
extensive use of valid, reliable primary sources, as well as
creative and critical research
strategies; present the information & conclusion in a logical an
appropriate
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
3
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
style are appropriate to
task, purpose,
and audience. (Grade-specific
expectations for
writing types are
defined in
standards 1–3
above.)
W.11-12.6
Use technology, including the
internet, to
produce, publish and update
individual or shared writing
products in
response to
ongoing
feedback,
including new arguments or
information.
W.11-12.7
Conduct short as
well as more sustained
research projects
to answer a question
(including a self-
generated
question) or solve
a problem;
narrow or broaden
the inquiry when
appropriate; synthesize
multiple sources
one ingredient in Act I. Students are given a few minutes to fill in as many examples as they can. Then, the movie is played. If students all scored a 70% or higher, watch the
movie from Act I; if students did not score as expected, watch from Act II.
Activity 6:
Students then research current news topics that are really “Witch Hunts” as described by
the recipe (See Recipe at the end of this document). Students read current news articles and find witch hunt ingredients. Students must be sure to document their research!
Then, begin writing a mini research paper over how their current news article is a witch
hunt. Begin this paper with a pre-writing technique such as Dr. Weaver’s paragraph blocks in the appendix.
Activity 7:
Read The Crucible Act IV (1097 – 1112). As they Read Act IV, students make note of the artistic choices and interpretations made by the movie producers that differed from
the play. Next, students do a web search to locate actual information on the Salem Witch
Trials. Salem Witch Trials Background - Clip 1
Salem Witch Trials Background - Clip 2
Salem Witch Trials Background- Clip 3
Writing:
This activity does not relate to the essential questions above, but it must be done to build
the foundation/review good paragraph techniques. It is to be included at the teacher discretion.
To review ACES paragraph format, teacher displays example paragraphs. Some are good, and some are not. The first example the teacher demonstrates what was good and
what wasn’t about the paragraph. The second example students evaluate in a group, and
characters and why.
Completion/accuracy on
Recipe for a Witch Hunt worksheet synthesizing
information from the
play and justifying use
in the recipe.
Assessment 6: Completion/accuracy on
Recipe for a Witch Hunt
worksheet synthesizing information from the
play and justifying use
in the recipe.
Rubric for clear and coherent mini research
paper. Research Paper
Rubric
Assessment 7: Exit ticket which gives a
clear indication of multiple interpretations
in the play and movie.
Writing Assessment: student reflecting and
revising, and editing of
teacher selected
examples.
The Events and Causes of the Salem
Witch Trials
Smithsonian: A Brief History of the
Salem Witch Trials
Webenglishteacher: Crucible
Penguin: The Crucible Teachers Guide
Resource for Writing:
http://www.you-can-teach-
writing.com/essay-format.html
Resource for Research Writing:
Research Paper Rubric
Addition and Optional Resources:
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
4
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
on the subject, demonstrating
understanding of
the subject under investigation.
W.11-12.8
Gather relevant
information from
multiple print and digital sources,
using search
terms effectively; assess the
credibility and
accuracy of each source; and quote
or paraphrase the data and
conclusions of
others while
avoiding
plagiarism and
following a standard format
for citation.
W.11-12.10
Write routinely
over extended time frames (time
for research,
reflection, and revision) and
shorter time
frames (a single
sitting or a day or
two) for a range
of tasks, purposes, and
audiences.
SL.11-12.6
the third and fourth examples students evaluate alone.
“An Hymn to the Evening” (Phyllis Wheatley)—Poetry
“To His Excellency General Washington” (Phyllis Wheatley)—Poetry p. 139
“To My Dear and Loving Husband” (Anne
Bradstreet)—Poetry p.92
“Upon the Burning of Our House” (Anne Bradstreet)—Poetry p. 89
Of Plymouth Plantation (William Bradford)(excerpts)—Nonfiction
Various Native American artwork
How the World was Made (James Mooney) – p.22 Myth
Lesson plans, puzzles, & activities:
www.enotes.com
www.salemwitchtrials.com/salemwitchcraft
.html
Summary, Analysis & Metaphors: http://education-portal.com
Book notes & study guides:
http://www.freebooknotes.com
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
5
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
Adapt speech to a variety of
contexts and
tasks, demonstrating a
command of
formal English
when indicated or
appropriate. (See
grades 11–12 Language
standards 1 and 3
on page 54 for specific
expectations.)
SL.11-12.2
Integrate multiple sources of
information
presented in
diverse formats
and media (e.g.,
visually, quantitatively,
orally) in order to
make informed decisions and
solve problems,
evaluating the credibility and
accuracy of each
source and noting any discrepancies
among the data.
L.11.12.2
Demonstrate
command of the conventions of
standard English
capitalization, punctuation, and
spelling when
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
6
Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks
Essential Questions:
1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?
3. How have societies past and present persecuted and ostracized people?
CCSS Activities Assessment Resources NM Targets
writing.
