AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.7F
Students will
understand the
purpose and
expectations of their
English III course.
The course syllabus.
(See Link to Sample
Syllabus)
Questions for
Readers
1
RULES, GOALS, AND EXPECTATIONS
11.1B
11.19C
Students will be able
to compose a piece of
writing for a specific
purpose.
The student
handbook.
What elements
of the course
syllabus or
student
handbook do
you disagree
with? Why?
ADVANCED
OBJECTIVES
Prompts for
Writers
Compose for both
personal and public
purposes
and audiences.
Describe your
perfect
classroom
environment.
Reading/Critical
Thinking/Literary
Devices/Skills
Use highlighters to
identify important
information.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Student
Writing
Sample:
Discussion
Identifying main
ideas and supporting
details.
Write an essay
explaining
your specific
goals for the
school year.
Students will
create a collage
that represents
their
personality.
Understand the
purpose of a text.
ADVANCED
PRODUCT
Write a
personal
“literacy
history,”
explaining
significant or
memorable
achievements
in your ability
to read and
express
yourself in
words.
Why is respect
and tolerance
important to our
English III
classroom?
SIOP
ACTIVITY:
Create a skit that
captures why
respect and
tolerance is
important in the
classroom.
ADVANCED
PRODUCT
Students will
write a web
page or
personal web
site that
captures their
personality.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8D
Interpret the possible
meanings of
historical context on
literary works.
“The Right to be
Free”
Questions for
Readers
Essay LL pg. 260
Distinguish an
author’s purpose.
“Speech in the
Virginia
Convention,”
What emotions
are Patrick
Henry trying
to evoke with
his speech?
2
FOUNDATIONS OF FREEDOM
11.19C
11.12C
11.6B
Analyze logical
modes of persuasion
in a text.
Rely on context to
determine the
meaning of
unfamiliar
vocabulary.
ADVANCED
OBJECTIVES
Compile a large
vocabulary of the
language of
rhetorical analysis
through both formal
study of terms and
exposure to expert
practice and analysis
of rhetoric.
Speech LL pg.262
ADVANCED
SELECTION
From “Sinners in the
Hands of an Angry
God” Sermon LL pg.
152
(Note: Place
advanced students
in groups of 3 or 4
for “Reading
Circles.” Students
read selections
independently,
responding to
literature in
dialectical journals.
“Reading Circles”
meet weekly to
discuss dialectical
journal entries.)
Prompts for
Writers
Reflect on
your previous
history classes.
Write down a
summary of
what you
know about
the founding
of the United
States of
America.
Reading/Critical
Thinking/Literary
Devices/Skills
Persuasive rhetoric,
premise, historical
context, vocabulary
building using
context clues.
ADVANCED
ANALYSIS
(See link to
supplemental
material on
rhetorical analysis.)
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Capitalization
Discussion
Art, page 265.
LL pg. 52
In groups,
students will take
turns reciting
passages from
Patrick Henry’s
Speech at the
Virginia
Convention.
Write a brief
description of
what you
imagine is
going on in the
scene in this
painting.
ADVANCED
PRODUCT
Compile flash
cards of new
and unfamiliar
words from
class and
individual
reading to use
as a resource
for future
writing
assignments.
Independence
Discussion pg.
268
SIOP
ACTIVITY:
Think-Pair-Share
ADVANCED
DEBATE
Do you agree or
disagree with
Edwards’s
religion of
Calvinism? Are
our futures
predestined?
Using your
imagination,
add vivid
sensory details:
sight, touch,
taste, smell, and
sound.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8D
Interpret the possible
meanings of
historical context on
literary works.
“Declaration of
Independence”/
document LL pg. 270
Questions for
Readers
FOUNDATIONS OF FREEDOM
3
11.19C
Distinguish an
author’s purpose.
11.12C
Analyze logical
modes of persuasion
in a text.
11.6B
Rely on context to
determine the
meaning of
unfamiliar
vocabulary.
ADVANCED
OBJECTIVES
Identify the author’s
bias and purpose.
Analyze the author’s
use of argumentation
techniques.
“What is an
American?”/essay
LL pg. 289
ADVANCED
SELECTION
“To My Dear and
Loving Husband”,
poetry LL pg.138
How does
Thomas
Jefferson
justify the
independence
of the
American
colonies?
