Huntsville City Schools
Instructional Guide 2015-2016
1st Nine Weeks
Course: _____ English_______ Grade: _______11th_______
“I Can” Statements *
(Unwrapped by School Teams)
Standard
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.11-12.1]
(A.6.a, A.6.b, A.6.c)
Suggested Resources
(Compiled by School Teams with
Required Texts Highlighted)
1.
Texts to be completed during the 1st nineweeks period: Of Mice and Men
2.
Resources for the novel (multiple standards
and strategies):
The Steinbeck Institute:
http://www.steinbeckinstitute.org/doc/Unit_P
lan_Of_Mice_and_Men.pdf
3.
4.
Of Mice and Men using multimedia strategies:
http://help4ela.wikispaces.com/file/view/of_
mice_and_men_unit.pdf
Imagery in Of Mice and Men:
http://www.elacommoncorelessonplans.com/l
iterature-reading-standards/exemplars-g-910/book-review-of-mice-and-men/teachingimagery-in-of-mice-and-men.html
Pearson Digital Common Core Literature:
The American Experience

“In Another Country” Hemingway
p.800

“The Jilting of Granny Weatherall” p
834
o
1|Page
Graphic Organizer: explicit, implicit,
ambiguous p.3 Common Core
Companion Workbook
Pacing
Recommendation
/Date(s) Taught
Aug. 4-Oct. 2
o
Graphic Organizer: Making
inferences p.9 Common Core
Companion Workbook
LTF Teacher Resources and Strategies:
Dialectical Journal-Summarizing, Observing,
and Questioning; Three Levels of Reading;
Reading and Questioning Connections;
Annotation Tips
Common Core Strategies for Short Stories:
http://www.elacommoncorelessonplans.com/l
iterature-reading-standards/teachingelements-literature-short-stories.html
Evaluating Theses & Building Background for
Of Mice & Men
(RL1, 2, 3, 4, 6)
http://betterlesson.com/lesson/586269/evalu
ating-theses-building-background-for-ofmice-men?from=search_lesson_title
Narrowing a Thesis & Unpacking Steinbeck's
Structure & Characters (RL1, 2, 3, 4, 5)
http://betterlesson.com/lesson/586270/narro
wing-a-thesis-unpacking-steinbeck-sstructurecharacters?from=search_lesson_title
Perceptions, Actions, and Power in Of Mice
and Men (RL 1, 3, 7)
http://betterlesson.com/lesson/566989/perce
ptions-actions-and-power-in-of-mice-andmen?from=search_lesson_title
“Desk Vandalism Helps Students Analyze
Conflicts and Types of Characters in Of Mice
and Men” (RL1 & 3)
http://betterlesson.com/lesson/575012/deskvandalism-helps-students-analyze-conflictsand-types-of-characters-in-of-mice-andmen?from=search_lesson_title
2|Page
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. 11-12.2](A.5.c, A.6.b, A.6.c)
Aug. 4-Oct. 2
1.
2.
3.
4.
Pearson Digital Common Core Literature:
The American Experience

“In Another Country” Hemingway
p.800

“The Jilting of Granny Weatherall” p
834

“Winter Dreams” p 730
LTF Teacher Resources and Strategies:
Abstract Words for Thematic Ideas; Common
Themes in Literature; Conflict and Theme
Template; Dialectical Journal-Analysis of
Theme
Tips for teachers on teaching theme:
http://www.weareteachers.com/blogs/post/2
015/03/18/11-tips-for-teaching-abouttheme-in-language-arts
Youtube Video for teachers on teaching
theme effectively:
https://www.youtube.com/watch?v=9H6GCe
7hmmA
“Words, Words, Words: What is the effect of
them in Of Mice and Men?” RL2 & 3
http://betterlesson.com/lesson/569940/word
s-words-words-what-is-the-effect-of-them-inof-mice-and-men?from=search_lesson_title
Analyze the impact of the author’s
choices regarding how to develop
and relate elements of a story or
drama (e.g., where the story is
set, how the action is ordered,
how the characters are
introduced and developed). [RL.
11-12.3] (A.5.b, A.5.c, A.5.d, A.5.g)
Aug. 4-Oct. 2
1.
2.
3.
4.