L.11.12.5a
Demonstrate understanding of
figurative
language, word
relationships, and
nuances in word
meanings. a. Interpret
figures of speech
(e.g., hyperbole, paradox) in
context and
analyze their role in the text.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
7
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
RI.11-12.1
Cite strong and
thorough textual evidence to
support analysis
of what the text
says explicitly as
well as inferences
drawn from the text, including
determining
where the text leaves matters
uncertain.
RI.11-12.3
Analyze a complex set of
ideas or sequence
of events and
explain how
specific
individuals, ideas, or events
interact and
develop over the course of the text.
RI.11-12.7 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 problem.
Teacher Notes:
Writing activity may be incorporated at any time.
Suggested Media Activities may be incorporated at any time. Refer to
suggested media attachment for assignment ideas.
Week 1
Activity 1:
TEACHER NOTE: reserve a computer lab for use in activity 2, activity 6
and activity 7.
Teacher writes the thirteen virtues that Benjamin Franklin lived by on different slips of
paper. Students break into groups of three and are given 2 slips of paper. They take that
slip and figure out what Franklin meant when he chose that virtue. Once everyone can explain their virtue, each group teaches their virtue to the class as students take notes on
each virtue. Then, teacher goes to Promethean Board to facilitate matching virtues and
descriptions. At each virtue, the class discusses if they could or could not live by that virtue.
On their own, students choose 7-9 virtues that they could live by. Students create an
accordion book that includes a short description of each virtue and gives evidence from
their life to prove those virtues. After they have written those virtues and descriptions, students choose one virtue to explain to the class.
Activity 2:
Take students to computer lab and log on to Mission Statement Builder . This website will give students a chance to build their own mission statement. When they finish the
web work, students will print out the report and will create a life map that depicts how
their virtues will move them from where they are to where they want to be based on their mission statement. Finally, students will write a paper explaining that map.
Assessment 1: teacher
monitors verbal
explanation and requires exit slip to indicate
knowledge and opinion
of topic clearly expressing complex
ideas while gathering
relevant information from sources.
Student assessment for
comprehension with
accordion book
according to teacher
made rubric.
Assessment 2: Required report of mission
statement web work and
written explanation of life map using the
attached writing rubric
which will assess student use of
technology to produce,
publish and update
individual writing
product.
From American Literature Textbook-
(Glencoe) unless otherwise stated
Resource for Activity 1:
From Autobiography of Benjamin Franklin
(Ben Franklin) Autobiography p. 17
“Autobiography of Benjamin Franklin”
Earlyamerica.com/Franklin
Shmoop Autobiography Benjamin Franklin
Resource for Activity 2: www.franklincovey.com/msb/missions/logi
n
Literary Analysis
1. Evaluate how writers use
structure to influence meaning and appeal in a work of literature, and
how structure reflects culturally
specific customs, traditions, and
symbols.
2. Recognize how history and culture influence texts, how texts
reflect or change societal and
cultural attitudes; and which key U.S. documents and literary
movements shape the American
canon.
3. Examine multiple interpretations of foundational
American texts and determine
how each one reflects the
subject/purpose/intent of the
original author(s).
4. Use technology extensively to
produce, publish, and update
products.
5. Develop an oral presentation for
multiple and varied audiences.
Reading Comprehension
Targets:
1. Evaluate multiple sources &
points of view to make decisions
& solves problems; present the
information in a logical,
interesting format.
2. Analyze how understanding
point of view helps determine the
author’s meaning &/or effectiveness, power, and
persuasiveness of the text.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
8
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
RI.11-12.8
Delineate and evaluate the
reasoning in
seminal U.S.
texts, including
the application of
constitutional principles and
use of legal
reasoning (e.g., in U.S.
Supreme Court
majority opinions and dissents) and
the premises, purposes, and
arguments in
works of public
advocacy (e.g.,
The Federalist,
presidential addresses).
RI.11-12.9 Analyze
seventeenth-,
eighteenth-, and nineteenth-
century
foundational U.S. documents of
historical and
literary
significance
(including The
Declaration of Independence,
the Preamble to
the Constitution, the Bill of Rights,
and Lincoln’s
Week 2
Activity 3:
Teacher creates a flip chart of different advertisements that appeal to each of the three parts of Rhetoric. As those are shown, students are asked how they feel about each.
Create a list of feeling words and then ask students to categorize those feeling words.
Students will naturally group those into logical words, emotional words, and image or
branding words. Teacher sums up knowledge with a flip chart explaining rhetoric:
Ethos, Pathos, and Logos.
Teacher introduces Patrick Henry, and we read “Speech to the Second Virginia Convention” p. 114. As we are reading, students search for examples of each rhetorical
appeal. Then students answer two ACES questions: 1. Which appeals worked? 2.
What did Patrick Henry believe that shaped his involvement?
Activity 4:
Read the “Declaration of Independence” p. 120. As we read this, students paraphrase the
colonists’ reasons for declaring independence. (They all start with He….or For…) Students write their own “Declaration of Independence”. This can be independence
from a boss, a parent, a teacher etc. Student declaration must include an opening
paragraph explaining the rights that they feel have been violated by the “persecutor” and
at least eight examples of that persecution.
