1
Ashland Blazer Core Academic Standards Curriculum Map
American Literature CCR English 3 – Grade 11
First 9 Weeks: Instruction will focus on initial stages in several areas:
 Students will acquire skills that will enhance learning and improve success, including Cornell note-taking skills and active reading strategies.
 Reading will engage literary nonfiction, fiction, myth, and primary source nonfiction
 Writings will be personal, explanatory, and analytical.
 Language acquisition will focus on rhetorical and figurative language, as well as structural analysis of roots and affixes.
Essential Question(s):
 How does common literature create common values and expectations?
 How can studying the past lead to new opportunities for the future?
 What literature did Native Americans create and why?
 What is the first European literature of the land and why?
 How did Puritanism affect the form and content of communication?
 How do early American writings help us understand issues facing current society?
 How did the interaction of the people with the land and with each other affect the literature of the time?
 What are the cross-cultural and cross-temporal connections?
 How did persuasive techniques affect development of early American societies?
 What is the difference between persuasion and argument?
 How can the artifacts and evidence of persuasion be detected?
Learning Targets (“I Can” Statements)
I CAN…
 recognize task, audience and purposes
 identify figurative words and phrases.
 determine the figurative meaning of words and phrases and the multiple
meanings they may imply.
 identify central idea/other main points of an essay or speech.
 find evidence/quotes/passages from text to support my ideas.
 make note of significant information/ quotes/passages, while reading
 recognize the central message(s) the author conveys.
 I can use the plot diagram to show the major events of the text.
 explain the author’s choices and rhetorical purposes for using specific
words/phrases to develop meaning.
 break down and explore the main/central idea, purpose, and persuasive
strategies of U.S. historical documents.













cite textual evidence to support analysis of text.
understand the text by reflecting on key ideas and details.
regularly write over extended periods of time.
regularly write over short time frames.
recognize that word usage is a matter of context, can change over time,
and is sometimes questioned.
solve problems of difficult or tricky usage with references
use correct capitalization, punctuation, and spelling when writing.
edit for conventions.
define tone.
analyze how writers create tone.
determine how the author uses rhetorical devices to influence the
audience.
identify the main/central idea, purpose, and persuasive strategies of U.S.
historical documents
2
Reading Focus
Writing Focus
Native American Stories – Primary Sources - Persuasive Rhetoric
W.11-12.4.
On Demand
W.11–12.2; W.11-12.5
Comparison
Critical Review
W.11-12.1
Analysis
Revising & Editing
Informational
RI.11–12.6; RI.11–12.9
from La Relacion
from Of Plymouth Plantation
from The Interesting Narrative of
the Life of Olaudah Equiano
A Sojourn in the Lands of My
Ancestors
A RI.11-12.5; RI.11-12.8; RI.11-12.9.
The Declaration of Independence
Speech in the Virginia Convention
from Poor Richard’s Almanack
Literature
RL.11-12.4.
The Worn Path – Eudora Welty
RL.11–12.9:
Native American Mythology“The World on the Turtle’s Back”
'Coyote' Stories
RL.11–12.6
“Sinners in the Hands of an Angry God”
RL.11–12.9: RL.11-12.4.
“To My Dear and Loving Husband”
“Upon the Burning of Our House”
The Scarlet Letter - excerpts
Language
L.11-12.1
Sentence Variety
Building Vocabulary
Listening/Speaking
SL.11-12.3.
Oral Storytelling
SL.11-12.1.
Group Presentation
L.11–12.3
Context Clues
Interpreting Analogies
L.11-12.4
Gerunds & Verb Tenses
Plurals vs. Possessives
First Fives
L11-12.5
Figurative-Rhetorical
Language
FOCUS STANDARDS


READING: LITERATURE
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.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
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.
READING: INFORMATIONAL
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.11-12.8. 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 Second Inaugural Address) for their themes, purposes, and rhetorical features.
WRITING:
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/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 style are appropriate to task, purpose, and audience.
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.
3