Pearson Digital Common Core Literature:
The American Experience Eudora Welty’s “A
Worn Path” p 849
Faulkner’s “A Rose for Emily” (NOT available
in digital format of textbook)
Tim O’Brien “Ambush” p 811
LTF Teacher Resources: Dialectical JournalAnalysis of a Character;
Character Paragraph Frame; Scoring GuideAnalysis of a Character; Character and Style
Analysis Word List; Post-Mortem of a
Protagonist
Huntsville City Schools
3|Page
“The Southern Gothic: A Rose for Emily”
(RL1, 3, 5)
http://betterlesson.com/lesson/527816/thesouthern-gothic-a-rose-for-emily
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. 1112.4] (A.5.e, A.5.g)
1.
2.
3.
4.
Pearson Digital Common Core Literature:
The American Experience:
Poetry from Williams, Auden and Cummings,
Frost, Hughes
Pearson: Digital CC Literature: The
American Experience
Graphic Organizer: Understanding Figurative
Language Workbook p 50
Pearson Digital Common Core Literature:
The American Experience:
“The Love Song of J. Alfred Prufrock” p 708
“Is J. Alfred Prufrock a Murderer and What
Does Jilted Mean?”
http://betterlesson.com/lesson/586285/is-jalfred-prufrock-a-murderer-and-what-doesjilted-mean?from=search_lesson_title
Analyze how an author’s choices
concerning how to structure
specific parts of a text contribute
to its overall structure and
meaning as well as its aesthetic
impact. [RL. 11-12.5] (A.5.a, A.5.b,
A.5.d, A.5.e, A.6.a, A.6.c)
Aug.4-Oct.2
1.
2.
3.
Pearson Digital Common Core Literature:
The American Experience
Faulkner’s “A Rose for Emily”
Porter’s “The Jilting of Granny Weatherall”—if
not taught earlier or revisit the STRUCTURE
O’Connor’s “The Life You Save May Be Your
Own” p 1013
Malamud’s “The First Seven Years”
p 1028
4.
Aug. 4-Oct. 2
Write narratives to develop real or
imagined experiences or events
using effective technique, wellchosen details, and wellstructured event sequences.
[W.11-12.3]
(B.3.a, B.4.f)
4|Page
1.
2.
Pearson Digital Common Core Literature:
The American Experience
Faulkner’s “A Rose for Emily”
Porter’s “The Jilting of Granny Weatherall”—if
not taught earlier or revisit the STRUCTURE
3.
4.
O’Connor’s “The Life You Save May Be Your
Own” p 1013
Malamud’s “The First Seven Years”
p 1028
LTF Teacher Resources: Literary TermsLinking them to Meaning
LTF Teacher Resources: Scoring Guide for
Text-Based Narrative
ALEX:
http://alex.state.al.us
”Understanding Stream of
Consciousness in "Bread" by
Margaret Atwood (Works with “The
Jilting of Granny Weatherall”)
-Write a narrative in response to
Gwendolyn Brooks’ poem “We Real
Cool”
http://www.readwritethink.org/classr
oom-resources/lesson-plans/manyyears-later-responding-1030.html
District Digital Resource: Writing Coach
Writing Workshop: Fictional
Narrative p 1448
TEACH AND ASSESS ALL YEAR:
Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose and
audience. [W.11-12.4]
(B.3.b, B.3.c, B.3.d, B.3.e. B.4.e,
B.4.f)
1.
2.
3.
4.
5|Page
LTF Teacher Resources: Paragraph Frame,
Paragraph Template
District Digital Resource: Writing Coach
Aug. 4-Oct. 2
TEACH AND ASSESS ALL YEAR:
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.
[W.11-12.5]
(B.3.a, B.3.b, B.3.c, B.3.d, B.4.a,
B.4.c, B.4.e, B.4.f, B.4.g
1.
2.
LTF Resources: Focus For Editing and
Revising
Aug. 4-Oct. 2
District Digital Resource: Writing Coach
3.
4.
TEACH AND ASSESS ALL YEAR:
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.1112.6]
1.
LTF Resources: Focus For Editing and
Revising
Aug. 4-Oct. 2
2.
District Digital Resource: Writing Coach
3.
4.
TEACH AND ASSESS ALL YEAR:
Write routinely over extended
time frames, including time for
research, reflection, revision, and
shorter time frames such as a
single sitting or a day or two for a
range of tasks, purposes, and
audiences. [W.11-12.10] (E.c)
1.
2.
LTF Resources: Focus For Editing and
Revising
Aug. 4-Oct. 2
District Digital Resource: Writing Coach
3.
4.
TEACH AND ASSESS ALL YEAR:
Initiate and participate effectively
in a range of collaborative
discussions with diverse partners
on Grade 12 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively. [SL.11-12.1]
1.