Prompts for
Writers
Examine the
painting on
page 273.
How do you
think these
founding
fathers felt
when signing
the
Declaration of
Independence?
Reading/Critical
Thinking/Literary
Devices/Skills
Logical appeal,
ethical appeal,
emotional appeal,
inductive reasoning,
deductive reasoning,
historical context
building vocabulary
through context
clues.
ADVANCED
ANALYSIS
Choose a brief
section of the
Declaration of
Independence.
Demonstrate how
changing the syntax
(the order of the
words in a sentence)
can alter the meaning
or tone of a passage.
(See link to
supplemental
material on
syntactical analysis.)
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Parts of speech
In groups,
students will take
turns
paraphrasing
portions of the
Declaration of
Independence.
Art
appreciation,
pg. 273.
LL pg.26,30,80
ADVANCED
PRODUCT
Write a
response to
Jefferson from
the perspective
of the British
Throne.
ADVANCED
DEBATE
Did the rights
that Jefferson
argued for in the
Declaration of
Independence
also apply to
women? Do
they apply to
women now?
Defend your
ideas with
specific
examples.
Where does the
artist focus the
viewer’s
attention in this
painting?
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8D
Interpret the possible
meanings of
historical context on
literary works.
From “SelfReliance,” by Ralph
Waldo Emerson.
Questions for
Readers
4
pg. 363
TRANSCENDENTALISM
11.19C
11.12C
11.6E
Distinguish an
author’s purpose.
Analyze logical
modes of persuasion
in a text.
Use reference
material like a
dictionary and
thesaurus to
determine precise
meaning and usage of
a word.
11.10B
Use elements of a
text to defend his or
her responses and
interpretations.
ADVANCED
OBJECTIVES
-Research complex
and difficult topics
with analysis.
-Use and evaluate
online and print
sources.
“Memoirs” by
Margaret Fuller.
Poem. LL pg. 366
ADVANCED
SELECTIONS
Students will
research current
events articles related
to protests, civil
disobedience, or civil
rights. Encourage
Reading Circles to
find articles in
sources such as the
New York Times,
Los Angeles Times,
UK Telegraph, and
other online news
sources.
Is conformity
necessary in
order to be
successful in
our society?
Give examples
to support your
answer.
Prompts for
Writers
Write about
one thing that
you would
prefer not to
conform to.
Reading/Critical
Thinking/Literary
Devices/Skills
logical appeal, ethical
appeal, emotional
appeal, inductive
reasoning, deductive
reasoning, historical
context, using a
dictionary to
determine precise
meaning, using a
thesaurus to find
synonyms and
antonyms.
ADVANCED
ANALYSIS
Locate and record the
various aphorisms in
Emerson’s “SelfReliance.”
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Types of
sentences
Discussion
Art
appreciation,
pg. 365.
LL pg.
4,3,75,83,8995
BK English:
Summaries
Ch. 11 pg.
C516
ADVANCED
PRODUCT
Students will
draft letters to
the editor of a
newspaper
about a civil
rights topic.
Letters must
be based on
solid research.
Why should high
school students
be expected to
conform to the
rules of the
school district?
SIOP Activity:
Think-Pair-Share
ADVANCED
PRODUCT
Students will
present the
findings of their
research in their
Reading Circles.
How is nature
portrayed in
relation to man
in this painting?
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8D
Interpret the possible
meanings of
historical context on
literary works.
From “Civil
Disobedience,” by
Henry David Thoreau
Questions for
Readers
5
pg. 368
TRANSCENDENTALISM
11.19C
11.12C
11.6E
11.10B
Distinguish an
author’s purpose.
Analyze logical
modes of persuasion
in a text.
Use reference
material like a
dictionary and
thesaurus to
determine precise
meaning and usage of
a word.
Use elements of a
text to defend his or
her responses and
interpretations.
ADVANCED
OBJECTIVES
-Research complex
and difficult topics
with analysis.
-Use and evaluate
online and print
sources.
ADVANCED
SELECTIONS
Students will
research current
events articles related
to protests, civil
disobedience, or civil
rights. Encourage
Reading Circles to
find articles in
sources such as the
New York Times,
Los Angeles Times,
UK Telegraph, and
other online news
sources. Each
Reading Circle will
choose one issue of
interest to research
further and present to
the class.