LANGUAGE
L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
SPEAKING & LISTENING:
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.11-12.3. 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.
ASSESSMENTS
FORMATIVE: (suggested)
SUMMATIVE: (suggested)
Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries;
Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph;
Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion;
Multiple choice, True/false, Matching, Short answer, Fill in the blank, extended
Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs;
written response tests and quizzes
Entrance/Exit slips; Freeze Scenes; Face-off; As I See It
RESOURCES
VISUAL: : Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text
AUDITORY Audio library; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches;
Improvisation; Skits; CD; Internet
KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia
games; Character Pictionary
INSTRUCTIONAL TERMINOLOGY
inference, text, context, connotation, denotation, interpret, compare, contrast, purpose, style, diction, theme, point-of-view, perspective, evidence, figurative,
connotative, rhetorical, persuasive, argument, opinion, oxymoron, parallelism, pragmatism, idealism
INTERVENTIONS
Struggling Learners: See 504 Plans/IEPs
“Say Something” Comprehension Strategy *
“Word Storming” & “Getting the Gist”*
*reference - http://www.literacywithoutlimits.org/
LD Online - http://www.ldonline.org/educators
Advanced Learners: Provide additional enrichment/extended study opportunities
(i.e. –additional assignments; competitions; independent study)
KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html
4
Ashland Blazer Core Academic Standards Curriculum Map
American Literature CCR English 3 – Grade 11
Second 9 Weeks: Instruction will reinforce instruction from first nine weeks, while extending skill practice into new and familiar arenas.
This unit illustrates the positive and negative reactions to a growing nation through literature. Authors convey their belief in the individual, the power of the imagination,
and the significance of nature against the backdrop of the Industrial Revolution. Gothic and Transcendentalist ideals contribute to the evolution of the literature of this
emerging American culture.
Essential Question(s):
 Does Transcendentalism still influence American life and thought?
 How does Romanticism affect the American imagination?
 Are intuition and imagination of equal value to logical reasoning?
 What are the elements of American Gothic literature?
 What are the elements of Transcendentalism?
 How did Romanticism and Transcendentalism contribute to Manifest Destiny?
 How did the Civil War and the issue of slavery affect the form and content of communication?
 What is liberty?
Learning Targets (“I Can” Statements)
I CAN…
 describe the historical context of (18th, 19th, or 20th) century
 recognize the central message the author conveys.
 determine the theme or themes of foundational American Literature
 trace themes through a text and understand how they connect and/or
 compare/ contrast similar themes from two or more texts from the (18th,
change.
19th, or early 20th) century
 explain the main ideas of a text without including any opinion
 compare/ contrast similar topics from two or more texts from the (18th, 19th,
 break apart two or more central messages or ideas in a text and determine
or early 20th) century
the author’s purpose.
 identify foundational works of (18th, 19th, or 20th) century
 distinguish between theme and topic
 recognize: - complex ideas, - effective conclusions that follow from and
 identify how the author’s choice of details (characterization, setting, mood,
support the information or explanation presented
figurative language, etc. ) supports the central message of the text.
 organize complex ideas and information to make important connections and
 identify words and phrases that impact meaning and tone.
distinctions to my topic.
 identify the multiple meanings of words including the connotations and
 determine appropriate use of syntax to link major sections and clarify the text.
denotations.
 select precise language and discipline specific vocabulary to foster the
 identify language that is fresh, engaging, or beautiful.
complexity of the text.
 recognize figurative/rhetorical devices that enhance the piece.
 determine an appropriate formal style and unbiased tone for a conclusion that
follows from and supports the information presented.
 determine the meanings of words and phrases in context and their impact
on meaning and tone.
 write informative texts that examine complex ideas, clarify the information,
organize the ideas, and analyzes the content.
 determine the connotative and denotative meanings of words and phrases
as they are used in a text.
 organize complex ideas that build on each other and create a unified idea
 analyze specific words’ impact on meaning and tone
 format the text and use multimedia to aid comprehension.
 identify the emotional and artistic appeal that author’s style choices evoke.
 develop the topic thoroughly by: - selecting the most relevant facts, concrete
5
 analyze how the author’s choices impact the overall structure, meaning, and
the reader’s emotional reaction to the text.
 identify examples of: satire, sarcasm, irony, understatement from the text,
 compare and contrast what is directly stated in a text according to its implied
or inferred meaning.
 use non-literal interpretation and identify the author’s point of view.
 use correct capitalization, punctuation, and spelling when writing
 punctuation rules for hyphen usage
 use hyphens in phrases and clauses
 recall and apply spelling rules
 identify and correct misspelled words
Reading Focus
Informational
RI.11-12.2.
Gary Keillor (autobiographical)
RI.11-12.3; RI.11-12.8
I Will Fight No More Forever
On Civil Disobedience
Narrative of the Life of Frederick
Douglass, an American slave
RI.11-12.4.
Danse Macabre (essay)
RI.11-12.2. RI.11-12.9.
The Gettysburg Address (speech)
RI.11-12.5.
Life On The Mississippi (memoir)
from The Autobiography of Mark Twain




