WCHS Eleventh (American Literature) Grade Curriculum Map
Common Core Georgia Performance Standards
First Nine Weeks
Reading Focus: Literary
*Extended Texts: The Crucible by
Arthur Miller
*Literary short texts:
Native American Creation myths,
“Huswifery” and “Upon a Spider
Catching a Fly” by Edward Taylor,
“To My Dear and Loving Husband”
by Anne Bradstreet, “Young
Goodman Brown” by Nathaniel
Hawthorne, and “Rip Van Winkle”
by Washington Irving
*Informational short texts:
Chapter 2 and 9 from “Of
Plymouth Plantation” by William
Bradford, Excerpt from “Sinners in
the Hands of An Angry God” by
Jonathon Edwards, excerpt from
“Poor Richard’s Almanac” by
Benjamin Franklin, “Common
Sense” by Thomas Paine, Patrick
Henry’s Speech at the Virginia
Convention, and The Declaration of
Independence by Thomas Jefferson
ELACC11-12RL1-10, ELACC1112RI1-10
Second Nine Weeks
Reading Focus: Informational
*Extended Texts: Walden by Henry David
Thoreau
*Literary short texts:
“The Devil and Tom Walker” by Washington
Irving, “The Tide Rises, The Tide Falls” by H.
W. Longfellow; “Thanatopsis” by William
Cullen Bryant; “Snowbound” by John
Greenleaf Whittier, “The Snow Storm” by
Ralph Waldo Emerson, “Because I Could Not
Stop for Death,” “I Heard a Fly Buzz When I
Died,” “There’s a Certain Slant of Light,”
“Water is Taught by Thirst” by Emily
Dickinson; “Song of Myself”, “When I Heard
the Learn’d Astronomer”, “By the Bivouac’s
Fitful Flame,” and “Oh Captain, My Captain”
by Walt Whitman, “The Masque of the Red
Death” by Edgar Allan Poe , “Annabel Lee”
(poem) by Edgar Allan Poe , "Dr. Heidegger's
Experiment” by Nathaniel Hawthorne,
“Bartleby the Scrivener” by Herman Melville
*Informational short texts:
“Commission of Meriwether Lewis” by
Thomas Jefferson, “Crossing the Great
Divide” by Meriwether Lewis, “The
Narrative of Sojourner Truth”,
Self-Reliance by Ralph Waldo Emerson, “The
Gettysburg Address” by Abraham Lincoln
ELACC11-12RL1-10, ELACC11-12RI1-10
Writing Focus: Argumentative
Apostrophe and Metaphor applied
to “Huswifery”, Imagery and
Figurative Language as applied to
“Sinners in the Hands of an Angry
God”, Allegory as applied to The
Crucible, Persuasion and Claim in
“Speech At a Virginia Convention”
and “Common Sense”,
ELACC11-12W 1, 4, 5, 6, 10
Writing Focus: Informative/Explanatory
Elements of the Romantic movement as
applied to “The Devil and Tom Walker” and
“The Scarlet Letter”, Romantic vision of the
natural man, Transcendentalism ideals, Visions
of independence and identity from various
sources and texts.
ELACC11-12W2,4,5,6,10
2012-2013
Third Nine Weeks
Reading Focus: Literary
*Extended Texts: The Great Gatsby, by F.
Scott Fitzgerald
*Literary Short texts:
Poetry of Destruction and Reconstruction:
“Success Is Counted Sweetest” by Emily
Dickinson, “Beat! Beat! Drums!” by Walt
Whitman, “War is Kind” by Stephen Crane,
“XIV” by Stephen Crane, “LVI” by Stephen
Crane, “I Saw a Man Pursuing the Horizon”
by Stephen Crane, “Richard Cory” by
Edward Arlington Robinson, “Incident” by
Countee Cullen, “Grass” by Carl Sandburg,
“The Red Wheelbarrow” by William Carlos
Williams, “In a Station of the Metro” by
Ezra Pound, “This is Just To Say” by William
Carlos Williams, “Old Age Sticks” by E.E.
Cummings, “Patterns” by Amy Lowell, and
“Maggie: A Girl of the Streets” by Stephen
Crane, “A Clean, Well-Lighted Place” by
Ernest Hemingway, “A Rose for Emily” by
William Faulkner
*Informational Short texts:
“Sullivan Ballou’s Letter To His Wife,
“Second Inaugural Address” by Abraham
Lincoln, “The Battle with Mr. Covey” by
Frederick Douglass, “Naturalism in
American Literature” and “How It Feels to
Be Colored Me” by Zora Neale Hurston
ELACC11-12RL1-10, ELACC11-12RI1-10
Writing Focus: Informative/Explanatory
Conflict between Romanticism and Realism
using various works as examples,
Multimedia presentation which presents
“Maggie: A Girl of the Streets” as the
seminal work of American Naturalism,
central message and use of language in E.E.
