Saint Patrick High School Curriculum Guide

American Literature CP Semester 1

Department: English Grade and Level:

11 CP

Class: American Literature Term First Semester

Required Text: ● Grammar and Language Workbook Grade 11 Glencoe

● Shared PDF Material Files in iTunes U or Google Drive ● Shared vocabulary list on iTunes U or Google Drive

Additional Resources (i.e. texts, materials, apps, etc.):

iPad Apps Teachers may use

● iTunes U ● Google Drive ● Showbie ● Nearpod ● GoodReader ● Keynote ● Pages

Course Description

This course will offer a survey of American literature integrated with composition. Expository, narrative, and persuasive writing will be covered. Students will be required to complete a major research paper. American writers, their distinctive styles and their contributions to the development of American literature will be highlighted. Vocabulary and grammar skills will be emphasized as needed.

Unit Themes (Table of Contents)

Theme 1: The Romantic Period: Shadows of the Imagination; A Growing Nation

Theme 2: Transcendentalism: The Human Spirit and the Natural World

Theme 3: Grammar and Vocabulary: Preparation for College Standardized Testing

Theme 4: Essay Writing Skills: The Persuasive Essay (ACT)

Theme 5: Critical Reading and Thinking: Close Analysis of Literature

Agreed Upon Assessments

Forms of assessments may include but are not limited to…. ● Persuasive Essays ● Journals ● Presentations ● Projects ● Quizzes ● Tests ● Grammar workbook assignments ● Vocabulary assignments from shared vocabulary list

Research and Writing Expectations

● Writing persuasive ACT-style essays is the focus of junior year. We will discuss and implement the components of a good persuasive essay.

● Students will write a write a persuasive essay at the end of the first semester for a major grade.

● Students will write a persuasive ACT-style essay as part of their final exam. ● Excellent grammar and usage is expected on all written work. Regular grammar lessons

will transfer to student writing. (See grammar sections). ● Students will write a research paper. Typically this is done in the second semester. See

next semester’s curriculum guide on this matter. Some preliminary research work/library time can happen in the first semester.

● Students will show evidence of strong writing: 1. Pre-writing/planning 2. Thesis statements/making a claim 3. Organization/organizational terms/sequencing 4. Use of examples/evidence 5. Proper elaboration of points/development of ideas 6. Transitions

7. Good description 8. Use of the best vocabulary/proper word choice 9. Counterpoints 10. Proofreading/elimination of spelling and grammar errors. ● Students will get a variety of opportunities to write journals, essays, letters, responses to

literature etc.

Unit: Early Americans (Note: This literature unit will be done in conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing. These lessons are included in this curriculum guide)

Duration: 2-3 weeks (Note: With so much to cover this year in American Literature, it is important not to get bogged down in early American writing. This is meant to be a quick sample of the foundations of American writing and thought)

Essential Questions:

● What are the foundations of American writing? ● What can we learn about a people/culture/nation through its writing and stories? ● What can we learn about Native Americans through readings of their myths and poems? ● How did settlers view the Native Americans? ● What evidence of the American spirit is evident in the earliest writings from explorers

and settlers? ● What is an exploration narrative? ● What is a narrative account? ● How were settlers able to overcome hardships? ● How does the writing of various settlers differ? ● What is the Puritan influence on American culture? ● What kinds of writing were popular during the early American period?

Affirmation Statements: Students will be able to…:

● Explain/write about the life and contributions of the earliest groups in America. ● Differentiate between life in different colonists groups: Plymouth/Jamestown etc. ● Identify similarities in the experiences of various colonist groups based on their writings. ● Teach their classmates about early American attitudes through short presentations. ● Draw conclusions about life for American settlers and explorers based on the readings. ● Evaluate the choices/attitudes of these groups. ● Explain the role of oral tradition in Native American life. ● Based on readings, explain the importance of nature, dreams, and community to Native

Americans.

