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Introduction to American Literature: Texts of the Times
Reading Station
Resources needed:
 textbook: Elements of Literature: Fifth Course
 your interactive journal

Denotes differentiation
thinking/constructed response
post-it notes
Denotes critical
Read one work of YOUR CHOICE from each of the following time periods. No, you won’t finish in one day. Nor is it
isn’t necessary that you read the WHOLE story, just enough that you notice the topic, tone or attitude, theme,
symbolism, stylistic devices such as figurative language like imagery, analogy, allusion, diction, syntax—in other
words, the techniques authors use to make their writing different. Use post-it notes to mark interesting or unique
sentences, phrases, or ideas you come across in each. Be sure, in your interactive journal, to mark off space for each time
period. Then write a quote or two or three that captures, for you, the essence or flavor of the period. Around that quote,
you will write the characteristics of the period that you notice as you read.
Make a set of paint samples, flash cards, or other creative study system for the following terms:
Tone/attitude, theme, symbolism, stylistic devices, figurative language, imagery, simile, metaphor, analogy, allusion,
diction, syntax
Questions to write and respond to in your journal:
How is the writing different for the writer in each time period?
What caused that author’s writing to be different? In other words, what influenced
that author to write that way?
Make sure your answers are thorough and complete. This may require a paragraph or two for each. Once you’ve
answered these questions, discuss your findings with your group.
Puritanism: Textbook-The excerpt from Of Plymouth Plantation b y William Bradford, pp.26-33, from Sinners in the
Hands of an Angry God by Jonathan Edwards, pp. 77-81, or from A Narrative of the Captivity by Mary Rowlandson on pp.3845
Rationalism: Textbook-Excerpt from The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano, pp. 5665, from The Autobiography by Benjamin Franklin, pp. 84-94, or from The Autobiography: The Declaration of Independence by
Thomas Jefferson, pp. 114-123.
Romanticism:
Handouts: Excerpt from Chapter 7 of Last of the Mohicans by James Fenimore Cooper or from “Young
Goodman Brown” by Nathaniel Hawthorne.
Realism: Textbook-“The Battle with Mr. Covey” by Frederick Douglass, pp. 424-430, “A Pair of Silk Stockings” by
Kate Chopin, pp. 435-443, from Life on the Mississippi by Mark Twain, pp. 450-462, “Occurrence at Owl Creek Bridge” by
Ambrose Bierce, pp. 466-473, “A Mystery of Heroism” by Stephen Crane, pp. 484-492, or “To Build a Fire” by Jack
London, pp. 495-507.
Modernism: Textbook-“A Wagner Matinee” by Willa Cather, pp. 538-546, “Winter Dreams” by F. Scott Fitzgerald,
pp. 584-602, “The Leader of the People” by John Steinbeck, pp. 606-619, “The Secret Life of Walter Mitty” by James
Thurber, pp. 623-628, “A Worn Path” by Eudora Welty, pp. 633-639, “Soldier’s Home” by Ernest Hemingway, pp. 650659, “The Life You Save May Be Your Own” by Flannery O’Connor (Georgia author), pp. 672-681, or “A Rose for Emily” by
William Faulkner, pp. 713-722.
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Post-Modernism: Textbook-“Tamar” by Mark Helprin, pp. 920-929, “A Noiseless Flash” by John Hersey, pp. 935946, “Game” by Donald Barthelme, pp. 955-960, “Speaking of Courage” by Tim O’Brien, pp. 964-972, “The Magic Barrel”
by Bernard Malamud, pp. 980-993, “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez, pp. 9951000, or any other story in the Contemporary section—too many to name.
CCGP Standards applied at this station:
ELACC11-12RL3: 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).
ELACC11-12RL4: 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.)
ELACC11-12RL5: 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.
ELACC11-12RL9: 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.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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.
ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research
ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELACC11-12SL1: 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.
ELACC11-12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
ELACC11-12L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
ELACC11-12L3: 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.
ELACC11-12L4: 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.
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ELACC11-12L6: 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.
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Use post-it notes to mark interesting or unique sentences, phrases, or ideas you come across in each. Be sure, in your interactive journal, to mark off space for
each time period. Then write a quote or two or three that captures, for you, the essence or flavor of the period. Around that quote, you will write the
characteristics of the period that you notice as you read. Here is a chart to help organize the information for you.
Time Period
Puritanism
Story (indicate titles with “
“)
Literary Element-Use page and paragraph number with quote
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
Rationalism
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
Romanticism
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
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Time Period
Realism
Story (indicate titles with “
“)
Literary Element-Use page and paragraph number with quote
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
Modernism
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
Post-Modernism
Author’s tone:
Topic:
Theme:
Allusions:
Figurative language:
Diction:
Syntax:
Other differences:
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