Cummings poem, Reconstruction and the
American Dream as applied to The Great
Gatsby.
ELACC11-12W2,4,5,6,10
Fourth Nine Weeks
Reading Focus: Informational
*Extended Texts: Freakonomics by
Levitt and Dubner
*Literary Short Texts:
“The Love Song of J. Alfred Prufrock” by
T.S. Eliot, “Brother, Can You Spare a
Dime?” by E.Y. Harburg, “A Word Path”
by Eudora Welty, “Two Soldiers” by
William Faulkner, “The Life You Save May
Be Your Own” by Flannery O’Conner,
“My Papa’s Waltz” by Theodore Roethke,
“The Beginnings of Violence” by Joanne
Leedom-Ackerman, “The Lottery” by
Shirley Jackson,, Miriam” by Truman
Capote, Ch. 1 from The Things They
Carried by Tim O’Brien, poems by Nikki
Giovanni, “We Didn’t Start the Fire” by
Billy Joel
*Informational Short texts:
“A Depression-Era Anthem for Our
Times”, Nobel Prize Acceptance Speech
by William Faulkner, Inaugural Address of
JFK, “Letter from a Birmingham Jail” by
MLK, Jr, various mailgrams from soldiers,
Freakonomics manual, “Where
Freakonomics Errs” by Malanga, and
“Freakonomics: Everything We Always
Wanted To Know” by Holt
ELACC11-12RL1-10, ELACC11-12RI1-10
Writing Focus: Argumentative
Are people veering away from the most
significant aspects of humanity?, Is
freedom a legacy left for all Americans?,
How do post-modern writers address
their subject?, Multimedia presentation
arguing that Freakonomics isn’t about
economics at all.
ELACC11-12W1,4,5,6,10
Research Connection:
Native American myths, The Great
Awakening, Salem Witch Trials,
allegorical writings, recent
examples of mass hysteria/mob
mentality, The Enlightenment,
McCarthyism and the 1950’s
ELACC11-12W 7,8,10
Narratives:
Mythical Accounts of creation, List
of virtues as per Franklin
ELACC11-12W 3,4,5,6,10
Research Connection:
Biographies, historical context, superstition
and the supernatural in the 19th century,
industrialism and the westward movement,
Civil War, Slavery, and the Underground
Railroad, War of 1812, Mexican War,
Antecedents of American Romanticism.
ELACC11-12W7,8,10
Narratives:
Application of Romanticism to self:
(relationship to nature, ideas about spirituality,
relationship to the divine, dwelling in the city
as opposed to the country, the nature of
ownership and greed), Imagery in the works of
Poe and other Gothic works of American
literature
ELACC11-12W3,4,5,6,10
Routine Writing:
Reader Response Journal, summarizing and
short response activities, explications of
poetry, paraphrasing, quotation logs, and
research notes
ELACC11-12W1,2,3,9,10
Routine Writing:
Reader Response journal,
summarizing and short response
activities, research notes, various
annotations
ELACC11-12W 1,2,3,9,10
Language
Study and apply grammar
Use and understand general academic and literary vocabulary
ELACC11-12L 1-6
Research Connection:
Transition from Romanticism to realism,
Civil War, Realism, Regionalism,
Naturalism, Modernism, Imagism, The
Harlem Renaissance, The Jazz Age
ELACC11-12W1,4,5,6,10
Research Connection:
Great Depression, Dust Bowl, World
Wars I and II, JFK, MLK, Vietnam War,
Civil Rights Movement, Economics, the
Dot.Com Bubble
ELACC9-10W1,4,5,6,10
Narratives:
Fictional narrative describing life after war,
description of a “safe place”, definition of
how students feel about themselves, other
thematically linked assignments
ELACC11-12W3,4,5,6,10
Narratives:
Examine a time in life when the student
felt unappreciated, script for a 1950’s
dinner table conversation, letter to
editor about a legal issue, inaugural
speeches
ELACC11-12W3,4,5,6,10
Routine Writing:
Reader Response Journal
Summarizing and short response activities
Research notes
ELACC11-12W1,2,3,9,10
Routine Writing:
Claims and Warrants, Annotations,
reader-response journals, predictions,
reviews, peer editing, short response
activities, Cornell notes
ELACC11-12W1,2,3,9,10
Speaking and Listening
Engage in collaborative discussions; present findings;
evaluate a speaker's claims, rhetoric, and strategy;
incorporate multimedia components
ELACC11-12SL1-6