2.
3.
6|Page
Student engagement strategies, group
projects and presentations
Aug. 4-Oct. 2
4.
TEACH AND ASSESS ALL
YEAR:
Demonstrate command of the
conventions of Standard English
grammar and usage when writing
or speaking. [L.11-12.1] (A.8.c,
B.5.f)
1.
Pearson Digital Common Core Literature The
American Experience
2.
LTF Teacher Resources: Transition Toolbox,
Phrase Toolbox, Clause Toolbox, Grammar
Terms High School
3.
Don Killgallon’s Sentence Composing for High
School
4.
District Digital Resource: Writing Coach
Aug. 4-Oct. 2
BIG Question: How does language and usage
evolve over time?
-Entomological Dictionary online
-History of the English Language
TEACH AND ASSESS ALL
YEAR:
Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and
spelling when writing. [L.11-12.2]
(B.5.a, B.6.b, B.6.c)
1.
2.
Writing Workshop: Language, Writing and
Test Taking p 1261 Digital CC Literature
Pearson Digital Common Core Literature:
The American Experience
Don Killgallon’s Sentence Composing for High
School
District Digital Resource: Writing Coach
3.
4.
Bell Ringer Activities: Editing and Revising
Drill and Practice WS and activities with
literature selections available in Pearson
Digital CC Literature Resources
Writing Workshop: Language, Writing and
Test Taking p 1261 Digital CC Literature
Instructional Guide 2015-2016
2nd Nine Weeks
Course: _____ English_______ Grade: _______11th_______
7|Page
Aug. 4-Oct. 2
“I Can” Statements *
(Unwrapped by School Teams)
Standard
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.
11-12.1] (A.6.a, A.6.b, A.6.c)
1.
2.
3.
4.
Suggested Resources
(Compiled by School Teams with
Required Texts Highlighted)
The Great Gatsby
Pacing
Recommendation
/Date(s) Taught
Oct. 12-Dec. 18
ALEX (http://alex.state.al.us)


‘Nothing's Great About Daisy’
‘Connotation, Character, and Color Imagery in
The Great Gatsby’
The Great Gatsby characterization “Passing
Judgment Evaluating Jay Gatsby” (RL1, 2, 3,
4)
http://betterlesson.com/lesson/591138/passi
ng-judgement-evaluating-jay-gatsby
“Gatsby: Rumors, Characters & Plot” RL1, RL2,
RL3
http://betterlesson.com/lesson/590192/gatsby-rumorscharacters-and-plot-a-midpoint-review
“Daisy and Gatsby Reunited: Exploring Character
Interaction” RL1, RL2, RL3, RL4
http://betterlesson.com/lesson/590205/daisy-andgatsby-reunited-exploring-character-interaction
ALEX:
http://alex.state.al.us
“Shifting to Text-Based Questioning”
Pearson Digital CC Literature
“Fitzgerald’s Elusive Women” P 742
“The Jazz Age” P 746
Virtual Library (avl.lib.al.us)
Literary criticism from any of the literary selection
from current nine weeks.
Alabama
LTF Teacher Resources: Dialectical JournalSummarizing, Observing, and Questioning, Three
Levels of Reading, Reading and Questioning
Connections
Determine two or more central
ideas of a text and analyze
8|Page
1.
ALEX:
http://alex.state.al.us
Oct. 12-Dec. 18
their development over the
course of the text, including
how they interact and build on
one another to provide a
complete analysis; provide an
objective summary of the text.
[RI. 11-12.2] (A.6.b, A.6.c)
2.
3.
4.
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.11-12.3]
1.
2.
(A.5.e)
3.
4.
Pearson Digital Curriculum
PH Literature Text:
“Two Influential Writers” P 820
Faulkner’s Nobel Prize Acceptance
Speech P 828
Excerpt from Hurston’s
Autobiography Dust Tracks on a
Road P 930
Alabama Virtual Library (avl.lib.al.us)
for articles and literary criticism for
any of the literary selections from the
current nine weeks
ALEX:
http://alex.state.al.us
Oct. 12-Dec. 18
Pearson Digital Curriculum
PH Literature Text:
“Two Influential Writers” P 820
Faulkner’s Nobel Prize Acceptance
Speech P 828
Excerpt from Hurston’s
Autobiography Dust Tracks on a
Road P 930
Alabama Virtual Library
http://www.avl.lib.al.us/
for articles and literary criticism for
any of the literary selections from the
current nine weeks
Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
how any author uses and
refines the meaning of a key
9|Page
1.
