1
Introductory Unit: What is America?
America Past, Present and Future
Unit name/number:
Introductory Unit: What is America?
America Past, Present, and Future
Instructional Days:
28
Essential question(s):
o What defines America as a nation today, and how has it been shaped by the past?
 What is an American?
 What is the American Dream?
 How have past events shaped our future?
Unit Summary:
In this unit, students are introduced to a variety of American voices—past, present, and future—to explore
the complex and diverse nature of our nation and ourselves. The unit begins with a focus on the words,
images, and icons and we associate with America; emphasis is placed on students’ own perceptions and
beliefs about America and their place as Americans in a global society. The focus shifts to historic and
contemporary songs, cartoons, interviews, and other texts that, in turn, challenge and deepen students
understanding of America. Finally, using 9/11 as a model, students explore threshold events in American
history and consider their impact on our nation in the past, present, and future.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-2, 4, 6
RI9-10.1-2, 4, 6
W9-10.2
W9-10.4, 7, 9
SL9-10.1, 4
Student objectives/skills (what will students be able to do at the end of the unit?):
o Understand the complex nature of America as both a nation and a nationality through a variety of
texts—poems, songs, , cartoons, interviews, speeches, etc.—reflecting a diversity of voices.
o Identify and explore specific “American” words and icons, analyzing their relationship to America
and how individual perceptions may differ.
o Develop an initial understanding of the stages of critical thinking (Bloom’s taxonomy)—i.e., what it
means to comprehend, understand, analyze, apply, synthesize, and evaluate information.
o Understand the concept of a threshold event and apply it to existing understanding of American
history.
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Exploring the connotation and denotation of select Tier 1 and Tier 2 words as selected by students.
Domain specific vocabulary (Tier three):
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Denotation
Connotation
Threshold Events
Supplementary Texts – literary, literary non-fiction, informational, film or other non-written texts:
 Images, objects and artwork from a variety of print, electronic, and other media (i.e., American icons)
 Selections from Working, Studs Terkel
 “God Bless America,” Irving Berlin
 “This Land is Your Land,” Woody Guthrie
 “Little Boxes,” Malveena Reynolds/Pete Seeger
 “Coming to America,” Neil Diamond
 “Fast Car,” Tracy Chapman
 “Born in the USA,” Bruce Springsteen
 “American Life,” Madonna
 “Dear Mr. President,” Pink
 “American Idiot,” Green Day
 Political cartoons from 9/11
Learning Plan:
1. Core shifts: Reading for Meaning, Compare/Contrast, Write to Learn, Circle of Knowledge, Inductive
Learning
2. Common misperceptions:
 Students may perceive America as a(n) nation/idea with a static definition, portraying it in
only positive terms.
Suggested interim assessments (benchmarks)
1. Internal
End of Unit Common Task: Internal
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Unit 1: American Roots
Pre-Colonial/Native American Culture & Puritanism
Unit name/number:
Instructional Days:
Unit 1: American Roots
Pre-Colonial/Native American Culture & Puritanism
28
Essential question(s):
o How did collisions of ideals lead to political, economic, or social conflict in Colonial America prior to
1763?



What were the political, economic, and cultural differences between European and Native American
groups?
What role did religion play in the colonial identity?
Where does American literature find its roots?
Unit Summary:
In this unit, students explore the social, cultural, and political landscape of pre-Colonial America. The unit
begins with an exploration of a variety of Native American tribes through the creation myths and stories
they told and the political documents they created; emphasis is placed on the shift from the NativeAmerican holistic, mythological approach to Puritan faith-based beliefs. The focus shifts to the arrival of
European explorers and the establishment of the Massachusetts Bay Colony. The social, cultural and
political implications of Puritan New England are better understood through a close reading of Arthur
Miller’s The Crucible.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7 & 9-10
RI9-10.1-6 & 9-10
W9-10.1
W9-10.3
W9-10.4-6 & 9-10
SL9-10.2-4 & 6
L1 3 & 4
Student objectives/skills (what will students be able to do at the end of the unit?):
o Identify the key social, cultural, and political identities of a variety of Native American tribes by
reading and writing about primary sources (i.e., origin myths, etc.).