According to
Thoreau, in
what three
ways to
citizens serve
the state?
Prompts for
Writers
Do citizens
serve the state,
or are states
supposed to
serve the
citizens?
Support your
answer with
evidence from
any of the
material we
have studied
so far this
year.
Reading/Critical
Thinking/Literary
Devices/Skills
Logical appeal,
ethical appeal,
emotional appeal,
inductive reasoning,
deductive reasoning,
historical context,
using a dictionary to
determine precise
meaning, using a
thesaurus to find
synonyms and
antonyms.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
BK English:
Chapters 1&2
pg. L2-L87
Discussion:
Examine the
photographs on
pages 370, 371,
and 375. What
do all of these
images have in
common? How
do they relate to
the reading
“Civil
Disobedience?”
BK English:
Persuasive
Essay Ch. 9
pg. C408
ADVANCED
PRODUCT
Students will
revise letters to
the editor of a
newspaper
about a civil
rights topic.
Letters must
be based on
solid research.
Do you believe
that all
Americans have
a “Civic Duty?”
SIOP
ACTIVITY:
Think-Pair-Share
ADVANCED
PRODUCT
Students will
continue to
present the
findings of their
research in their
Reading Circles.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8D
Interpret the possible
meanings of
historical context on
literary works.
From “Walden, by
Henry David Thoreau
” pg. 381
Questions for
Readers
6
TRANSCENDENTALISM
11.6E
11.10B
11.11F
Use reference
material like a
dictionary and
thesaurus to
determine precise
meaning and usage of
a word.
Use elements of a
text to defend his or
her responses and
interpretations.
Understand literary
terms like figurative
language and
imagery.
ADVANCED
OBJECTIVE
Present the results of
research, using a
documented
outline as notes.
ADVANCED
SELECTIONS
Students will
research current
events articles related
to protests, civil
disobedience, or civil
rights. Encourage
Reading Circles to
find articles in
sources such as the
New York Times,
Los Angeles Times,
UK Telegraph, and
other online news
sources. Each
Reading Circle will
choose one issue of
interest to research
further and present to
the class.
Why has
Thoreau
decided to live
at Walden
pond?
Prompts for
Writers
Is Thoreau’s
year in nature
possible in
today’s
modern world?
Why or why
not?
Reading/Critical
Thinking/Literary
Devices/Skills
Logical appeal,
ethical appeal,
emotional appeal,
inductive reasoning,
deductive reasoning,
historical context,
using a dictionary to
determine precise
meaning, using a
thesaurus to find
synonyms and
antonyms.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Pronouns LL
pg. 57
Discussion: In
what ways is
nature respected
or disrespected
here in
Brownsville?
Choose one of
the images from
pages 382-391.
Briefly explain
in writing what
that image says
about nature.
Compound/Si
mple
Predicate LL
pg. 60
ADVANCED
PRODUCT
Students will
edit and mail
letters to the
editor of a
newspaper
about a civil
rights topic.
Letters must
be based on
solid research.
SIOP Activity:
Think-Pair-Share
ADVANCED
PRODUCT
Students will
present the
findings of their
research to the
class using a
documented
outline as notes.
ADVANCED
PRODUCT
Students will
create a visual
aide to
accompany
their research
presentation.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.6B
Rely on context to
determine meaning of
unfamiliar words.
“The Devil and Tom
Walker” by Henry
Wadsworth
Longfellow. Short
Story LL pg. 349
Questions for
Readers
AMERICAN GOTHIC TRADITION
7
11.11F
11.11C
Understand literary
forms like the short
story.
Describe the
development of plot
and identify conflicts
and how they are
resolved.
11.11E
Connect literature to
historical contexts.
11.3C
Compose
increasingly complex
sentences.
ADVANCED
OBJECTIVE
Use literary models
to emulate stylistic
excellence.
ADVANCED
SELECTION
“Rip Van Winkle” by
Henry Wadsworth
Longfellow. (See
link in supplemental
material)
What are some
of the most
striking
images from
the story?
Prompts for
Writers
Using
Washington
Irving’s
writing as a
model, try to
write a
descriptive
paragraph of a
frightening
setting.
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, identify
imagery, identify
conflict, identify
themes.