● Evaluate readings for evidence of bias/exaggeration. ● Trace the growth of the American spirit from our readings. ● Break down the influence of Puritanism in early America. ● Explain plain style, grace, and predestination as they relate to the Puritans ● Connect our readings to history/current events. (Salem Witch Trials/McCarthysism )

Readings/Topics

● “Earth on Turtle’s Back”: Native American origin myth ● La Relacion (The Account), Alvar Nunez Cabeza de Vaca ● From the General History of Virginia, John Smith ● Of Plymouth Plantation, William Bradford (short selection) ● Poetry of Anne Bradstreet: “Upon the Burning of Our House” and/or “To My Dear and

Loving Husband.” ● Sinners in the Hands of an Angry God, Jonathan Edwards (short selection) ● Salem Witch Trials (various sources)

Common Assessment Teachers may agree to assign common early American projects. Students can...

● Make a short film that depicts important events from one of our readings in the early American unit.

● Make a graphic novel or comic version of one of our readings. ● Make a flyer or brochure that advertises life in the New World.

Teachers may also elect to have students write an end of unit essay as a common assessment: What evidence of the American spirit is evident in the earliest writings from explorers and settlers?

Common Core Standards for Literature

This unit is in accordance with literature standards:

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

Grammar Mini Units In the first 2-3 weeks, teachers will conduct grammar skills reviews. This review could include grammar workbook assignments in Unit 1 of the grammar workbook. Part of speech review includes

● nouns (concrete, abstract, proper, common, collective) ● pronouns (personal, possessive, reflexive, intensive, demonstrative, interrogative,

relative indefinite) ● verbs (action, linking, verb phrases) ● adjectives ● adverbs ● prepositions ● conjunctions (coordinating, correlative and subordinating)

Teachers may also begin lessons on phrases, clauses, sentences and fragments during this period. Common Core Standards for Grammar Activities in grammar are in accordance with standards.

CCSS.ELA-Literacy.L.11-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ACT Practice Testing All juniors will take practice ACT English and reading tests during the first two weeks of school. Students will take the same tests again at the end of the semester for comparison. ACT Preparation ACT preparation is also part of the curriculum. Mechanics and usage issues to be covered this year include the following: Commas Apostrophes Colons, semicolons, dashes, periods, question marks Subject-verb agreement Pronoun antecedent agreement Adjectives vs. adverbs Verb forms Pronoun forms and cases Sentences structure Subordinate and dependent clauses Run-ons

Comma splices Sentence fragments Misplaced modifiers Shifts in verb tenses Shifts in pronoun person and number Teachers can begin to address some of these issues during grammar mini lessons. Lessons on the topics listed above will be conducted throughout the year. Vocabulary Vocabulary homework and activities will also take place during the first unit. The agreed upon vocabulary list includes the following words: Abate, absolve, pilfer, skulk, peril, vapid, innuendo, petulant, scourge, scintillate, sundry, loathsome, berate, blatant, concoct, epitome, desecrate, ostentatious, restitution, sedentary, accrue, acrimonious, omnipotent, insidious, temperance, transient, umbrage, infringe, insurgent, precocious Common Core Standards Vocabulary Vocabulary activities are part of the standards.

CCSS.ELA-Literacy.L.11-12.4.c

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Unit: Revolutionary Period/Age of Reason Concurrent with grammar lessons

Duration: 2-3 weeks

Essential Questions:

● What types of writing were popular during the Revolutionary Period? ● What role did writing play in the formation of a new nation? ● Why is this period referred to as the Age of Reason? ● How is the thought process during the Age of Reason different from that shown in early

American writing? (Unit 1) ● Who were the important writers during the Age of Reason? ● What evidence of logic and clear thinking is evident in the writing? ● What persuasive techniques did Revolutionary Era writers employ in their work? ● What lessons about writing and clear thinking can we learn from this period?

Affirmation Statements: Students will be able to…:

● Adapt some of the persuasive techniques used in this period into their own writing and speech.

● Identify the popular forms of writing during the Revolutionary period. ● Explain how the ideas set forth in our reading are distinctly American. ● Point out the use of parallelism, rhetorical questions and repetition. ● Demonstrate how Benjamin Franklin embodied the spirit of the new nation/was a man of

his times. ● Evaluate Franklin’s plans for moral perfection and the wisdom of his aphorisms. ● Trace the basic traits of being an American. ● Break down the arguments and structure presented in the Declaration of Independence.