o Understand the shift from the Native-American holistic, mythological approach to Puritan faithbased beliefs
o Create and defend a literary argument
o Find textual evidence from texts to support ideas
o Integrate evidence effectively (“sandwiching”)
o Use correct MLA formatting
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o Understand the use of clauses and sentence structure types
o Use contextual clues to identify the meanings of unfamiliar words
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
The Crucible Vocabulary List
Domain specific vocabulary (Tier three):
Origin Myth
Etiological
Euhemeristic
Pictograph
Characterization
Texts – literary, literary non-fiction, informational, film or other non-written texts:
ANCHOR TEXTS
 From “THE IROQUOIS CONSTITUTION” (Iroquois)
 THE CRUCIBLE, Arthur Miller
 ORIGIN MYTH OF CHOICE
o “The Walum Olum” (Lenape)
o “The Earth on Turtle’s Back” (Onendaga)
o “When Grizzlies Walked Upright” (Modoc)
o From “The Navajo Origin Legend” (Navajo)
o “The Origin of Death” (Blackfeet)
SUPPLEMENTARY TEXTS:

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





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“Museum Indians,” Susan Power OR other contemporary Native-American literature
“A Gathering of Voices: Literature of Early America (Beginnings to 1750)”
From “The Journal of the First Voyage to America,” Christopher Columbus
From “Of Plymouth Plantation,” William Bradford
From “Sinners in the Hands of an Angry God,” Jonathan Edwards
“To My Dear and Loving Husband,” Anne Bradstreet
“The Pocahontas Myth” by Chief Roy Crazy Horse
“I Hated Tonto” by Sherman Alexie
Lone Ranger and Tonto Short Story Collection by Sherman Alexie/ “The Only Traffic Signal on the Reservation
Doesn’t Flash Red Anymore” by Sherman Alexie
“Blue Winds Dancing” by Thomas Whitecloud
“Sure, You Can Ask Me a Personal Question” by Diane Burns
“A Plea to Those Who Matter” by James Welch
The Crucible film
TEXT ACCESS POINTS:
 eNotes.com
 Gutenberg Files
 Library of Congress
 Ted.com
Learning Plan:
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3. Core shifts
Research: group research assignment, PowerPoint presentation
Compare/Contrast: song lyrics
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
Circle of Knowledge: group discussions, group projects/presentations, shared inquiry questions, parking lots, chalk
talk
Inductive Learning: research assignments, Focus Correction Area writing, vocabulary strategies
4. Common misperceptions:
 Students may not perceive the value of myth as a form with literary merit.
Suggested interim assessments (benchmarks)
1. Internal Documents
End of Unit Common Task:
1. Internal Documents
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Unit 2: Revolution and the Birth of a Nation
Unit name/number:
Unit 2: Revolution and the Birth of a Nation
Instructional Days:
21
Essential question(s):
How did America develop its unique identity and become an effective independent nation?
o How did America develop a unique identity inspired by revolutionary/Enlightenment
thinkers?
o How did the Age of Reason influence early American literature?
Unit Summary:
In this unit, students explore the political writings and central themes of the American Revolution and the
Enlightenment. The unit begins with a variety of short, non-fiction texts from revolutionary writers;
emphasis is placed on the shift from Puritan faith-based values to Enlightenment thinking. The focus shifts
to persuasive speech writing using models from both Revolutionary and contemporary periods. The unit
concludes with students delivering an original persuasive speech to their peers.
Standards addressed (focus standards) – use numbers to identify:
RI9-10.1-6 & 8-10
W9-10.1
W9-10.4-5
SL9-10.3-4, 6
L9-10.1,3
Student objectives/skills (what will students be able to do at the end of the unit?):
 Understand the shift from Puritan faith-based values to Enlightenment thinking
 Analyze the use of persuasive techniques and rhetorical strategies in historical documents/speeches.