ADVANCED
ANALYSIS
Diction, Syntax
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Sentence
craftingparallelism LL
pg. 991
Discussion:
What
temptations do
young people
face in today’s
society?
Examine the
illustrations
throughout
“The Devil and
Tom Walker.”
How do the
colors and
images
contribute to the
mood of the
story?
ADVANCED
PRODUCT
Emulating
Longfellow’s
style, diction,
and syntax,
write a short
story in which
a human
encounters the
devil.
ADVANCED
DEBATE
Has the pursuit
of wealth had a
positive or
negative impact
on American
culture?
SIOP Activity:
Gallery Walk.
Students will
share illustrated
scenes from
“The Devil and
Tom Walker.”
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.6B
Rely on context to
determine meaning of
unfamiliar words.
“The Masque of the
Red Death” pg.454
Questions for
Readers
AUTHOR STUDY:
Edgar Allen Poe
Examine the
description of
the seventh
room. What
mood is
created by this
setting?
8
AMERICAN GOTHIC TRADITION
11.11F
Understand literary
forms like the short
story.
LL pg. 452
ADVANCED
SELECTION
11.11C
Describe the
development of plot
and identify conflicts
and how they are
resolved.
11.11E
Connect literature to
historical contexts.
11.3C
Compose
increasingly complex
sentences
ADVANCED
OBJECTIVE
Describe accurately
the distinctive
elements of an
author’s
writing style.
“The Raven,” by
Edgar Allen Poe LL
pg. 467
Prompts for
Writers
Think of your
bedroom at
home.
Describe your
room in a way
that captures
the “mood”
that you feel
when you’re
there.
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, stop during
reading to clarify
meaning, identify
imagery, identify
conflict, identify
themes.
ADVANCED
ANALYSIS
Author’s style: Edgar
Allen Poe. LL pg.
497.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
BK English:
Using Verbs
Ch. 5 Pg. L166
SIOP Activity:
Reading Fluency
In groups,
students will
present the
essential story
of “The Masque
of Red Death”
using nonverbal
communication.
ADVANCED
PRODUCT
Write a brief
literary
analysis
describing the
distinctive
elements of
Edgar Allen
Poe’s style.
Choose a
passage from
“The Masque of
Red Death” that
challenges you.
Read that
passage with a
partner, focusing
on reading
clearly and
fluently,
pronouncing
each word
carefully.
ADVANCED
PRODUCT
Rehearse and
present a
performance of
Edgar Allen
Poe’s poem “The
Raven.”
See link to
“The
Simpsons”
Parody of
Edgar Allen
Poe’s “The
Raven” in
supplemental
materials.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.6B
Rely on context to
determine meaning of
unfamiliar words.
“The Fall of the
House of Usher,” by
Edgar Allen Poe. LL
pg. 473
Questions for
Readers
11.11F
Understand literary
forms like the short
story.
AMERICAN GOTHIC TRADITION
9
11.11C
Describe the
development of plot
and identify conflicts
and how they are
resolved.
11.11E
Connect literature to
historical contexts.
11.11F
Understand literary
terms like “Mood.”
ADVANCED
OBJECTIVE
Recognize and
analyze the
importance of point
of view,
sometimes called
persona, voice,
speaker, or
viewpoint.
ADVANCED
SELECTION
“Spleen.” Poem by
Charles Baudelaire.
LL pg. 495
Now that we
have read two
stories by
Edgar Allen
Poe, what can
you say about
his
personality?
Does his
biography
make more
sense?
Prompts for
Writers
Over the
weekend, keep
a journal, and
try to write in
it three times a
day. On
Monday,
examine how
your mood
changed over
time.
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, stop during
reading to clarify
meaning, pausing to
understand complex
sentences, identify
mood.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Correct Verb
Forms LL pg.
288
Students will
rehearse and
present an oral
reading of the
introductory
paragraph or the
concluding
paragraph of the
story.
ADVANCED
ANALYSIS
ADVANCED
PRODUCT
Look at the
portrait on page
479. This is a
self-portrait.
Examining the
image, what can
you tell about
the author’s
personality
based on his
view of himself.
Voice, point of view
Choose a
passage from
“The Fall of
the House of
Usher.”
Rewrite the
passage in the
third person
point of view.
Faulty
Parallelism BK
English pg.