Activity 5: Read from “The Crisis, No 1”. P. 132-138. After reading “The Crisis, No 1” students
create a pamphlet that could be distributed to encourage others to participate in any appropriate activity the student’s desire. Examples: School sports teams, FFA
competition teams, BPA competition teams, the Olympic teams, the troops in
Afghanistan, people struggling with war, poverty, or diseases, etc.
Week 3
Activity 6:
Were our fore fathers justified in their choice to fight for freedom? (This is also the
question answered by the mini research paper)
Teacher should go over expectations of a mini research paper and teach the appropriate
“how-to”. Outlining, primary and secondary resources, paraphrasing, and summarizing, Parenthetical citations, works cited page etc.
Students choose two pieces of Literature from Unit 1 to compare. This comparison can include, but is not limited to, anything read in class regarding Unit 1: A New Nation.
The comparison should answer the question, “Were our fore fathers justified in their
Assessment 3: Answer the ACE
questions stating an example to support your
answer which will
demonstrate how the
student uses and refines
the meaning of words.
Assessment 4:
Exit ticket that will give a clear indication of
student interpretation of text meaning and
comprehension using
examples.
Assessment 5: Teacher created rubric for
pamphlet assessing
ability to persuade others through writing.
Assessment 6: Teacher created rubric to assess
student pre-writing,
citations and works
cited page.
Research Paper Rubric
Resource for Activity 3:
“Speech to the Second Virginia
Convention” (Patrick Henry) Speech
Resource for Activity 4:
Declaration of Independence (Thomas Jefferson) Nonfiction – p. 120-125
Declaration of Independence
Resource for Activity 5:
From The Crisis, No 1. (Thomas Paine)
Nonfiction – p. 132-138
Thomas Paine Pictorial
Resource for Activity 6:
Research Paper Rubric
3. Analyze text for development
of essential ideas or themes and use strong textual evidence
(implicit or inferred) to support
analyses.
Word Analysis
Need to Work Writing
WRITING SKILLS TARGETS
1. Create a variety of sentence
patterns, including inverted sentences & hyphenation, and
incorporate them effectively in own writing.
2. Develop an argument that
utilizes specific rhetorical
devices which support assertions
& anticipate the reader’s concerns and counter-claims
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
9
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
Second Inaugural
Address) for their
themes, purposes, and rhetorical
features.
RI.11-12.10
By the end of
grade 11, read and comprehend
literary
nonfiction in the grades 11–CCR
text complexity
band proficiently, with scaffolding
as needed at the high end of the
range.
W.11-12.1
Write arguments
to support claims in an analysis of
substantive topics
or texts, using valid reasoning
and relevant and
sufficient evidence.
W.11-12.2
Write
informative/expla
natory texts to
examine and
convey complex ideas, concepts,
and information
clearly and accurately
through the
choice to fight for freedom?”
Students must include some form of pre-writing, proper quote integration, parenthetical
citation and a works cited page as part of their comparison.
Week 4
Activity 7:
Have students write the pledge of Allegiance and explain what they think it means.
Then, watch Red Skelton presenting the Pledge of Allegiance. Discuss the validity of his beliefs versus your own. What is the purpose of saying the pledge every day at
school? Is that valid? What else is “core” to our feeling of nationalism? The Star
Spangled Banner, God Bless the USA, Remember When, etc. Star Spangled Banner
God Bless the USA
Activity 8:
As students enter the picture the Bombardment of Fort McHenry is on the board.
Students free-write what they see and what they think is happening.
Students get in groups to create a list of the symbols of nationalism in America. Then,
they create a model of that symbol and research to find how that symbol began. After
each group is done researching, they explain their findings to the class. The group should compile a list of resources and a summary of their findings from each source.
This assignment is the pre-work to next unit’s annotated bibliography assignments.
Students could also create an aura using the ipad and the aurasma app. Example is on
the back of the 20 dollar bill. Be sure the app is loaded at LEAST 24 hours before you
want to show it!
Writing :
Introduce students to Dr. Weaver’s pre-writing organizer. As a class, we will be writing
an explanatory essay on the topic “What it takes to succeed in High School”
Assessment 7:
Students will complete
an exit ticket clearly
indicating their opinions about the topic in the
ACES format that
shows ability to develop the topic by selecting
significant facts.
Assessment 8: Summarize using
precise words and
details to convey a vivid
picture in writing their
findings from research
while citing resources.
Writing Assessment: Assess student organization of complex
ideas, concepts, and
information so that all
concepts build on one
another.
Resource for Activity 7:
www.redskelton.com/PLEDGE.htm.
The Star Spangled Banner (Francis Scott Key) Song
Resource for Activity 8: Picture the Bombardment of Fort McHenry
Resources for Writing:
“Paragraph Blocks” (Dr. Patricia Weaver)
Test Prep:
ACT Prep p. 167-171
English Language Arts pp. 166-171
Addition and Optional Resources:
http://teachingAmericanhistory.org (Woodrow Wilson) Speech
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
10
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
effective
selection,
organization, and analysis of
content.