 Demonstrate understanding of persuasive techniques and rhetorical strategies.
 Integrate specific textual evidence into an argumentative speech.
 Structure and deliver an effective argumentative speech.
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
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Domain specific vocabulary (Tier three):
Political Speech
Address
Sermon
Antithesis
Rhetorical Question
Parallelism
Restatement
Repetition
Ethical, Logical, and Emotional Appeals
Texts – literary, literary non-fiction, informational, film or other non-written texts:
ANCHOR TEXTS:
“SPEECH IN THE VIRGINIA CONVENTION,” PATRICK HENRY
PERSUASIVE SPEECHES OF CHOICE (SOME SELECTIONS ON AUDIO/VIDEO)
o “Speech in the Convention,” Benjamin Franklin
o “Inaugural Address,” John F. Kennedy
o “I Have a Dream,” Martin Luther King
o “A More Perfect Union” Speech by Barack Obama
o “Speech at the Democratic Convention” Michelle Obama
“A NATION IS BORN: EARLY NATIONAL LITERATURE (1750-1800)”
“THE DECLARATION OF INDEPENDENCE,” THOMAS JEFFERSON
SUPPLEMENTARY TEXTS:
“The Crisis, Part 1,” Thomas Paine
From “The Autobiography,” and “Poor Richard’s Almanack,” Benjamin Franklin
“Letter to Her Daughter from the New White House,” Abigail Adams
“Letters to an American Farmer,” de Crevecouer
A Summary of Aristotle’s Appeals
TEXT ACCESS POINTS:
1.
2.
3.
4.
5.
6.
7.
8.
eNotes.com
Gutenberg Files
Library of Congress
americanrhetoric.com
youtube.com
http://www.readwritethink.org/
www.courses.durhamtech.edu/perkins/aris.html
Ted.com
Learning Plan:
5. Core Shifts:
Research: independent research
Compare/Contrast: audio speeches, video speeches
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, reflective response
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
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Circle of Knowledge: group discussions, presentations, shared inquiry questions, parking lots, chalk talk
Inductive Learning: Focus Correction Area writing, vocabulary strategies
6. Common misperceptions
 Students may not realize the distinction between a sermon, an address, and a political speech.
 Students may not realize that letter-writing (an epistle) is a form with literary merit.
Suggested interim assessments (benchmarks)
2. Internal
End of Unit Common Task:
1. Internal
Unit 3: Romanticism and Transcendentalism
Unit name/number:
Unit 3: A Nation Growing and Dividing
Romanticism and Transcendentalism (1820-1861)
Essential question(s):

Instructional Days:
How did America grow and divide as a nation prior to the Civil War?
o In what ways did literature reflect America’s growth and division?
o How did Romanticism and Transcendentalism begin to shape the identity of American Literature?
Unit Summary:
In this unit, students explore the further growth of American literature as its identity evolves through poetry
and fiction. The unit begins with an exploration of Romantic short fiction and poetry and continues with the
study of the tenants of Transcendental thought; emphasis is placed on the shift from reason-based ideals to
Romantic thought. The unit concludes with modern interpretations of both Transcendental and AntiTranscendental ideals.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7
RL9-10.9-10
RI9-10.1-6
RI9-10.9
W9-10.2
W9-10.4-6
W9-10.9
W9-10.10
SL9-10.1-4
SL9-10.6
Student objectives/skills (what will students be able to do at the end of the unit?):
o Identify the characteristics of Romantic literature
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o Identify of the characteristics of Transcendental literature
o Understand the shift from reason-based ideals to Romantic thought
o Participate in a seminar-style discussion
o Write an informative essay
o Identify and correct sentence construction errors (fragments, common splices, and run-ons)
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Intuition
Intellectualism
Individualism
Domain specific vocabulary (Tier three):
Romanticism
Transcendentalism
Anti-Transcendentalism
Texts – literary, literary non-fiction, informational, film or other non-written texts: (ANCHOR TEXT)
1. INTO THE WILD, JON KRAKAUER or IN THE HEART OF THE SEA, NATHANIEL PHILBRICK
2. FROM “WALDEN,” HENRY DAVID THOREAU
3. FROM “NATURE,” RALPH WALDO EMERSON
4. “THE MINISTER’S BLACK VEIL,” NATHANIEL HAWTHORNE
5. EDGAR ALLAN POE SHORT STORY OR POEM
6. EMILY DICKINSON AND WALT WHITMAN POEMS OF CHOICE
SUPPLEMENTARY TEXTS:
7.