Common Assessments: Forms of assessments may include but are not limited to….

● Essays ● Presentations ● Quizzes ● Tests ● Grammar workbook and vocabulary assignments

Common Essay Assessment Teachers will have students write an end of unit essay as a common assessment: What type of persuasive appeal was most effective and important for political documents during the Age of Reason? Readings/Topics

● The Autobiography by Benjamin Franklin ● Selected aphorisms from Poor Richard’s Almanac, Benjamin Franklin ● The Declaration of Independence ● Speech in the Virginia Convention by Patrick Henry ● The Crisis by Thomas Paine ● Letters from an American Farmer by Jean de Crevecoeur

Common Core Standards for Literature

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

Grammar Mini Lessons Grammar lessons continue. Concept review could include grammar workbook assignments in Unit 2: simple and complete subjects and predicates, inverted order, direct and indirect objects, predicate adjectives/nominatives. Common Core Standards for Grammar CCSS.ELA-Literacy.L.11-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ACT Preparation ACT preparation continues with occasional practice questions. In addition to useage and mechanical issues, teachers will also point out important rhetorical skills that are tested on the ACT English exam. These skills include: Proper word choice Elimination of wordiness/redundancies Maintaining a consistent style and tone Avoiding ambiguous references Use of effective opening, closing and transitional statements Writing to an audience/maintaining a sense of purpose Using the best organizational strategies Teachers can begin to address some of these issues during grammar mini lessons. Lessons on the topics listed above will be conducted throughout the year. Vocabulary Vocabulary homework and group assignments will also take place during the first unit. The agreed upon vocabulary list includes the following words:

unalienable, acquiesce, parallelism, rhetorical question, astute, austere, coalition, contiguous, corpulent, slovenly, meritorious, onus, debonair, corroborate, erudite, fortuitous, gauntlet, thwart, subservient, adventitious, affable, caveat, connoisseur, brouhaha, buttress, cadaverous, infer, interloper, requisite, sanctimonious, prolific, remit, vigilance, frugality, moderation, infidel, vitriolic, transgress, ameliorate, amnesty, circuitous, commiserate, demagogue, egregious, elic, covert, crass, equivocate, extraneous, fortuitous, inconsequential Common Core Standards Vocabulary

CCSS.ELA-Literacy.L.11-12.4.c

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Unit: The Romantic Period: Shadows of the Imagination; A Growing Nation (This unit will be conducted concurrently with lessons on grammar and vocabulary)

Duration: 4-6 Weeks

Essential Questions:

● What are the characteristics of the writing of the Romantic Period? ● What are national developments that laid the groundwork for the development of a

national literature? ● Who were the leading writers in the Romantic movement? ● What does a nation’s fiction reveal about that people? ● Why is the imagination important? ● Why were writers of the Romantic period fascinated with the fantastic and supernatural? ● How did the Romantics help to shape American literature? ● What contributions did the Romantics make to American writing? ● What is Edgar Allan Poe’s single effect? ● How did Poe use poetic devices like alliteration, consonance, assonance and refrain? ● How did Poe build suspense in his stories? ● How do the writing styles of Poe and Irving differ? ● How is a sense of place evident in the writing of Washington Irving?

● What influences are apparent in the writing of Washington Irving? ● What issues of a developing nation are seen in Irving’s work? ● What role did folk tales play in the writing of Washington Irving? ● How is Poe a gothic writer? ● What is gothic writing?

Affirmation Statements: Students will be able to…:

● Find examples of Romantic period characteristics. ● Explain how national developments laid the groundwork for the writing of the Romantic

period. ● List the leading writers of the Romantic period. ● Analyze how fiction reveals national characteristics. ● Make a case for the importance of imaginative works. ● Break down Poe’s writing techniques and his use of the single effect. ● Identify examples of alliteration, consonance, assonance, and refrain. ● Analyze the differences in styles: Poe and Irving. ● Explain the importance of folk tales for the Romantics and Washington Irving.

Common Assessments: Forms of assessments may include but are not limited to….