W.11-12.4
Produce clear and
coherent writing in which the
development,
organization, and style are
appropriate to
task, purpose, and audience.
(Grade-specific expectations for
writing types are
defined in
standards 1–3
above.)
W.11-12.6
Use technology,
including the Internet, to
produce, publish,
and update individual or
shared writing
products in response to
ongoing
feedback,
including new
arguments or
information.
W.11-12.9
Draw evidence from literary or
informational
“The Author and Signers of the
Declaration”
Study guides: www.enotes.com
www.teachingamericanhistory.org
History & video: www.teachertube.com
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
11
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
texts to support
analysis,
reflection, and research.
SL.11-12.1
Initiate and
participate
effectively in a range of
collaborative
discussions (one-on-one, in
groups, and
teacher-led) with diverse partners
on grades 11–12 topics, texts, and
issues, building
on others’ ideas
and expressing
their own clearly
and persuasively.
SL.11-12.2
Integrate multiple sources of
information
presented in diverse formats
and
media (e.g., visually,
quantitatively,
orally) in order to
make informed
decisions
and solve problems,
evaluating the
credibility and accuracy of each
source and noting
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
12
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
any discrepancies
among the data.
SL.11-12.3
Evaluate a
speaker’s point of
view, reasoning,
and use of
evidence and rhetoric,
assessing the
stance, premises, links among
ideas, word
choice, points of emphasis, and
tone used.
SL.11-12.6
Adapt speech to a
variety of
contexts and
tasks, demonstrating a
command
of formal English when indicated or
appropriate. (See
grades 11–12 Language
standards 1 and 3
on page 54 for specific
expectations.)
L.11-12.1
Demonstrate
command of the conventions of
standard English
grammar and usage when
writing or
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
13
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
speaking.
L.11-12.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and spelling when
writing.
L.11-12.3
Apply knowledge
of language to understand how
language functions in
different
contexts, to make
effective choices
for meaning or
style, and to comprehend
more fully when
reading or listening.
L.11-12.6 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
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
14
Unit 1 (part 3): Early America: Road to Independence: 1771-1800
Time Frame: 4 weeks
Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?
2. How does rhetoric shape our beliefs concerning freedom?
3. How do the symbols of our country create nationalism?
CCSS Activities Assessment Resources NM Targets
independence in
gathering
vocabulary knowledge when
considering a
word or phrase
important to
comprehension or
expression.
W.11-12.2
Write informative /explanatory texts
to examine and
convey complex ideas, concepts,
and information clearly and
accurately
through the
effective
selection,
organization, and analysis of
content.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
15
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
RL.11-12. 3
Analyze the impact of the
author’s choices
regarding how to develop and
relate elements of
a story or drama
(e.g., where a
story is set, how
the action is ordered, how the
characters are
introduced and developed).
RL.11-12. 9 Demonstrate
knowledge of eighteenth-,
nineteenth- and
early-twentieth-
century
foundational
works of American
literature,
including how two or more texts
from the same
period treat similar themes or
topics.
RL.11-12.10
By the end of
grade 11, read
and comprehend
literature,
including stories, dramas, and
poems, in the
grades 11–CCR text complexity
band proficiently,
Teacher Notes:
Writing activity may be incorporated at any time.
Suggested Media Activities may be incorporated at any time. Refer to suggested media attachment for assignment ideas.
Week 1
Activity 1:
In order for annotated bibliography to be used in the future, this activity will teach effective annotated bibliography.
Teacher directs class to create an annotated bibliography for “The Crucible”. Students
create one as a group for “Sinners in the Hands of an Angry God”. Annotated bibliography includes a short summary of the story and a correct citation according to
MLA format.
Activity 2:
In small groups of 4-6, select one of the following “Big Ideas” p. 179: 1. Optimism and
individualism, 2. Kinship with nature, or 3. The power of darkness within the Romantic
Period. Using textbook and other sources from electronic media read and then creates a presentation showing how your “Big Idea” affects American culture today. Presentation
should include an annotated bibliography for all sources.
Alternative Ideas:
Develop a media presentation of the art which was created during the American Romantic
Period and explain how the art represents the “Big Ideas” (to include 2/3 ideas minimum).
Present a collection of music that was composed during the American Romantic period
and explain how it reflects the “Big Ideas” (to include 2/3 ideas minimum).
Create a collage that juxtaposes the differences in 2/3 “Big Ideas” during the American
Romantic period. Use design specific vocabulary to express the parallels in the writings of
the period (focus here would be content specific [Art and Writing] vocabulary).
Assessment 1:
Exit ticket: Annotated
bibliography. If this
activity is completed before the class is over,
use the exit tickets as
examples for the class to evaluate. Rubric for
Annotated Bibliography
Assessment 2:
Media presentations,
Essay, Flip-Chart,
Power Point, Collage,
Group participation
including Annotated bibliography.