details, and quotations, - offering definitions, using examples and other
information appropriate to the audience’s knowledge of the topic.
use appropriate and varied transitions and syntax to create cohesion among
the complex ideas and concepts.
use:- precise language, - discipline specific vocabulary, - figurative language to
manage the complexity of the topic.
establish and maintain a formal style and unbiased tone appropriate to the
discipline.
create a conclusion that follows from and supports the information or
explanation presented.
Writing Focus
Literature
RL.11-12.2.
A Psalm of Life;
The Devil & Tom Walker
RL.11-12.1; RL.11-12.5
from Self-Reliance,
Civil Disobedience, and Walden
RL.11-12.4. I Hear America Singing
RL.11-12.9. The Raven
The Fall of the House of Usher
An Occurrence at Owl Creek Bridge
RL.11-12.2; RL11-12.6
Adv. Of Huckleberry Finn (excerpts)
W.11-12.2; W.11-12.4;
W.11-12.10
Letter
Obituary
Diary
W.11-12.1; W.11-12.7;
W.11-12.8; W.11-12.9;
W.11-12.10;
Research (Argument)
Analytical Essay
Literary Interpretation
Language
L.11-12.1; L.11-12.2
L.11-12.3; L.11-12.4;
L.11-12.6
First Fives
Adjective & Adj. Phrases
Sentence Crafting
Word Parts
Double Negatives
Superlatives
Listening/Speaking
SL.11-12.3; 4; 5
Group Discussion
Paired-Reading
Monologue
SL.11-12.2; SL.11-12.4
Research -(presentation)
FOCUS STANDARDS


READING: Literature
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.11-12.4. 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.
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 story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
6






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.
READING: Informational
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.11-12.3. 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 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.11-12.8. 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 Second Inaugural Address) for their themes, purposes, and rhetorical features.
WRITING:
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/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 style are appropriate to task, purpose, and audience.
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.
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.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “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”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “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 Case majority opinions and dissents] and the premises, purposes, and arguments in
works of public advocacy [e.g., The Federalist, presidential addresses]”).
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
LANGUAGE
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or 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.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
7