● Persuasive Essays ● Journals ● Presentations ● Quizzes ● Tests ● Grammar workbook assignments ● Vocabulary assignments from shared vocabulary list

Common Essay Assessment Teachers will have students write an end of unit essay as a common assessment: Washington Irving and Edgar Allan Poe are both writers of the Romantic period known for writing dark stories. However, the two authors have markedly different styles. Explore the differences in Poe and Irving. Teachers may also assign group presentations. Groups will reflect on characteristics/approaches/backgrounds of Romantic writers and share them with classmates. Readings/Topics

● The Tell-Tale Heart by Edgar Allan Poe ● The Fall of the House of Usher by Edgar Allan Poe ● The Raven by Edgar Allan Poe

● The Cask of Amontillado by Edgar Allan Poe ● The Legend of Sleepy Hollow by Washington Irving ● Rip Van Winkle by Washington Irving

Grammar Mini Units Distinguishing between fragments and sentences Continued work with phrases and clauses: prepositional, gerund, appositive, infinitive, participle. Also direct objects, indirect objects, predicate nominative, predicate adjective. ACT Preparation Short practice sessions continue, with discussion of the following topics: Commas, apostrophes, colons, semicolons, dashes, periods, question marks, subject-verb agreement, pronoun antecedent agreement, adjectives vs. adverbs, adverb forms, pronoun forms and cases, sentences structure, subordinate and dependent clauses, run ons, comma splices, sentence fragments, misplaced modifiers, shifts in verb tenses, shifts in pronoun person and number Vocabulary Vocabulary homework and group assignments will also take place during the first unit. The agreed upon vocabulary list includes the following words: lurid, mitigate, nebulous, nominal, penury, precept, pretentious, repudiate, gist, gratuitous, impromptu, inadvertent, avarice, extort, sepulcher, pensive, venerable, ominous, craven, gothic, iniquity, implore, repose, coquette, lore, refrain, credulity, pedagogue, intrinsic, grandiose, hackneyed, heinous, inauspicious, inception, hiatus, corpulent, intercede, remonstrate

Unit: The Persuasive Essay: Essay Writing Skills (ACT) (Note: This writing unit will be done in conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing.)

Duration: 2-3 weeks

Essential Questions: ● What is a persuasive essay? ● What features are evident in a well-written persuasive essay? ● How is the ACT writing test structured? What are the best strategies for writing a good

essay? ● How does a good writer set up the first paragraph of a persuasive essay? ● What is a thesis statement? ● What is the best way to organize a persuasive essay? ● How does a writer create good topic sentences? ● What are transitional phrases and organizational words? ● How should the writer address the opposing position in a persuasive essay? ● What is cohesiveness? ● What is a fully developed idea? ● Why are specific examples/evidence important for a writer? ● How does a writer create an effective conclusion?

Affirmation Statements: Students will be able to…:

● Write a strong persuasive essay that develops from a strong thesis. ● Create an effective opening paragraph that catches the reader’s attention, introduces

the topic, and establishes a thesis statement. ● Devise an effective thesis statement. ● Organize their essay in a logical and cohesive way. ● Develop ideas fully. ● Use transitional phrases and organizational terms in way that improves flow and

cohesiveness. ● Use examples and evidence to support their assertions. ● Effectively point out flaws in the logic of opposing views. ● Use the best vocabulary. ● Demonstrate the conventions of English in their writing.

Common Assessments: All classes will write a persuasive essay using an agreed upon ACT writing prompt. Common Core Standards for Writing This writing unit addresses various standards: CCSS.ELA-Literacy.W.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.2.b

Develop 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.

CCSS.ELA-Literacy.W.11-12.2.c

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.11-12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Unit: Close Reading and Analysis of Literature: Emphasis on gaining independent skills for reading literature

Duration: 2 weeks

Essential Questions: To assist students in becoming stronger independent readers and thinkers, teachers will review close reading techniques. These skills will become important in the second semester when novel and drama studies move to the forefront and more independent work occurs.

1. Read for first impressions. What do you notice about the wording/mood/message/style? What is going on?

2. Address the vocabulary: What words do you notice? What terms are familiar? Look up unfamiliar words.

3. Look closer: What is the point of view? What is included? What is left out? Evaluate author’s choices. Review structure. What patterns develop? Are there paradoxes? What larger messages are emerging?