Assessment 3:
From American Literature Textbook-
(Glencoe) unless otherwise stated
Resource for Activity 1:
OWL: Annotated Bibliographies
UNC Annotated Bibliographies
OWL: Annotated Bibliography Samples
MLA Annotated Bibliography (Orlov)
Resources for Activity 2: Rubric for Annotated Bibliography,
Oral Presentation Rubric
Literary Analysis:
1.Evaluate how writers use structure to influence meaning and
appeal in a work of literature, and
how Structure reflects culturally
specific customs, traditions, and
symbols.
2. Recognize how history and
culture influence texts, how texts reflect or change societal and
cultural attitudes; and which key
U.S. documents and literary movements shape the American
canon.
3. Examine multiple
interpretations of foundational American texts and determine
how each one reflects the
subject/purpose/intent of the
original author(s).
4. Use technology extensively to produce, publish, and update
products.
5. Develop an oral presentation for
multiple and varied audiences.
Reading Comprehension
Targets:
1. Evaluate multiple sources & points of view to make decisions
& solves problems; present the
information in a logical,
interesting format.
2. Analyze how understanding point of view helps determine the
author’s meaning &/or
effectiveness, power, and persuasiveness of the text.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
16
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
with scaffolding
as needed at the high end of the
range.
RI. 11-12.1
Cite strong and
thorough textual
evidence to
support analysis
of what the text says explicitly as
well as inferences
drawn from the text, including
determining
where the text leaves matters
uncertain
RI.11-12.2
Determine two or
more central
ideas of a text
and analyze their development over
the course of the
text, including how they interact
and build on one
another to provide a
complex analysis;
provide an objective
summary of the
text
RI. 11-12.4
Determine the meaning of
words and
phrases as they are used in a text,
including
Week two
Activity 3:
Read “Nature” (Ralph Waldo Emerson) - p.190. “Self-Reliance” (Ralph Waldo Emerson)
- p. 194. “Walden” (Henry David Thoreau) – p. 212.
Activity 4:
In small groups or individually, write and deliver a persuasive speech in which you argue
for why or how people should practice self-reliance. Teacher should discuss how to
present an emotional vs. ethical appeal p. 197 in Glencoe American Lit.
Check resources for Essay Rubric.
Activity 5:
In large group, discuss delivery of speeches and body language when giving speeches
(refer to p. 163 for Techniques of giving a speech).
Annotated bibliography
for both stories to include: MLA citation,
main points of story,
critique of author, comments on
effectiveness and
usefulness of story, who
is author trying to reach?
What are his/her biases?
Any connections to other sources Rubric
for Annotated
Bibliography
Assessment 4:
Students take notes as
each speaker delivers
his/her speech. Then
write a one sentence
evaluation of each
speech based on intro, content, delivery,
conclusion, and overall
effectiveness.
Persuasive Speech
Rubric
OR:
PERSUASIVE
SPEECH RUBRIC 2
Assessment 5:
Graphic
organizer=ethical vs.
emotional, speech
rubric, selected daily
bell work and/or writing.
Resources for Activity 3:
“Nature” (Ralph Waldo Emerson) p.190-essay
“Self-Reliance” (Ralph Waldo Emerson)-
p. 194-essay
“from Walden” (Henry David Thoreau)-p. 214-autobiography
Ralph Waldo_Emerson Biography AP* English Language Emerson
Teaching Thoreau
Resource for Activity 4:
Lesson on delivering a persuasive speech
Simple Steps to Create a Persuasive Speech Lesson Plan
Resource for Activity 5:
Google: Graphic Organizers
3. Analyze text for development
of essential ideas or themes and use strong textual evidence
(implicit or inferred) to support
analyses.
Word Analysis:
Need to Work
Writing
Writing Skills Targets:
1. Create a variety of sentence
patterns, including inverted
sentences & hyphenation, and incorporate them effectively in
own writing.
2. Develop an argument that
utilizes specific rhetorical devices which support assertions &
anticipate the reader’s concerns
and counter-claims
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
17
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
figurative,
connotative, and technical
meanings;
analyze how an author uses and
refines the
meaning of a key
term or terms
over the course of
a text (e.g., how Madison defines
faction in
Federalist No. 10).
RI.11-12.6 Determine an
author’s point of view or purpose
in a text in which
the rhetoric is
particularly
effective,
analyzing how style and content
contribute to the
power, persuasiveness,
or beauty of the
text.
RI.11-12.10
By the end of grade 11, read
and comprehend
literary
nonfiction in the
grades 11–CCR
text complexity band proficiently,
with scaffolding
as needed at the high end of the
range.
Week 3
Activity 6:
Read “Civil Disobedience” (Thoreau) p. 222, discuss his essay and identify the type of
evidence Thoreau presents such as facts or opinions (summarize on board).
Activity 7:
In two groups, select a side to agree or disagree with Thoreau’s point of view and write down textual evidence supporting the team’s opinion. Present argument to class.
Week 4
Activity 8:
Show Flip Chart on the dark side of Romanticism and discuss-large group. Introduce
Edgar Allen Poe then read pp. 263-272 “The Pit and the Pendulum”.
Activity 9:
Create a short story diagram on a large board and have students fill in the events up to the point where they stopped reading.
Have students individually write a paragraph predicting/inferring the end of the story.