range of strategies.
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 independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SPEAKING & LISTENING
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.
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 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
ASSESSMENTS
FORMATIVE: (suggested)
SUMMATIVE: (suggested)
Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries;
Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph;
Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion;
Multiple choice, True/false, Matching, Short answer, Fill in the blank, extended
Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs;
written response tests and quizzes
Entrance/Exit slips; Freeze Scenes; Face-off; As I See It
RESOURCES
VISUAL: Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text;
AUDITORY: Audio library; Media performances; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures
KINESTHETIC: Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games;
Character Pictionary; Koosh Toss;
INSTRUCTIONAL TERMINOLOGY
aphorism, reflective, evaluate, visualize, parody, sequencing, dialogue, sensory, impromptu, concise, elaborate, model, reference, proofread, meter, theme, symbolism,
narrator, predicting, aphorism, predominant, essay, conformity, anecdote, style, figurative, evocative, allusion, speaker, form, structure, repetition, analysis, monologue,
sequel, synthesis, conclusion, quotations, concept, draft, derivations, gothic, genre, clarify, paraphrase, context, paradox, rhyme, stanza, irony, metonymy, synecdoche,
alliteration, assonance, consonance, setting, theme, conflict, mood
INTERVENTIONS
Struggling Learners: See 504 Plans/IEPs
“Say Something” Comprehension Strategy *
“Word Storming” & “Getting the Gist”*
*reference - http://www.literacywithoutlimits.org/
LD Online - http://www.ldonline.org/educators
Advanced Learners: Provide additional enrichment/extended study opportunities
(i.e. –additional assignments; competitions; independent study)
KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html
8
Ashland Blazer Core Academic Standards Curriculum Map
American Literature CCR English 3 – Grade 11
Third 9 Weeks:
Instruction will focus on exploring the impact on the character of American literature by the emerging voices of women, African-Americans, and immigrants as the 19th
Century gives way to the 20th Century and the idea of the American Dream is challenged by calls for equality at home and the "war to end all wars" abroad.
Essential Question(s):
 How did the women’s movement affect the content and tone of American literature?
 What is equality?
 How does one know if he or she is equal?
 Is feminism consistent with earlier literary traditions?
 How can the American Dream be different for different Americans?
 What is a novel?
 What are the elements of fiction?
 How does an author's life affect his/her works?
 What is poetry?
 How important is poetry?
Learning Targets (“I Can” Statements)
 compare/ contrast various versions (videos, film, voice recording, live
I CAN…
performance, etc.) of a source text and break apart how each is influenced by
 understand unfamiliar words and phrases using context clues.
the original text.
 understand figurative language using context clues.
 understand how the structure of specific parts of a text contributes to the
overall structure and meaning of the text.
 understand connotative meaning using context clues.
 understand an author’s point of view or purpose.
 analyze specific word choice and its impact on meaning and tone.
 understand how the author’s use of rhetoric affects author’s purpose.
 recognize the impact of words with multiple meanings.
 understand how the author’s style contributes to the overall theme, tone, and
 recognize the power of fresh, engaging, and beautiful language on meaning
purpose.
and tone.

identify the author’s style choice.
 identify words and phrases that impact meaning and tone.
 identify the emotional and artistic appeal that these style choices evoke.
 identify the multiple meanings of words including the connotations and
denotations.
 analyze how the author’s choices impact the overall structure, meaning, and
the reader’s emotional reaction to the text.
 identify language that is fresh, engaging, or beautiful.
 identify figurative words and phrases.

9
Reading Focus
Social Themes in Fiction/Poetry/Short Story
Informational
Literature
RI.11-12.5.
RL.11-12.4; RL.11-12.5.
Quotation from Margaret Mead
Selected poems by Emily Dickinson
The New Immigrants
RL.11-12.1; RL.11-12.6
RI.11-12.7
"The Yellow Wallpaper"
Mr and Mrs. Isaac Newton Phelps Stokes –
"The Story of an Hour"
Painting (oil on canvas)
"Seventeen Syllables"
Emily Dickinson - Author Study
RL.11-12.3; RL.11-12.4
Women's Voices, Women's Lives
Adolescence – III
Social Themes in Fiction
I Stand Here Ironing
RI.11-12.1; RI.11-12.6.; RI.11-12.7
Chicago
Complaints and Disorders
Lucinda Matlock
The American Dream
Richard Cory; Miniver Cheevy
We Wear the Mask; Sympathy
"Winter Dreams"
"America and I"
"In The American Society"
RL.11-12.1; RL.11-12.2; RL.11-12.7
The Great Gatsby OR
A Raisin in the Sun
Writing Focus
Language
W.11-12.10; W.11-12.2
On Demand
Compare Essay
First Fives
Noun Clauses
Adjective/Adverb
Clauses
L.11-12.6; L.11-12.3;
L.11-12.4
Denotations Connotations
Context Clues
Synonyms
L.11-12.1.
Semicolons Independent
Clauses
Modifiers
Analogies
L.11-12.2
Sentence Fragments
Hyphens
W.11-12.6; W.11-12.3
Blog Post
Short Story


W.11-12.1.
Synthesis Essay
Imitation of Style
W.11-12.1; W.11-12.7;
W.11-12.8; W.11-12.9
Literary Analysis
Listening/Speaking
SL.11-12.3; SL.11-12.4;
SL.11-12.5; SL.11-12.6;
Ain't I A Woman -Video
Poetry Slam
Role Play
Oral Presentation
Paired Reading
Interviews
FOCUS STANDARDS


READING: Literature
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 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 story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
10