4. Make connections to a larger picture: What are the symbols/metaphors/controlling metaphors? What are the connections between this piece of writing and others? What message is conveyed? How does this apply to my life? How does it apply to the whole?

Common Assessments: Teachers will have students read short American literature samples and practice these skills. Students can work in groups and present their findings to classmates.

Grammar Mini Units Continued work from Chapters 3-4 in the Glencoe grammar book. Main clauses. Types of clauses. Fragments. Run ons.

Unit: Transcendentalism: The Human Spirit and the Natural World

Duration: 2-3 weeks Note: Because of second semester time constraints, teachers can agree to shorten or bypass this unit. This will be a joint decision.

Essential Questions:

● What is Transcendentalism? ● What role did Transcendentalist thought play in the development of American literature? ● Who are the important Transcendentalist figures? ● What are important characteristics found in Transcendentalist writing? ● How do the Transcendentalists feel about intuition? ● What role should intuition play in one’s decisions? ● What are the most famous quotes from the Transcendentalists? ● What lessons can be learned from these writers? ● Which Transcendentalist views, if any, are still evident in our nation today? ● Which ideas from the Transcendentalists did not survive? ● When, if ever, is nonconformity an appropriate direction? ● What did Thoreau achieve by living at Walden Pond?

Affirmation Statements: Students will be able to…:

● Respond in discussion and writing to the ideas expressed by the Transcendentalists. ● Argue a position on Transcendentalist attitudes. ● Explain this line from Emerson: “A foolish consistency is the hobgoblin of little minds.” ● Respond to this quote from Emerson: “Whoso would be a man must be a

nonconformist.” ● Explain the role of trusting oneself in decision making. ● Evaluate Thoreau’s reasons for living at Walden Pond. ● Discuss Thoreau’s belief in simplicity, especially with the complexity of modern life. ● Evaluate Thoreau’s wish to “live deep and suck the marrow from life.”

ACT Preparation

ACT preparation continues with occasional practice questions. In addition to useage and mechanical issues, teachers will also point out important rhetorical skills that are tested on the ACT English exam. These skills include: Proper word choice Elimination of wordiness/redundancies Maintaining a consistent style and tone Avoiding ambiguous references Use of effective opening, closing and transitional statements Writing to an audience/maintaining a sense of purpose Using the best organizational strategies Teachers can begin to address some of these issues during grammar mini lessons. Lessons on the topics listed above will be conducted throughout the year. ACT Practice Testing Before the end of the semester, students will re-take the ACT practice test that they took at the beginning of the semester. Students can track their progress since the beginning of the semester.

Saint Patrick High School Curriculum Guide

American Literature Semester 2 Department: English Grade and

Level: 11

Class: American Literature Term (Semester or Year):

Second Semester

Required Text: ● Grammar and Language Workbook Grade 11 Glencoe

● Shared PDF Material File in iTunes U. ● The Great Gatsby by F. Scott Fitzgerald

(electronic version or text) ● Death of a Salesman by Arthur Miller

(electronic version or text)

Additional Resources (i.e. texts, materials, apps, etc.):

iPad Apps ● iTunes U ● Google Drive

● Showbie ● Nearpod

Course Description The course description remains the same as the one used in the first semester. This course will offer a survey of American literature integrated with composition. Expository, narrative, and descriptive writing will be covered. Students will be required to complete a major research paper. American writers, their distinctive styles and their contributions to the development of American literature will be highlighted. Vocabulary and grammar skills will be emphasized as needed.

Unit Themes (Table of Contents)

Theme 1 Research Paper: MLA Conventions

Theme 1 Civil War Era: Realism, Naturalism and Frontier Voices

Theme 2: Novel Studies: Fitzgerald, The Jazz Age, and The Great Gatsby

Theme 3: The American Theater: Arthur Miller and Death of a Salesman

Theme 4: Grammar and Vocabulary: Preparation for College Standardized Testing

Theme 5: ACT test preparation

Agreed Upon Assessments Forms of assessments may include but are not limited to….