Read the remainder of the story. On the prediction sheet they filled out, students write
how they feel about how the story ended; host a discussion of those feelings. Address the following questions:
1. Was the ending better or worse than you predicted? 2. Was it more or less suspenseful than you predicted?
Assessment 6
As students read they keep a list of facts and
opinions.
Assessment 7
Students debate the
validity of the evidence presented to assess their
knowledge of the
facts/opinions made by Thoreau.
Assessment 8: Notes during flip chart.
Assessment 9:
Prediction/
Inference paragraphs.
Class discussion
involvement to include student prediction with
the ability to support
their belief. (Each student must
voice his/her opinion
and must discuss)
Resource for Activity 6:
“Civil Disobedience” (Henry David Thoreau)-222 essay
Teaching Thoreau
“Civil Disobedience” Study guides: www.enotes.com
Resources for Activity 8:
“The Raven” (Edgar Allen Poe) p. 257
Poem
The Raven Resource:
http://teacherfirst.com/
Simpsons/Raven Video
“The Pit and the Pendulum” (Edgar Allen
Poe) p. 263 Short Story
The Raven on Teacher Tube
The Raven on Wiki
Multiple video links for The Raven and Poe+
Resources for Writing:
http://essayinfo.com/essays/cause_and_eff
ect_essay.php.
http://ksdl.ksbe.edu/writingresource/docs/
TypesOfWriting/cause_effect/cause_effect_assessment.pdf
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
18
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
R.I 11-12.7 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 problem.
W. 11-12.1a-e
Write arguments to support claims
in an analysis of
substantive topics
or texts, using
valid reasoning
and relevant and sufficient
evidence
W.11-12.2
Write
informative/explanatory texts to
examine and
convey complex ideas, concepts,
and information
clearly and
accurately
through the
effective selection,
organization, and
analysis of content.
http://www.rcampus.com/rubricshowc.cfm
?sp=true&code=T3885W&
Test Prep:
ACT assessment: English Language Arts pp. 322-327
Addition and Optional Resources:
“from Long Walk to Freedom” ( Nelson
Mandela) p. 231 Autobiography
The Scarlet Letter (Nathaniel Hawthorne)-
Novel
“The Ministers Black Veil” (Nathanial
Hawthorne)-Short Story
Study guides: www.enotes.com
“Long Walk to Freedom” autobiography
Nelson Mandela (Current physical
condition—check for updated biographies)
Multiple video links for The Scarlet Letter
Multiple Notes for The Ministers Black
Veil
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
19
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
W.11-12.5
Develop and strengthen
writing as needed
by planning, revising, editing,
rewriting, or
trying a new
approach,
focusing on
addressing what is most
significant for a
specific purpose and audience.
(Editing for
conventions should
demonstrate command of
Language
standards 1–3 up
to and including
grades 11–12 on
page 54.)
W.11-12.6
Use technology, including the
Internet, to
produce, publish, and update
individual or
shared writing products in
response to
ongoing
feedback,
including new
arguments or information
W. 11-12. 7 Conduct short as
well as more
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
20
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
sustained
research projects to answer a
question
(including a self-generated
question) or solve
a problem;
narrow or
broaden the
inquiry when appropriate;
synthesize
multiple sources on the subject,
demonstrating
understanding of the subject under
investigation.
W.11-12.8
Gather relevant
information from
multiple
authoritative print and digital
sources, using
advanced searches
effectively;
assess the strengths and
limitations of
each source in terms of the task,
purpose, and
audience;
integrate
information into
the text selectively to
maintain the flow
of ideas, avoiding plagiarism and
overreliance on
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
21
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
any one source
and following a standard format
for citation.
W.11-12.9
Draw evidence
from literary or
informational
texts to support
analysis, reflection, and
research.
W. 11-12.10
Write routinely
over extended time frames (time
for research, reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of tasks,
purposes, and
audiences.
SL.11-12. 4
Integrate multiple sources of
information
presented in diverse formats
and media (e.g.,
visually,
quantitatively,
orally) in order to
make informed decisions and
solve problems,
evaluating the credibility and
accuracy of each
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
22
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
source and noting
any discrepancies among the data.
SL. 11-12.1-d Initiate and
participate
effectively in a
range of
collaborative
discussions (one-on-one, in
groups, and
teacher-led) with diverse partners
on grades 11–12
topics, texts, and issues, building
on others’ ideas and expressing
their own clearly
and persuasively.
SL.11-12.3
Evaluate a speaker’s point of
view, reasoning,
and use of evidence and
rhetoric,
assessing the stance, premises,
links among
ideas, word choice, points of
emphasis, and
tone used.
SL.11-12.4
Present information,
findings, and
supporting evidence,
conveying a clear
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
23
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
and distinct
perspective, such that listeners can
follow the line of
reasoning, alternative or
opposing
perspectives are
addressed, and
the organization,
development, substance, and
style are
appropriate to purpose,
audience, and a
range of formal and informal
tasks.
SL. 11-12.5
Make strategic
use of digital
media (e.g.,
textual, graphical, audio, visual, and
interactive
elements) in presentations to
enhance
understanding of findings,
reasoning, and
evidence and to add interest.