8.
9.
10.
11.
12.
13.
14.
“The Black Cat” by Edgar Allan Poe
“The Mask of the Red Death” by Edgar Allan Poe
“The Purloined Letter” by Edgar Allan Poe
“Death of an Innocent” by Jon Krakauer
“Long Black Veil” by The Dave Matthews Band (song lyrics)
“The Raven” read by Christopher Walken
Paintings by Berstadt
The Nightmare by Fuseli (Swiss painter)
TEXT ACCESS POINTS:
15.
16.
17.
18.
19.
20.
21.
eNotes.com
Gutenberg Files
Library of Congress
Literature Resource Center
Pbs.org
youtube.com
http://www.readwritethink.org/
22. Ted.com
23. Poetryfoundation.org
24. Poets.org
Learning Plan:
7. Core shifts:
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ELA: American Studies
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Research: graphics, cartooning
Compare/Contrast: audio text, video interpretations, song lyrics
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, reflective response, KWL, turn and talk, annotation, MIAGI
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
Circle of Knowledge: Socratic seminars, group discussions, presentations, shared inquiry questions, parking lots, chalk
talk
Inductive Learning: Socratic seminars, research assignments, Focus Correction Area writing, vocabulary strategies
8. Common misperceptions:
 Romanticism is not about love, it is a philosophy concerning the ideals of intuition, imagination,
and individualism.
Suggested interim assessments (benchmarks)
3. Internal
End of Unit Common Task:
1. Internal
Unit 4: Civil War and Reconstruction
Unit name/number:
Unit 4: Civil War and Reconstruction (1861-1877)
Instructional Days:
Essential question(s):

How did the Civil War redefine America?
o How were Americans impacted by the Civil War both on the home front and the battlefield?
o How did the institution of slavery shape the nation’s identity?
o How is historical fiction used to portray the mindset and conflict of the time?
Unit Summary:
In this unit, students explore how the Civil War shaped America and slavery’s impact on American culture.
The unit begins with a study of slave narratives and spirituals to convey the slave experience and its impact
on the individual. The unit shifts to an introduction of historical fiction through Michael Shaara’s The Killer
Angels emphasizing the impact of the Civil War on the individuals who fought it.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7
RL9-10.9-10
RI9-10.1,2,4-6
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RI9-10.9
W9-10.2
W9-10.4-6
SL9-10.1-4
SL9-10.6
Student objectives/skills (what will students be able to do at the end of the unit?):
o Students will be able to synthesize primary source documents and period literature to develop
conclusions and understandings about the time period.
o Students will be able to read primary source documents, historical fiction, and period literature for
meaning and context
o Students will be able to use literature to compare and contrast across settings
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Domain specific vocabulary (Tier three):
Slave spiritual
Refrain
Chorus
Call and response
Texts – literary, literary non-fiction, informational, film or other non-written texts: (ANCHOR TEXT)
1. THE KILLER ANGELS, MICHAEL SHAARA
2. FROM THE INTERESTING NARRATIVE OF THE LIFE OF OLAUDAH EQUIANO, OLAUDAH EQUIANO; FROM
THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS, AN AMERICAN SLAVE, FREDERICK DOUGLASS
3. “SWING LO, SWEET CHARIOT”
4. “GO DOWN MOSES”
SUPPLEMENTARY TEXTS:
5. “Swing Lo, Sweet Chariot” (audio)
6. “Go Down Moses” (audio)
7. Gettysburg (film)
8. Amistad (film)
9. Political cartoons
TEXT ACCESS POINTS:
25.