C92
SIOP Activity:
Gallery Walk.
Students will
create and share
self-portraits.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.6B
Rely on context to
determine meaning of
unfamiliar words.
Questions for
Readers
11.11F
Understand literary
forms like the short
story.
“Dr. Heidegger’s
Experiment” by
Nathaniel
Hawthorne. LL pg.
500
AMERICAN GOTHIC TRADITION
10
11.11C
11.1B
11.3C
Describe the
development of plot
and identify conflicts
and how they are
resolved.
Write in a voice and
style appropriate to
audience and
purpose.
Compose
increasingly complex
sentences
ADVANCED
OBJECTIVE
Control tone in one’s
own writing.
ADVANCED
SELECTION
“Young Goodman
Brown” by Nathaniel
Hawthorne (See links
in supplemental
materials.)
Why does Dr.
Heidegger
warn his
guests before
the experiment
takes place?
SIOP
Activity:
Think-PairShare
Prompts for
Writers
If you could
go back to a
time from your
youth, when
would you
visit?
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, stop during
reading to clarify
meaning, pausing to
understand complex
sentences, identify
point of view,
summarize plot.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Active and
Passive Voice
BK English pg.
C03
Read the first
draft of your
gothic story
aloud to a
partner. Check
to see that your
writing flows
smoothly and
that it captures
the mood you are
looking for.
Using your own
drawing or
images from a
magazine,
compile a set of
images that
corresponds
with your story.
Based on the
stories we
have read in
recent weeks,
write the first
draft of a
gothic story of
your own.
ADVANCED
PRODUCT
Write a gothic
story
emulating the
structure,
mood, and
tone of Edgar
Allen Poe.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.5A
Evaluate writing for
both mechanics and
content.
“A Rose for Emily”
pg. 516
Questions for
Readers
11.11F
Understand literary
forms like the short
story.
ADVANCED
SELECTION
What is the
point of view?
How does this
point of view
affect the
story?
SOUTHERN GOTHIC TRADITION
11
11.11C
11.1B
Describe the
development of plot
and identify conflicts
and how they are
resolved.
Write in a voice and
style appropriate to
audience and
purpose.
11.3C
Compose
increasingly complex
sentences
11.11F
Understand literary
terms like “Allegory”
and “Sensory
Details”
ADVANCED
OBJECTIVE
Practice close reading
of texts to discover
layered meanings.
“The Life You Save
May Be Your Own,”
by Flannery
O’Connor. LL pg.
529
(See link to
supplemental
material on
point of view.)
Prompts for
Writers
This story is
written in the
“first person
collective”
point of view.
Using this
point of view,
write a
paragraph
from the
perspective of
your entire
family.
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, stop during
reading to clarify
meaning, pausing to
understand complex
sentences, identify
mood, identify
flashbacks and
changes in the
sequence of time.
ADVANCED
ANALYSIS:
Compare and contrast
the styles of Poe,
Hawthorne, Faulkner,
and O’Connor.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Adjective/
Adverb
Phrases
LL pg. 368,
376
BK pg. L91-92
Read the second
draft of your
gothic story
aloud to a
partner. Check
to see that your
writing flows
smoothly and
that it captures
the mood you are
looking for.
Find a partner.
Examine the
images that they
created for their
story. Do you
think these
images are
appropriate?
What
suggestions can
your make?
Compound
Adjectives LL
pg. 380
BK pg. L489490
Revise the
first draft of
your gothic
story from
week 10.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.5A
Evaluate writing for
both mechanics and
content.
“A Rose for Emily”
pg. 516
Questions for
Readers
11.11F
Understand literary
forms like the short
story.
ADVANCED
SELECTION
What is your
reaction to the
ending of “A
Rose for
Emily?”
SOUTHERN GOTHIC TRADITION
12
11.11C
Describe the
development of plot
and identify conflicts
and how they are
resolved.
11.3.D
Produce error-free
writing in the final
draft.
11.2C
Proofread writing for
appropriate content,
style, and
conventions.
11.11F
Understand literary
terms like “Allegory”
and “Sensory
Details”
ADVANCED
OBJECTIVE
Perceive irony,
ambiguity, and
complexity in layered
texts.
“The Life You Save
May Be Your Own,”
by Flannery
O’Connor. LL pg.