ALEX:
http://alex.state.al.us
2.
Pearson Digital CC Literature Text:
“Two Influential Writers” p 820
Oct. 12-Dec. 18
term or terms over the course
of a text. [RI.11-12.4] (A.5.e,
3.
A.5.g) (e.g., how Madison
defines faction in The
Federalist No. 10).
4.
Faulkner’s Nobel Prize Acceptance
Speech p 828
Excerpt from Hurston’s
Autobiography Dust Tracks on a
Road p 930
Read interview of popular figure,
essay, editorial or memorandum
online
Common Core Companion p 124
Pearson CC Digital Resource
Online use cultural, scientific and
technical articles to compare and
contrast how words are used for
understanding the topic
Common Core Companion p 124,
130
Alabama Virtual Library
http://www.avl.lib.al.us/ for articles and
literary criticism for any of the
literary selections for the current
nine weeks
Write informative or
explanatory texts to examine
and convey complex ideas,
concepts, and information
clearly and accurately through
the effective selection,
organization and analysis of
content. [W. 11-12.2]
(B.2.b, B.2.3, B.3.a, B.4.f)
1.
2.
3.
Pearson Digital Resource: Writing
Coach
Oct. 12-Dec. 18
LTF Teacher Resources: Paragraph
Frame, Paragraph Template,
Planning a Compare/Contrast Essay,
Scoring Guide-Compare Contrast
4.
Integrate multiple sources of
information presented in
diverse formats and media in
order to make informed
10 | P a g e
1.
Alabama Virtual Library (avl.lib.al.us)
for articles and literary criticism for
any of the current selections
Oct. 12-Dec. 18
decision and solve problems,
evaluating the credibility and
accuracy of each source and
noting any discrepancies
among the data. [SL. 11-12.2]
2.
3.
Pearson CC Literature p 944-951
Writing Workshop Multimedia
Presentation
(D.1.b, D.1.c, D.1.d)
4.
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.11-12.5]
1.
2.
PowerPoint, Prezi and other media
for presentations
Oct. 12-Dec. 18
Pearson CC Literature p 944-951
Writing Workshop Multimedia
Presentation
3.
4.
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.1112.3] (B.4.b, B.4.d, D.1.e)
1.
2.
3.
4.
LTF Teacher Resources: Diction
Analysis, Syntactical Terms,
Character and Style Analysis Word
List, Literary Terms-Linking Them to
Meaning
Don Killgallon’s Sentence Composing
for High School
Peer Review Class Workshop-Group
Evaluate Classmates sentences
(sentence strips)
Analyzing Diction and Tone – Select
passage and identify words that
communicate tone
Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings. [L.11-12.5]
11 | P a g e
1.
2.
Device Scavenger-Group
Locate examples of specific literary
devices in a text and analyze for
purpose and effect.
Oct. 12-Dec. 18
(A.3.d, A.5.e, A.8.b, A.8.f,
A.8.h, B.4.a, B.4.c)
3.
Individual create a visual / picture
representing assigned literary term
4.
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on Grade 11
reading and content, choosing
flexibly from a range of
strategies. [L.11-12.4] (A.8.c,
A.8.d, A.8.e, A.8.f, A.8.h,
B.4.e, B.4.f)
1.
2.
3.
4.
12 | P a g e
Select passage or sentences, identify
unfamiliar words (circle) and locate
information /context clues
(underline) that help reveal meaning
Vocabulary skits-Group
1 minute to demonstrate the
meaning of a word through dialogue
and action
Vocabulary Footnotes-Group
Each group assigned a
paragraph/section of complex
passage. Create footnotes for
unfamiliar words using synonyms
and use when reading entire passage
as class.
Oct. 12-Dec. 18
Huntsville City Schools
Instructional Guide 2015-2016
3rd Nine Weeks
Course: _____ English_______ Grade: _______11th_______
“I Can” Statements *
(Unwrapped by School Teams)
Standard
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.
11-12.5]
(A.5.a, A.5.e, A.5.g, A.6.c)
1.
2.
3.
4.
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. 1112.6] (A.5.g, A.5.h)
1.
2.
3.
4.
Analyze seminal United States
documents of historical and
13 | P a g e
1.