26.
27.
28.
29.
30.
eNotes.com
Gutenberg Files
Library of Congress
Literature Resource Center
youtube.com
http://www.readwritethink.org/
31. Ted.com
32. Poetryfoundation.org
33. Poets.org
Learning Plan:
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9. Core shifts
Research: graphics, photography, group research assignments
Compare/Contrast: audio text, video interpretations, song lyrics
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, reflective response, KWL, turn and talk, annotation, MIAGI
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
Circle of Knowledge: Socratic seminars, group discussions, presentations, shared inquiry questions, parking lots, chalk
talk
Inductive Learning: Socratic seminars, research assignments, Focus Correction Area writing, vocabulary strategies
10. Common misperceptions: Some may believe that slave spirituals were for entertainment instead of
showing intercultural connections.
Suggested interim assessments (benchmarks)
4. Internal documents
End of Unit Common Task:
1. Internal Documents
Unit 5
Realism, Industrialization, and the Progressive Era (1877-1914)
Unit name/number:
Unit 5: Industrialization, Realism, and the Progressive Era (1877-1914)
Instructional Days:
Essential question(s):
Why did America make the change from Romanticism to Realism and how did it impact literature?
o What are the identifying characteristics of Realism?
o What is satire and how does it help to convey an author’s message?
o How did race relations impact American Literature?
Unit Summary:
In this unit, students explore the transition from Romanticism to Realism, with emphasis on the works of
Mark Twain. The unit begins with an introduction to Realism and an application of the characteristics of
Realist literature to short supplementary texts. This is followed by an introduction to satire with specific
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emphasis on Mark Twain and The Adventures of Huckleberry Finn. The unit concludes with an exploration of
race relations and the introduction to literary criticism and opposing viewpoints.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7
RL9-10.9-10
RI9-10.1-6
RI9-10.9
W9-10.2
W9-10.4-6
W9-10.9
W9-10.10
SL9-10.1-4
SL9-10.6
Student objectives/skills (what will students be able to do at the end of the unit?):
o Identify aspects of Realism.
o Identify and analyze Twain’s use of satire.
o Demonstrate understanding of definitions and context of difficult vocabulary words.
o Select relevant textual evidence to support a focus statement.
o Integrate specific textual evidence into an informational essay.
o Structure and deliver an effective informational essay incorporating secondary source(s).
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Satire
Realism
Naturalism
Domain specific vocabulary (Tier three):
The Adventures of Huckleberry Finn Vocabulary List
Texts – literary, literary non-fiction, informational, film or other non-written texts:
ANCHOR TEXTS:
THE ADVENTURES OF HUCKLEBERRY FINN BY MARK TWAIN
“THE STORY OF AN HOUR” BY KATE CHOPIN OR “A WAGNER MATINEE” BY WILLA CATHER
SUPPLEMENTARY TEXTS:
“Division, Reconciliation, and Expansion: The Age of Realism”
“To Build a Fire” by Jack London
“We Wear the Mask” and “Douglass” by Paul Dunbar
Paintings by Winslow Homer
Satirical political editorials, op-ed, and cartoons
Culture Shock: Born to Trouble documentary
“60 Minutes” documentary Huckleberry Finn and the N-Word (cbs.com)
WEB RESOURCES:
9. eNotes.com
10. Gutenberg Files
11. Library of Congress: American Memory www.memory.loc.gov/amem/
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12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Novels for Students
Literature Resource Center
Ted.com
Poetryfoundation.org
Poets.org
pbs.org/marktwain
The Literature Network: Mark Twain www.online-literature.com/twain/
Cbs.com
Banned and Challenged Books www.ala.org/advocacy/banned
The Rise and Fall of Jim Crow http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html
Learning Plan:
11. Core shifts
Research:
Compare/Contrast: audio text, video interpretations
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, reflective response, KWL, turn and talk, annotation, MIAGI, close reading of
characterization, finding text-based evidence
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
Circle of Knowledge: Socratic seminars, group discussions, presentations, shared inquiry questions, parking lots, chalk
talk
Inductive Learning: Socratic seminars, Focus Correction Area writing
12. Common misperceptions:
o That racism has been solved and is no longer an issue in America.