● A major research paper ● Persuasive essays ● Journals ● Presentations ● Quizzes ● Tests ● Grammar workbook assignments ● Vocabulary assignments from shared vocabulary list

Research and Writing Expectations

● A research paper is the major project of this semester. See the plans listed under the research paper unit.

● Continued emphasis of the skills emphasized in last semester’s persuasive writing unit. ● Students will write a persuasive ACT-essay as part of their final exam. ● Excellent grammar and usage is expected on all written work. Regular grammar lessons

will transfer to student writing. ● Students will show evidence of strong writing:

1. Pre-writing/planning 2. Thesis statements 3. Organization/organizational terms/sequencing 4. Use of examples/evidence 5. Proper elaboration of points 6. Transitions 7. Good description 8. Use of the best vocabulary/proper word choice 9. Counterpoints 10. Proofreading/elimination of spelling and grammar errors.

● Students will get a variety of opportunities to write journals, essays, letters, responses to

literature etc. Unit: Writing a Research

Paper: MLA Conventions (Note: This literature unit will be done in conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing. See the attached addendum.

Duration: 5 weeks

Essential Questions:

● What is the definition of a research paper? ● What constitutes good research? ● What is a reliable source? ● How is information found using the library database? ● What is plagiarism? ● What is proper MLA parenthetical citation? ● How should citation be integrated into the paper? ● What is paraphrasing? Summary? ● What are direct quotations? ● What are lead ins? ● What is the proper method for creating a research paper outline? ● What is a thesis statement? ● What are topic sentences?

● What is the proper heading and format of a research paper? ● How should a research paper be organized? ● What elements should go into the opening paragraph of a research paper? ● How does a writer create a strong body paragraph? ● How should a research paper conclude? ● What is an MLA works cited page? What elements should be included.

Affirmation Statements: Students will be able to…:

● Write a thesis focused research paper that follows MLA guidelines. The paper should integrate source material and student analysis in a cohesive fashion.

● Differentiate between a credible source and one that is not. ● Find effective information for the paper using the library database. ● Develop a thesis statement. The thesis should not be too broad or narrow. ● Demonstrate the proper format for MLA parenthetical citation. ● Show their ability to incorporate paraphrasing, summary and direct quotations into a

paper. ● Properly integrate source material into a paper. ● Develop an appropriate research paper outline. ● Write an opening paragraph that hooks the reader, introduces the topic, and delivers the

thesis. ● Effectively develop topic sentences that connect with the thesis. ● Write the paper in proper MLA format. ● Maintain a sense of cohesion using transitional phrases and organizational terms. ● Write a works cited page in proper MLA format.

Readings/Topics

● Research paper material from the department. Common Assessment All juniors will write a research paper. Juniors in CP will write 8 paragraphs of 5-7 sentences. Five sources will be required. Common Core Standards for Research The research paper meets several standards for research: CCSS.ELA-Literacy.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 on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.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 any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. ACT Preparation ACT preparation is also part of the curriculum. Mechanics and usage issues to be covered this year include the following: Commas Apostrophes Colons, semicolons, dashes, periods, question marks Subject-verb agreement Pronoun antecedent agreement Adjectives vs. adverbs Verb forms Pronoun forms and cases Sentences structure Subordinate and dependent clauses Run-ons Comma splices Sentence fragments Misplaced modifiers Shifts in verb tenses Shifts in pronoun person and number Teachers can begin to address some of these issues during grammar mini lessons. Lessons on the topics listed above will be conducted throughout the year. Vocabulary Vocabulary homework and activities will also take place this semester. The agreed upon vocabulary list includes the following words: Abate, absolve, pilfer, skulk, peril, vapid, innuendo, petulant, scourge, scintillate, sundry, loathsome, berate, blatant, concoct, epitome, desecrate, ostentatious, restitution, sedentary, accrue, acrimonious, omnipotent, insidious, temperance, transient, umbrage, infringe, insurgent, precocious Grammar

Unit 6 and 7: Verb tenses and subject verb agreement.