L. 11-12. 1
Demonstrate
command of the
conventions of standard English
grammar and
usage when writing or
speaking.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
24
Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks
Essential Questions:
1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?
CCSS Activities Assessment Resources NM Targets
L. 11-12.2 Demonstrate
command of the
conventions of standard English
capitalization,
punctuation, and
spelling when
writing.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
25
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
RL. 11-12.1
Cite strong and thorough textual
evidence to
support analysis of what the text
says explicitly as
well as inferences drawn from the
text, including
determining where the text
leaves matters
uncertain.
RL.11-12.2
Determine two or more themes or
central ideas of a text and analyze
their
development over the course of the
text, including
how they interact and build on one
another to
produce a complex account;
provide an
objective summary of the
text.
RL.11-12.3
Analyze the
impact of the author’s choices
regarding how to
develop and relate elements of
a story or drama
(e.g., where a
Week 1:
Activity 1:
Read “Swing Low, Sweet Chariot” p. 344, “Go Down Moses” p. 347, “Keep Your Hand on the Plow” p.348 Anonymous
With a partner, describe the mood of one of the songs. Discuss what the writer has done to create the mood. Create a drawing or media presentation of the poem and use a
line, refrain, or repetition of words at the bottom to reiterate the mood (show examples).
Alternate or extended assignment:
Think about a modern day issue that might be the subject of a spiritual song. Write a
list of 5 refrains that you think might represent that issue. Rubric to include theme, mood, rhythm p. 349.
Activity 2: Read “And Ain’t I a Woman?” (Sojourner Truth) 368-70
Answer questions 2-4 on page 371 in complete sentences –individually.
Use the activity resources for teaching denotation and connotation or use your own. Write a short argument essay that clearly states your position for or against slavery.
Students must include the thesis statement; support their position with detail using
citation if needed. The writing must use denotation and connotation words taken from the text.
Activity 3 (3-4 days):
Day 1: Present “points of view” on the Promethean by taking a clip or a still picture of an incident (robbery) and have students write a short story on the point of view of what
is getting stolen, a short story on the one who is stealing, and a short story from the new
reporter or police officer.
In groups, have students select a point of view from a jar. Present each group with a
current news event. The group must then take the current point of view and rewrite it from the point of view they drew out from the jar.
Day 2: Read “An Occurrence at Owl Creek Bridge” p. 389 (Ambrose Bierce). Narrative Essay-Analyze point of view from the story. Write a narrative essay on how
the change of view affects the story-1st person, 3rd person-limited and 3rd person
omniscient.
Assessment 1:
Discussion of Drawings/media project
with quote from selected
song incorporated. Citation for quote.
Alternate:
Audio of original song.
Original song
Assessment 2:
Argumentative Essay-Does the student
understand slavery, persuasive writing,
denotation / connotation.
An example of a rubric is on page 127 of the
literature textbook or use
the rubric in the resource column.
Assessment 3:
Day 1: Rewrite current event from the “point of
view” taken from the jar.
Use POV rubric on page 50-51 of the curriculum
map
Day 2: Narrative essay
will assess effective techniques, well-chosen
details and well-
constructed event
From American Literature Textbook-
(Glencoe) unless otherwise stated
Resources for Activity 1:
Read Swing Low, Sweet Chariot p. 344
Go Down Moses p. 347
Keep Your Hand on the Plow p. 348
Anonymous
Resources for Activity 2:
“And Ain’t I a Woman?” (Sojourner Truth) 370-Speech
A quick lesson for teaching Denotation and
Connotation prior to writing activity:
Denotation and Connotation lesson
Or OWL: Word Choice
Resources for Activity 3:
Read “the Occurrence at Owl Creek Bridge” p. 389 (Ambrose Bierce)-Short
story
“The Gettysburg Address” p. 402 (Abraham
Lincoln)-Speech
Read “Song of Myself” p.421 (Walt
Whitman)-Poem
POV activity with The Three Little Pigs by
Jon Scieszcia
Literary Analysis:
1) Evaluate how writers use
structure to influence meaning and
appeal in a work of literature, and how
Structure reflects culturally
specific customs, traditions, and symbols.
2) Recognize how history and culture influence texts, how texts
reflect or change societal and
cultural attitudes; and which key U.S. documents and literary
movements shape the American
canon.
3) Examine multiple interpretations of foundational
American
texts and determine how each one reflects the subject/purpose/
intent of the original author(s).
4) Use technology extensively to
produce, publish, and update
products.
5) Develop an oral presentation
for multiple and varied audiences.
Reading Comprehension
Targets:
1) Evaluate multiple sources &
points of view to make decisions & solves problems; present the
information in a logical,
interesting format.
2) Analyze how understanding
point of view helps determine the
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
26
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
story is set, how
the action is ordered, how the
characters are
introduced and developed).
RL.11-12.4 Determine the
meaning of
words and phrases as they
are used in the
text, including figurative and
connotative
meanings; analyze the
impact of specific word choices on
meaning and
tone, including words with
multiple
meanings or language that is
particularly fresh,
engaging, or beautiful.