o That censorship no longer exists in America.
Suggested interim assessments (benchmarks):
5. Internal documents
End of Unit Common Task:
Internal documents
Unit 6: World War I and a Modern America (1914-1930)
Unit name/number:
Instructional Days:
Unit 6: World War I and a Modern America
Essential question(s):
What are the characteristics of Modern Literature, and how do they reflect the 1920s “as a decade of change?”
o What is the American Dream?
o How was the 1920s a decade of change?
o Why is the 1920s considered the “first modern decade?”
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Unit Summary:
In this unit, students explore the transition from Realism to Modernism, with emphasis on The Great Gatsby by F.
Scott Fitzgerald. The unit begins with an introduction to Modernism and the Harlem Renaissance with an application
of the characteristics of Modern Age concepts to short supplementary texts. This is followed by an introduction to
the American Dream with specific emphasis on F. Scott Fitzgerald and The Great Gatsby. The unit concludes with a
group presentation on historical framework and literary elements of the Modern Age.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7
RL9-10.9-10
RI9-10.1-6
RI9-10.9
W9-10.2
W9-10.4-6
W9-10.9
W9-10.10
SL9-10.1-4
SL9-10.6
Student objectives/skills (what will students be able to do at the end of the unit?):
 Identify aspects of Modernism
 Comprehends the importance of the Harlem Renaissance to American culture and literature
 Demonstrate understanding of definitions and context of difficult vocabulary and literary terms
 Works collaboratively to develop and presentation that demonstrates an understanding of the time period,
literary elements, and problem solving techniques
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Modernism
Stream of consciousness
Syntax
Economy of diction
Imagism
Domain specific vocabulary (Tier three):
Vocabulary List for The Great Gatsby
Texts – literary, literary non-fiction, informational, film or other non-written texts:
ANCHOR TEXTS:
THE GREAT GATSBY BY F. SCOTT FITZGERALD
“THE LOVE SONG OF J. ALFRED PRUFROCK” BY T.S. ELIOT
“THE NEGRO SPEAKS OF RIVERS” BY LANGSTON HUGHES
HARLEM RENAISSANCE POEMS OF CHOICE
SUPPLEMENTARY TEXTS:
A Farewell to Arms by Ernest Hemingway
Their Eyes Were Watching God by Zora Neale Hurston
The Great Gatsby film
“Winter Dreams” by F. Scott Fitzgerald
“In Another Country” by Ernest Hemingway
Selections from In Our Time by Ernest Hemingway
“A Worn Path” by Eudora Welty
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“Out, Out,” “The Secret Sits,” “The Rose Family” by Robert Frost
“The Futile Pursuit of Happiness” by Jon Gertner
“The Great Figure,” “The Red Wheelbarrow,” “This is Just to Say” and other selected poems by William Carlos
Williams
“A Few Don’ts,” “In a Station of the Metro,” and “The River Merchant’s Wife” by Ezra Pound
“Heat” and “Pear Tree” by H.D.