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.)
READING: Informational
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 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.11-12.7. 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.
WRITING:
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/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
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 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 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
LANGUAGE
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as
needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
11



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.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
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 independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SPEAKING & LISTENING
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 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.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
ASSESSMENTS
FORMATIVE: (suggested)
Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries;
Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion;
Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs;
Entrance/Exit slips; Freeze Scenes; Face-off; As I See It;
SUMMATIVE: (suggested)
Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph;
Multiple choice, True/false, Matching, Short answer, Fill in the blank, extended
written response testsand quizzes
RESOURCES
VISUAL: Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text;
AUDITORY: Audio library; Media performances; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures
KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia
games; Character Pictionary
INSTRUCTIONAL TERMINOLOGY
analytical, cultural, legends, myths, folktales, inference, historical, narrative, etymology, influences, analyze, evidence, cause, effect, evaluate, elements, audience, bias,
sequence, plurals, possessives, context, interpret, metaphor, simile, personification, summarize, audience, fragments, dialogue, setting, character, plot, conflict, theme,
foreshadow, plagiarism, demonstrate, explanatory, cohesion, syntax, traditions, quatrains, rhymes, paradox, mood, narrator, clarify, connect, allusion, predict, imagery,
haiku, visualize, monologue, metaphor, synthesis, illusion, meter, symbol, dynamic, static, voice, simile, judgments, structure, motivations, transitional, reflecting, parallel
construction,
INTERVENTIONS
Struggling Learners: See 504 Plans/IEPs
“Say Something” Comprehension Strategy *
Advanced Learners: Provide additional enrichment/extended study
opportunities (i.e. –additional assignments; competitions; independent study)
12
“Word Storming” & “Getting the Gist”*
*reference - http://www.literacywithoutlimits.org/
LD Online - http://www.ldonline.org/educators
KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html
Ashland Blazer Core Academic Standards Curriculum Map
American Literature CCR English 3 – Grade 11
Fourth 9 Weeks:
1900-1950 - This unit explores the effects of technology, immigration, migration, and war. Writers grappled with enormous change and suffering during this period.
Writers used dramatic historical events to examine our national consciousness and incite change, for the first time, outside of the United States.
This is the next chronological unit in the study of American Literature. By recognizing the social and literary implications that led to the Modern movement, students
will understand how Modernism grew out of former literary movements. This unit is particularly designed to expose the students to literature that reflects the politics and
society of the time period, 1900-1940s. Students should be led to analyze themes, employ literary devices, use higher order thinking skills, and understand plot structure,
characterization, and social implications of the text. The most important understanding students should take away from this is how literature can portray and criticize
society.
Essential Question(s):
 How is the American Dream defined?
 In what ways did Modernism challenge tradition?
 What was the power of the American writer on the global stage?
 Was America EVER a "great melting pot?"
 What social conditions did World War I change or influence?
 How did World War I affect soldiers and those who remained at home?
 How do poets such as Langston Hughes and Gwendolyn Brooks use figurative language and sound devices to express their attitudes toward their lives and culture?
 How can stories by authors like Zora Neale Hurston influence African-American identity?
 How are the life differences of different groups of people (men, women, rich, poor, black, white, “Native” and immigrant) in America during the first half of the 20th
century conveyed in literature?
 What influences do Modernism and the Harlem Renaissance still have today?
 How did the Harlem Renaissance influence culture throughout the 20th century?
Learning Targets (“I Can” Statements)
 define:-denotation/ connotation, literal/ non-literal meaning, satire, sarcasm,
I CAN…
irony, understatement
 read literary texts independently and proficiently
 identify examples of satire, sarcasm, irony, understatement from the text,
 comprehend literary texts independently and proficiently
 compare and contrast what is directly stated in a text according to its implied
 understand two or more interpretations of text.
or inferred meaning.
13







recognize the central message the author conveys.
trace themes through text and understand how they connect and/or
change.
explain the main ideas of a text without including any opinions.
break apart two or more central messages or ideas in a text and
determine the author’s purpose.
identify how the author’s choice of details (characterization, setting,
mood, figurative language, etc. ) supports the central message of the
text.
compare/ contrast various versions (videos, film, voice recording, live
performance, etc.) of a source text and break apart how each is
influenced by the original text.
explain why the author wrote the text and identify the central message
of the text.