Unit: Civil War Era: Realism, Naturalism and Frontier Voices (Note: This literature unit will be done in conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing. See the attached addendum)

Duration: 3-4 weeks

Essential Questions:

● What impact did the Civil War have on American writing and thought? ● Why is Realism a natural outgrowth of its time? ● Why is the reality depicted in these works always a harsh one? Is reality truly harsh? ● How does Realism differ from the Romanticism that was popular before the war? ● What examples of Realism are evident in the writing of our current time? ● What characteristics are evident in Naturalism? ● What elements of Naturalism exist in our writing today? ● Can man truly overcome the harsh forces of nature? ● What forces lead writers to depict man as powerless against the forces of nature? ● In what way does Mark Twain’s love of the Mississippi contribute to his success as a

writer? ● What traits make Mark Twain one of the giants of American literature? ● How is Twain distinctly American? ● How does Twain’s childhood ambition reflect the American spirit that gave rise to the

settlement of new frontiers? ● What importance does region play in American writing?

Affirmation Statements: Students will be able to…

● Analyze stories to find elements of Realism and Naturalism. ● Trace the shifts in the point of view and time in “Occurrence at Owl Creek Bridge.”

Explain their importance. ● Analyze “Occurrence at Owl Creek Bridge” for clues that explain the surprise ending.

Apply careful reading skills.

● Analyze the deliberate writing decisions made in “Occurrence at Owl Creek Bridge” that bring a sense of suspense.

● Classify the traits that make “Occurrence at Owl Creek Bridge” a work of Realism. ● Identify examples of regional dialect in the writing of Mark Twain. ● Find examples of exaggerated/absurdist humor in the writing of Mark Twain. ● Explore the role and nature of humor through the context of Twain. What makes

something funny? ● Infer details about Twain’s characters through their actions. ● Break down the homespun wisdom of Mark Twain through his quotes. ● Analyze the choices made by the man in “To Build a Fire.” ● Evaluate the story’s outcome: Is the outcome of the story due to fate, the man’s

character or some other forces? ● Think carefully: What does the story suggest about human strength in the face of

nature’s power? ● Compare the conflict in this story to historical conflicts between man and nature.

Readings/Topics

● Crane’s “War is Kind” ● Lincoln’s Gettysburg Address“ ● Occurrence at Owl Creek Bridge” by Ambrose Bierce ● “To Build a Fire” by Jack London ● “The Boy’s Ambition” from Life on the Mississippi by Mark Twain ● “The Notorious Jumping Frog of Calaveras County” by Mark Twain

Vocabulary Vocabulary homework and group assignments will also take place during the first unit. The agreed upon vocabulary list includes the following words: Provocative, precipitate, potpourri, scintillating, sepecious, stalwart, lurid, ascribe, autonomy, collate, consternation, decadence, definitive, demeanor, elicit, ennui, novice, infer, infirmity, intrinsic, motley, suffrage, dilapidated, superfluous, sublime, posterity, benevolent, consecrate, obstinate Common Assessment Common test and quiz questions will come out of this unit.

Unit: Novel Studies: Fitzgerald, the Jazz Age and the Great Gatsby. (Note: This literature unit will be done in

Duration: 3-6 weeks

conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing. See the attached addendum)

Essential Questions:

● How is “The Great Gatsby” reflective of life in the “Roaring 20s and the Jazz Age”? How does the novel serve as a symbol of its time?

● What features of The Great Gatsby make it particularly American? ● How does this novel relate to themes and ideas we have discussed this year in

American Literature? ● Why is The Great Gatsby regarded as one of the greatest novels of the ages? ● How does F. Scott Fitzgerald stand out in his use of language. How is this language use

similar to or different from other material we have read? ● How does this novel relate to the life of F. Scott Fitzgerald? ● What role does wealth play in this novel? What role does it play in our society? ● The narration of Nick Carraway is important to this novel. How important is for a novel to

have an honest narrator? ● What role do dreams and failed dreams play in this novel? ● What message is present regarding the American dream? ● What is the novel’s message about truth, lies, and recklessness. ● How does love figure into this story? True love vs. unfaithfulness. ● Which flaws are apparent in the characters? ● What events lead to Gatsby’s downfall? ● How can readers apply the messages in this story to their lives? How are these

messages applicable to our current times? Affirmation Statements: Students will be able to…