529
Prompts for
Writers
Choose one of
your
classmates’
stories that you
admired.
Write a letter
to him or her
about your
reaction to the
story.
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters and
setting, stop during
reading to clarify
meaning, pausing to
understand complex
sentences, identify
mood, identify
flashbacks and
changes in the
sequence of time.
ADVANCED
PRODUCT:
Write Miss Emily
Rose’s obituary as it
would appear in the
Jefferson Enquirer.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Modifiers LL
pg. 388, 390
BK Ch. 8 pg.
L302
Share final drafts
of gothic stories,
reading them
out loud for the
class.
SIOP Activity:
Gallery Walk.
Final visuals
from gothic
stories with the
class.
Double
Negatives
LL pg. 393
BK pg. L311
Edit the final
draft of your
gothic story
from weeks
10 and 11.
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8B
Read in various
sources such as
autobiography.
Excerpt from
“Narrative of the Life
of Frederick
Douglass, an
American
Slave”/slave narrative
pg. 562
Questions for
Readers
BREAKING THE B ONDS OF SLAVERY
13
11.10B
11.7G
Use elements of text
to defend his or her
responses.
Draw inferences such
as conclusions,
generalizations, and
predictions and
support them with
evidence from the
text.
11.11E
Connect literature to
historical contexts.
11.3C
Compose
increasingly complex
sentences.
ADVANCED
OBJECTIVE
Understand the
historical and cultural
milieu of
important authors.
ADVANCED
SELECTION
Further reading from
“Narrative of the Life
of Frederick
Douglass”
Do you think
that Mr. Covey
is a naturally
evil man?
Why or why
not?
SIOP
Activity:
Think-PairShare.
Prompts for
Writers
(See link to
Frederick
Douglass
assignments
in
supplemental
materials.)
Reading/Critical
Thinking/Literary
Devices/Skills
Visualizing
characters,
distinguishing
between internal and
external conflicts,
understanding
audience and
purpose, empathizing
with characters,
considering historical
context.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Independent/
Subordinate
Clauses
LL pg. 572
BK pg. L129
Audio:
Film Clip:
Amistad by
Steven
Spielberg.
Slave Work
Songs.
(See link to
Colonial
Williamsburg’s
collection of
slave work
songs.)
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8B
Read in various
sources such as
autobiography.
“The Gettysburg
Address”/speech pg.
605
Questions for
Readers
11.10B
Use elements of text
to defend his or her
responses.
“My Dungeon
Shook: “Letter to My
Nephew,” by James
Baldwin LL pg. 959
BREAKING THE B ONDS OF SLAVERY
14
11.7G
11.11E
Draw inferences such
as conclusions,
generalizations, and
predictions and
support them with
evidence from the
text.
Connect literature to
historical contexts.
ADVANCED
OBJECTIVE
Connect themes of
diverse texts in a
variety of modes,
genres, and time
periods.
ADVANCED
SELECTIONS
“The
Gettysburg
Address” is a
very short
speech. Did
this surprise
you? Why or
why not?
“Stanzas on
Freedom.” Poem by
James Russell
Lowell. LL pg. 574.
SIOP
Activity:
Think-PairShare
“Free Labor.” Poem
by Frances Ellen
Watkins Harper. LL
pg. 576
Prompts for
Writers
Write a letter
to one of your
younger
relatives,
explaining a
truth that you
have learned
about the
world.
Reading/Critical
Thinking/Literary
Devices/Skills
Distinguishing
between internal and
external conflicts,
understanding
audience and
purpose, empathizing
with characters,
considering historical
context.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
BK English:
Reflective
essay Ch. 5 pg.
C220
In pairs,
students will
read "The
Gettysburg
Address” aloud.
Then, translate
the speech into
contemporary
English, and read
the modern
version aloud.
Film Clip:
Glory, by
Steven
Spielberg.
Write a
reflective
essay based
on your
response to
either
Frederick
Douglass or
James
Baldwin.
Support your
reflections
with at least 3
quotes from
the text.
ADVANCED
PRODUCT
Write a
reflective
essay based on
your responses
to both
Douglass and
Baldwin, using
3 quotes from
each text.
ADVANCED
DEBATE
Director Steven
Spielberg has
made two
movies about the
slave experience.