use non-literal interpretation and identify the author’s point of view.
analyze how the author’s point of view helps/ guides the reader to identify the
meaning of the text.
use the plot diagram to show the major events of the text.
find the details an author provides and draw conclusions about the characters.
find the details the author provides and draw conclusions about the setting.
identify literary elements (setting, characterization, plot, tone/mood, etc.) and
determine how they work together to create the central idea and author’s
purpose.
Reading Focus
Writing Focus
Language
W.11-12.4; W.11-12.5
On Demand
Compare-Contrast
Autobiographical Essay
W.11-12.4.
Personal Response
Editorial
Letter to Editor
Proposal
Script
W.11-12.3
Narrative
First Fives
Adverbial Elements
Predicates
L.11-12.4
Context Clues
Word Parts
L.11-12.1; L.11.12-2
Commas with Phrases
Ellipsis with
Quotations
Compound Sentences
Modifiers
Inverted Subjects &
Verbs
Modernism & Tone in Contemporary Literature
Informational
RI.11-12.10; RI.11-12.2;
A New Cultural Identity
Thoughts on the Afro-American Novel
RI.11-12.7
Author Study- Langston Hughes
Zora Neale Hurston: A Cautionary Tale and a
Partisan View
RI.11-12.1; RI.11-12.4
Letter From Birmingham Jail (letter)
Teenage Wasteland (essay)
Author Study – Robert Frost
RI.11-12.3. RL.11-12.6.
Why Soldiers Won’t Talk
Literature
RL.11-12.2. When the Negro Was in Vogue
How It Feels to Be Colored Me
My Dungeon Shook: Letter to my nephew
Life for My Child Is Simple
RL.11-12.7.
Survival in Auschwitz
Hostage
Mother Tongue
Straw Into Gold: The Metamorphosis of the
Everyday
RL.11-12.3; RL.11-12.7; RL.11-12.10
A Lesson Before Dying OR
Of Mice and Men
Listening/Speaking
Oral Readings
SL.11-12.4
Multimedia Project
SL.11-12.1
Group Discussion
Preach A Sermon
Improvisational Scene
Dialogue
Role Play
SL.11-12.3 Debate
FOCUS STANDARDS

READING: Literature
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 story is set, how the action is
14




ordered, how the characters are introduced and developed).
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.)
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, with
scaffolding as needed at the high end of the range.
READING: Informational
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.11-12.4. 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 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.11-12.7. 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.
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.
WRITING:
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
LANGUAGE:
L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.4 a-d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
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.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
15

SPEAKING & LISTENING:
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.11-12.3 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 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.
ASSESSMENTS
FORMATIVE: (suggested)
SUMMATIVE: (suggested)
Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries;
Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph; Multiple
Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion;
choice, True/false, Matching, Short answer, Fill in the blank, extended written
Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; response tests and quizzes
Entrance/Exit slips; Freeze Scenes; Face-off; As I See It
RESOURCES
VISUAL: Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text;
AUDITORY: Audio library; Media performances; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures
KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia
games; Character Pictionary;
INSTRUCTIONAL TERMINOLOGY
inferences, context, evidence, summarizing, appreciate, interpret, recognize, organize, speaker, analysis, figurative language, symbols, mood, imagery, rhythm, similes,
perspective, tone, conclusions, diction, syntax, anaphora, sonnet, model, application, personification, iambic pentameter, connotative, extended metaphor, figurative,
literal, influences, purpose, paradox, analogy, questioning, style, literary criticism, objectives, point of view, sequencing, preview, dialect, irony, motivation, theme,
internal-external conflict, title, structure, allusion, plot development, protagonist, antagonist, synthesizing, hypothesizing, clarifying, speculating, voice
INTERVENTIONS
Struggling Learners: See 504 Plans/IEPs
“Say Something” Comprehension Strategy *
“Word Storming” & “Getting the Gist”*
*reference - http://www.literacywithoutlimits.org/
LD Online - http://www.ldonline.org/educators
Advanced Learners: Provide additional enrichment/extended study opportunities
(i.e. –additional assignments; competitions; independent study)
KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html