● Break down Fitzgerald’s writing style: poetics, dialogue, images. ● Find examples of beautiful/effective language and explain how they are effective. ● Discuss and evaluate advice given in the opening chapter: “Whenever you feel like

criticizing someone, remember that not everyone has had your advantages.” ● Compare/contrast characters in terms of their overall truthfulness. List in depth traits for

each character. ● Evaluate Gatsby’s dream. Is it worthwhile? Realistic? ● Trace Gatsby’s rise and fall. ● Explore references made to American literature in the last chapter of the book (Gatsby’s

childhood letters/first Dutch explorers). ● Find evidence that Tom, Daisy, and Jordan Baker are reckless people.

● Offer alternatives for Gatsby that could have resulted in a happier life. ● Share carefully considered thoughts on the nature of wealth and class. ● Think deeply: Did the American dream exist in the 1920s? Does it exist now? Did it

ever exist at all? ● Explore feelings of isolation and dissatisfaction present in the novel.

Readings/Topics

● The Great Gatsby by F. Scott Fitzgerald. Vocabulary Vocabulary homework and group assignments will also take place during the first unit. The agreed upon vocabulary list includes the following words: supercilious, infinite, perish, vulnerable, pompous, resolve, infidelity, monotonous, hallow, mar, temperament, dilapidated, elation, prominent, tangible, deft, reproach, remiss, mercurial, turbulent Common Assessment Common projects to be developed. ACT Preparation ACT preparation continues with occasional practice questions. In addition to useage and mechanical issues, teachers will also point out important rhetorical skills that are tested on the ACT English exam. These skills include: Proper word choice Elimination of wordiness/redundancies Maintaining a consistent style and tone Avoiding ambiguous references Use of effective opening, closing and transitional statements Writing to an audience/maintaining a sense of purpose Using the best organizational strategies Teachers can begin to address some of these issues during grammar mini lessons. Lessons on the topics listed above will be conducted throughout the year. ACT Practice Testing Students will take their third and final ACT practice test before the April ACT testing date. This is the third testing this year. A record of student scores/progress will be recorded in a database.

Unit: American Theater: Arthur Miller and Death of a Salesman. (Note: This literature unit will be done in conjunction with smaller mini-lessons on grammar, vocabulary, ACT preparation, and writing. See the attached addendum)

Duration: 3-4 weeks

Essential Questions:

● What are some important characteristics of the American theater? ● What are some important dramatic conventions? ● How does “Death of a Salesman” relate to themes we have discussed in American

Literature this year? ● What criticisms dos the play have of our capitalist society? ● What message does this play have about the relationship between fathers and sons? ● Why were Willy’s daunting expectations harmful to his sons? ● Where has Willy Loman gone wrong in his career? in being a father? ● Why is the relationship between Biff and Willy so complex? ● What is the flaw in Willy’s belief in likeability and personal attractiveness? ● What role do trees, leaves, and greenery play in this play? ● How could Biff and Willy have mended their relationship and had a healthier life? ● What is Willy’s relationship with his wife, Linda? ● What role should career play in one’s life? ● What lies are told in this family? What impact have they had?

Affirmation Statements: Students will be able to…

● Make carefully thought out comparisons between the main characters. ● Make connections between the flashback sequences and their impact on Willy’s current

existence. ● Find evidence that supports Biff’s declaration that “We never told the truth for ten

minutes in this house.” ● Evaluate Biff’s assertion of Willy that “the man didn’t know who he was.” ● Identify important symbols in the play: seeds, trees, fire, diamonds. ● Trace the alteration of characters through the progression of the years. ● Find evidence of the faults of each characters. ● Examine the role that lies and truth play in this family.

● Suggest alternatives that could have led to a happier outcome.

Appendix CCSS Resources Common Core Website: http://www.corestandards.org/read-the-standards/ Common Core App: Essential Questions Essential Questions help structure and plan an academic unit. For information regarding developing Essential Questions, please refer to the file shared with you on Google Drive. Affirmation Verbage (Action Words) Examples of Action Verbs: Discuss, recall, state, measure, identify, collect, create, hypothesize, analyze, identify, define, describe