Suggested Resources
(Compiled by School Teams with
Required Texts Highlighted)
Pacing
Recommendation
/Date(s) Taught
ACT Quality Core:
https://qc.vantage.com Educator
Resources: Sample Unit-Persuading
with Style:
Persuasive essay “The Case for More
School Days”-included in unit
This unit suggests Gould’s “Women’s
Brains” and Hearne’s “What’s Wrong
with Animal Rights” to analyze in
groups
Jan. 5-March 4
ACT Quality Core:
https://qc.vantage.com Educator
Resources: Unit- Persuading with
Style
Benjamin Banneker’s Letter to
Thomas Jefferson-included in this
unit
Jan. 5-March 4
LTF Teacher Resources:
Analyzing an Argument, How to Write
a Rhetorical Precis
ALEX:
http://alex.state.al.us
literary significance (e.g.
Roosevelt’s “Four Freedoms”
speech, King’s “Letter from a
Birmingham Jail”), including
how they address related
themes and concepts. [RI. 910.9]
2.
3.
4.
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence. [W.11-12.1]
1.
2.
(B.2.c, B.2.d, B.2.e, C.f)
3.
4.
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.1112.7]
1.
2.
3.
Pearson Digital CC Literature Text:
JFK’s Inaugural Address p 1104
Excerpt from MLK’s “Letter from a
Birmingham Jail” p 1109
American Rhetoric
http://www.americanrhetoric.com/
ACT Quality Core:
https://qc.vantage.com Educator
Resources: Unit- Persuading with
Style
Topic (Greatest Problem or Promise
of the United States) and rubrics
included along with many activities
on writing persuasively
LTF Teacher Resources: Determining
Your Position-Prewriting for the
Persuasive Essay, Template for
Persuasive Paragraph, Scoring
Guide-Persuasion
Alabama Virtual Library
http://www.avl.lib.al.us Opposing
Viewpoints
Jan. 5-March 4
Jan. 5-March 4
Research Paper (persuasive on
issue):bibliography cards, note cards,
thesis, outline, rough draft, final
paper
4.
(C.b, C.d, C.f)
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches
14 | P a g e
1.
Alabama Virtual Library
http://www.avl.lib.al.us/
Opposing Viewpoints
Jan. 5-March 4
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 of
citation. [W. 11-12.8]
2.
3.
Research Paper (persuasive on
issue):bibliography cards, note
cards, thesis, outline, rough draft,
final paper
4.
MLA Handbook
MLA Style Guide (e.g. Diana Hacker’s
A Pocket Style Manual)
1.
Alabama Virtual Library
http://www.avl.lib.al.us
Opposing Viewpoints
(C.a, C.c, C.d, C.e, C.f)
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research. [W.11-12.9](C.d,
C.e)
2.
3.
4.
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.
[L.11-12.6](A.7.a, B.4.e. B.4.f)
15 | P a g e
1.
2.
3.
4.
Jan. 5-March 4
Research Paper (persuasive on
issue):bibliography cards, note
cards, thesis, outline, rough draft,
final paper
MLA Handbook
MLA Style Guide (e.g. Diana Hacker’s
A Pocket Style Manual)
Alabama Virtual Library
http://www.avl.lib.al.us
Opposing Viewpoints
Research Paper (persuasive on
issue):bibliography cards, note
cards, thesis, outline, rough draft,
final paper
MLA Handbook
MLA Style Guide (e.g. Diana Hacker’s
A Pocket Style Manual)
Jan. 5-March 4
Pearson Digital CC Literature: The
American Experience Resources
LTF Teacher Resources: Grammar
Terms High School, Literary Terms
High School
Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and
spelling when writing. [L.11-12.2]
(B.5.a, B.6.b, B.6.c)
Jan. 5-March 4
1.
Pearson Digital CC Literature: The
American Experience Resources
2.
LTF Teacher Resources: Grammar
Terms High School, Literary Terms
High School
3.
4.
“
ALEX:
http://alex.state.al.us
Don Killgallon’s Sentence Composing
for High School
District Digital Resource: Writing
Coach
Bell Ringer Activities: Writing
Process Editing and Revising
Drill and Practice WS and activities
with literature selections available in
Pearson Digital Literature Resources
Test Taking Practices: Grammar and
Writing p 1462 Pearson CC Literature
Textbook
16 | P a g e
17 | P a g e
Huntsville City Schools
Instructional Guide 2015-2016
4th Nine Weeks
Course: _____ English_______ Grade: _______11th_______
“I Can” Statements *
(Unwrapped by School Teams)
Standard
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.) [RL. 11-12.7]
(A.2.e, A.3.b, A.4.b. A.5.f)
1.
2.
3.
4.