Can a JewishAmerican artist
provide a truth
about the
AfricanAmerican
experience?
Why or why not?
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8B
Read in various
sources such as
autobiography.
“Coming of Age in
Mississippi,” by
Anne Moody.
Questions for
Readers
11.10B
Use elements of text
to defend his or her
responses.
ADVANCED
SELECTION
THE STRUGGLE FOR EQUALITY
15
11.7G
Draw inferences such
as conclusions,
generalizations, and
predictions and
support them with
evidence from the
text.
11.11E
Connect literature to
historical contexts.
11.3C
Compose
increasingly complex
sentences.
ADVANCED
OBJECTIVE
Move beyond
personal reader
response to objective
analysis.
Excerpts from “The
Autobiography of
Malcolm X.”
What impact
did the
NAACP have
on Anne
Moody and the
Civil Rights
movement?
Why did Anne
Moody have to
fear for the
lives of her
family
members?
Prompts for
Writers
Write an
account of the
lunch counter
sit in from the
perspective of
one of the
white men.
Reading/Critical
Thinking/Literary
Devices/Skills
Distinguishing
between internal and
external conflicts,
understanding
audience and
purpose, empathizing
with characters,
considering historical
context.
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Relative
Clauses
LL pg. 608
BK pg. l137
Listen to
historical
recordings from
the Civil Rights
movement.
View
photographs
and images
from the Civil
Rights
movement,
coupled with
reflective
writing.
Adverb
Clauses
LL pg. 611
BK pg. L133
(See link to
Civil Rights
Audio.)
ADVANCED
ANALYSIS:
ADVANCED
DEBATE
Take notes
comparing the prose
styles of Douglass,
Baldwin, Moody, and
Malcolm X.
Is violent or nonviolent protest a
more effective
means to
change?
(See link to
Civil Rights
Images)
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
11.8B
Read in various
sources such as
autobiography.
“Letter from
Birmingham Jail,” by
Martin Luther King
Jr.
Questions for
Readers
11.10B
Use elements of text
to defend his or her
responses.
THE STRUGGLE FOR EQUALITY
16
11.7G
Draw inferences such
as conclusions,
generalizations, and
predictions and
support them with
evidence from the
text.
11.11E
Connect literature to
historical contexts.
11.3C
Compose
increasingly complex
sentences.
ADVANCED
OBJECTIVE
Move beyond
personal reader
response to objective
analysis.
ADVANCED
SELECTION
Excerpts from “The
Autobiography of
Malcolm X.”
What effect
did being in
jail have on
the mood and
tone of Martin
Luther King’s
writing?
Prompts for
Writers
Write a five
minute speech
that you think
addresses a
major problem
in society
today.
Reading/Critical
Thinking/Literary
Devices/Skills
Distinguishing
between internal and
external conflicts,
understanding
audience and
purpose, empathizing
with characters,
considering historical
context.
ADVANCED
ANALYSIS:
Refer to your notes
on Douglass,
Baldwin, Moody,
Malcolm X, and Dr.
King. Which writer
achieves his or her
purpose most clearly?
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing
Punctuation
LL pg. 617
Audio: “I Have a
Dream” speech
by Martin Luther
King Jr.
View
photographs
and images
from the Civil
Rights
movement,
coupled with
reflective
writing.
Reflective
Writing:
After listening
to Dr. King’s
speech, take
10 minutes for
reflective
writing time.
Teachers:
Save these
reflections for
Martin Luther
King Jr. day
when students
will read them
again.
Share soul, blues
and funk music
from the Civil
Rights
Movement.
(See link to
Civil Rights
Audio)
SIOP Activity:
Think-Pair-Share
Has Dr. King’s
dream been
achieved? Why
or why not?
(See link to
Civil Rights
Images).
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
17
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
Reading/Critical
Thinking/Literary
Devices/Skills
Writing and
Grammar
REVIEW FOR SEMESTER EXAMS
Listening/
Speaking
Viewing/
Representing
AP English Language Arts
Tiered Curriculum Guide
Grade 11 Semester A
Week
18
TEKS
Objectives
Literary Selection
Discussion and
Enrichment
Reading/Critical
Thinking/Literary
Devices/Skills
SEMESTER EXAMS
Writing and
Grammar
Listening/
Speaking
Viewing/
Representing