(Include
Shakespeare as well as other
authors.)
RL.11-12.5
Analyze how an
author’s choices concerning how
to structure
specific parts of a text (e.g., the
choice of where
to begin or end a
Day 3-6: Follow the unit for common core on Lincoln’s Gettysburg Address Close
Reading
Week 2
Activity 4:
Read poem “I Hear America Singing” by Walt Whitman p. 410
Read “Because I Could Not Stop for Death” by Emily Dickinson. – p. 448
Students choose any poem from pp. 445-454. After selecting the poem, students analyze the poem using the TPCASTT formula. Students then use the internet to locate
an art piece that reflects the tone of the poem that was selected, or they create their own
art.
Writing using media:
Make a narrative video using at least three Point of View shots from three different
perspectives. The video must be in POV all the time. Limit each “clip” to 3 minutes. The video must have three POV. You can make 1 video with three 3 minute POV’s or
three individual POV shots. Reminder: Each POV shot must be 3 minutes long. Write a
narrative for each POV in the video.
sequences.
Assessment 4:
TPCASST
Formal Poem analysis using TPCASST rubric.
See resource link
Writing using Media
Assessment:
Grade POV video shots by rubric that assesses
understanding of POV
and narrative writing by setting out a problem
seen by one point of
view using narrative techniques to sequence
events while telling
detail conveying a vivid picture of the experience.
Include a conclusion.
Resource for Gettysburg Address Unit
Point of View Short Clips
Resources for Activity 4: Writing a Literary Analysis Presentation
Emily Dickinson Study Guide
Resource for Writing using Media: POV clips
The Three Little Pigs Video, audio: www.TeacherTube.com
Sesame Street: Kermit News On Three Pigs
author’s meaning &/or
effectiveness, power, and persuasiveness of the text.
3) Analyze text for development of essential ideas or themes and
use strong textual evidence
(implicit or inferred) to support analyses.
Writing Target Skills:
1) Create a variety of sentence
patterns, including inverted
sentences & hyphenation, and incorporate them effectively in
own writing.
2) Develop an argument that
utilizes specific rhetorical devices which support assertions &
anticipate the reader’s concerns
and counter-claims.
3) Produce a research paper on a
well-defined topic by making extensive use of valid, reliable
primary sources, as well as
creative and critical research strategies; present the information
& conclusion in a logical an
appropriate fashion.
Word Analysis Target:
Analyze word choice for denotative, figurative and
connotative meanings and
describe how word choice affects meaning in a text.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
27
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
story, the choice
to provide a comedic or tragic
resolution)
contribute to its overall structure
and meaning as
well as its aesthetic impact.
RL.11-12.10 dramas, and
poems, in the
grades 11–CCR text complexity
band proficiently,
with scaffolding as needed at the
high end of the range.
RI. 11-12.1 Cite strong and
thorough textual
evidence to support analysis
of what the text
says explicitly as well as inferences
drawn from the
text, including determining
where the text
leaves matters uncertain.
RI.11-12.2 Determine two or
more central
ideas of a text and analyze their
development over
the course of the
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
28
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
text, including
how they interact and build on one
another to
provide a complex analysis;
provide an
objective summary of the
text.
RI.11-12.3
Analyze a
complex set of ideas or sequence
of events and
explain how specific
individuals, ideas, or events
interact and
develop over the course of the text.
RI.11-12.4 Determine the
meaning of
words and phrases as they
are used in a text,
including figurative,
connotative, and
technical meanings;
analyze how an
author uses and refines the
meaning of a key
term or terms over the course of
a text (e.g., how
Madison defines
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
29
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
faction in
Federalist No. 10).
RI.11-12.5 Analyze and
evaluate the
effectiveness of the structure an
author uses in his
or her exposition or argument,
including
whether the structure makes
points clear,
convincing, and engaging
RI.11-12.6
Determine an
author’s point of view or purpose
in a text in which
the rhetoric is particularly
effective,
analyzing how style and content
contribute to the
power, persuasiveness,
or beauty of the
text.
RI.11-12.9
Analyze seventeenth-,
eighteenth-, and
nineteenth-century
foundational U.S.
documents of
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
11th
Grade
30
Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks
Essential Questions:
1. How has the treatment of women changed since the Civil War?
2. How did slave owners justify the use of people as slaves?
3. How does rhetoric and point of view influence literature?
CCSS Activities Assessment Resources NM Targets
historical and
literary significance
(including The
Declaration of Independence,
the Preamble to
the Constitution, the Bill of Rights,
and Lincoln’s
Second Inaugural Address) for their
themes, purposes,
and rhetorical features.
RI.11-12.10 By the end of
grade 11, read and comprehend
literary
nonfiction in the grades 11–CCR
text complexity
band proficiently, with scaffolding
as needed at the
high end of the range.
W.11-12-1 a.c.d.e Write arguments
to support claims
in an analysis of substantive topics
or texts, using
valid reasoning and relevant and
sufficient
evidence. a. Introduce
precise,
knowledgeable