Suggested Resources
(Compiled by School Teams with
Required Texts Highlighted)
Audio of plays:
https://librivox.org/pages/public-domain/
Folger Shakespeare Library
http://www.folger.edu/teach-and-learn
Pacing
Recommendation
/Date(s) Taught
Mar. 7-May 20
Shakespeare’s The Tragedy of Hamlet
-ALEX http://alex.state.al.us
Happily Ever After? Exploring Character,
Conflict, and Plot in Dramatic Tragedy
'Hamlet'' and the Elizabethan Revenge Ethic
in Text and Film
http://www.vocabulary.com
Hamlet vocabulary
Pearson Digital CC Literature
Reading/vocabulary warm-ups
Demonstrate knowledge of
foundational works of American
literature, including how two or
more texts from the same period
treat similar themes of topics.
[ALABAMA Specific) RL. 11-12.9]
(A.2. e, A.3.b, A.4.a, A.4.b, A.5.f)
Engage New York Hamlet Unit (in English
Edmodo folders!)
ALEX:
1.
http://alex.state.al.us
2.
Literary Selections in CC Textbook: Miller’s
The Crucible p 1120
3.
4.
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Mar. 7-May 20
By the end of Grade 11, read and
comprehend literature, including
stories, dramas, and poems at
the high end of the Grades 11College and Career Readiness
(CCR) text complexity band
proficiently with scaffolding as
needed at the high end of the
range. [RL. 11-12.10] (A.1.b, A.1.c,
A.2.c, A.3.c, A.3.d)
ALEX:
1.
2.
3.
4.
http://alex.state.al.us
Mar. 7-May 20
Novels: See Pearson CC Literature
Workshops at the end of each unit,
https://qc.vantage.com QC.Vantage
ACT Suggested Course of Study or the
“Protected Texts” list for novel
suggestions
ACT Quality Core:
https://qc.vantage.com See Teacher
Resources Course Description and Syllabus
for suggested readings
Mar. 7-May 20
Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and
spelling when writing. [L.11-12.2]
(B.5.a, B.6.b, B.6.c)
1.
2.
ALEX:
http://alex.state.al.us
Pearson Digital Common Core Literature Text
3.
4
Analyze a case in which grasping
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. 11-12.6]
(A.5.e, A.5.g)
Mar. 7-May 20
1.
2.
3.
4
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ALEX:
http://alex.state.al.us
Pearson Digital Curriculum
PH Literature Text
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.11-12.7] (A.2.e, A.5.f)
ACT Quality Core:
1.
Mar. 7-May 20
https://qc.vantage.com Educator Resources:
Unit- Persuading with Style (visual analysis is
included)
2.
PH Literature Project-Primary Sources 10031008
3.
4.
By the end of Grade 11, read and
comprehend literary nonfiction at
the high end of the Grades 11CCR text complexity band
proficiently, with scaffolding as
needed at the high end of the
range. [RI.11-12.10]
(A.1.b, A.1.c, A.2.c)
LTF Teacher Resources:
Analyzing an Argument in Visual Text
Alabama Virtual Library
1.
http://www.avl.lib.al.us
Hamlet literary criticism
2.
3.
4.
ALEX:
http://alex.state.al.us
Folger Shakespeare Library
http://www.folger.edu/teach-and-learn
Many informational resources to meet
standard and connect to the play
Renaissance background
Shakespeare biography, Globe Theater,
Hamlet background
Variety of PH Lit Nonfiction Selections:
See Table of Contents for a list of literary
nonfiction in Pearson CC Digital Literature
Novels: See Pearson CC Lit Workshops at
the end of each unit, QC.Vantage ACT
Suggested Course of Study or the
“Protected Texts” list for novel
suggestions
ACT Quality Core:
https://qc.vantage.com See Teacher
Resources Course Description and Syllabus
for suggested readings
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Mar. 7-May 20
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated or
appropriate. [SL.11-12.6] (B.4.f,
D.2.b)
Mar. 7-May 20
1.
2.
3.
4.
http://www.webenglishteacher.com/debate
or other web resources for classroom debate
rules, preparation, and rubrics
edweb.tusd.k12.az.us (debate resource)
http://www.procon.org/
(debate topics and research)
http://www.nyt.com/roomfor
debate (debate topics and research)
http://www.tusd1.org/resources/index.asp
Alabama Virtual Library
http://www.avl.lib.al.us
Opposing Viewpoints
* To be completed by school teams for English and Math
Reading List: Required: The Great Gatsby, Hamlet, Of Mice and Men (not available online) Protected: A Raisin in the Sun, The Crucible
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