“The Unknown Citizen” and “In Memory of W.B. Yeats” by W.H. Auden
“old age sticks,” “Buffalo Bill’s,” “a pretty how town” and other selected poems by E.E. Cummings
“Of Modern Poetry” and “Anecdote of the Jar” by Wallace Stevens
“Poetry” by Marianne Moore
“Ars Poetica” by Archibald MacLeish
“The Tropics in New York” and “The Lynching” by Claude McKay
“I, Too,” “Dream Variations,” “Refugee in America,” or “Theme for English B” by Langston Hughes
“From the Dark Tower” by Countee Cullen
“Strange Fruits” by Billie Holiday
Edward Hopper documentary (Modernism)
Pablo Picasso (Modernism)
Jackson Pollack (Modernism)
Historical propaganda posters
Music from the Jazz Age (e.g. Billie Holiday, Louis Armstrong, Bessie Smith)
Ken Burn’s Prohibition
Ken Burn’s The Roaring 20s
WEB RESOURCES:
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
eNotes.com
Gutenberg Files
Library of Congress
Novels for Students
Literature Resource Center
Ted.com
Poetryfoundation.org
Poets.org
Langston Hughes reading “The Negro Speaks of Rivers”
http://www.youtube.com/watch?v=V425SdNWIJU&list=PL8FF956ABBFC25779&safe=active
Langston Hughes and His Poetry from the Library of Congress:
http://www.youtube.com/watch?v=hnpItYHdP8Q&safe=active
Denzel Washington reading “I, Too, America” from The Great Debaters
http://www.youtube.com/watch?v=TuRQDrySOVQ&safe=active
Audio reading “Dream Variations” http://www.youtube.com/watch?v=ZLjYflvXYIM&safe=active
Short film interpretation of “Theme for English B”
Jackson Pollack’s archives: www.ibiblio.org/wm/paint/auth/pollock/
Edward Hopper archives: www.ibiblio.org/wm/paint/auth/hopper/
Pablo Picasso archives: www.pablopicasso.org/
Video on the Harlem Renaissance: www.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/whatwas-the-harlem-renaissance/
Jazz Age resources: http://www.pbs.org/jazz/time/time_roaring.htm
Propaganda posters by era: http://www.vintageadbrowser.com/propaganda-ads-1920s
Learning Plan:
13. Core shifts
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ELA: American Studies
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Research: Cross-cultural connections, multiple genres
Compare/Contrast: audio, video interpretations, song lyrics, documentaries
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, reflective response, KWL, turn and talk, annotation, MIAGI, close reading, reading to
understand elements of imagism
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations, tag-team journals/forum writing, poetry writing
Circle of Knowledge: group discussions, group presentation, shared inquiry questions, parking lots, chalk talk, forum
discussions, poetry reading
Inductive Learning: Focus Correction Area writing, tag-team journals/forum discussions
14. Common misperceptions:
o The Modern Era is a distinct period, not just another way of saying contemporary.
Suggested interim assessments (benchmarks)
o Internal Documents
End of Unit Common Task:
o Internal Documents
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Unit 7: Depression at Home, Aggression Abroad
The Depression and World War II (1929-1945)
Unit name/number:
Instructional Days:
Unit 7: Depression at Home, Aggression Abroad
The Depression and World War II (1929-1945)
28
Essential question(s):
 To what extent was the generation of the Great Depression and World War II era “The Greatest
Generation”?
o What influence did the Great Depression have on American culture?
o In what ways do Modern authors capture the essence of the Great Depression through their
literature?
o How did WWII impact the home front and the development of America’s Post-Modernist
sensibilities?
Unit Summary:
In this unit, students explore the impact the Great Depression and World War II had on America, its people,
and its literature. The unit begins with an exploration of selected chapters from John Steinbeck’s The Grapes
of Wrath and a comparison of scenes from the John Ford’s film version of the novel. The focus shifts to the
advent of World War II and the prose and poetry that arose from this conflict. Students choose and read a
major text written during or inspired by this period of American history and read literary criticism focused
on this text, ultimately producing a final argumentative essay emphasizing synthesis of this information.
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7 & 10
RI9-10.1-8
W9-10.1
W9-10.2
W9-10.4-9
SL9-10.1, 4
L9-10. 1-2, 4
Student objectives/skills (what will students be able to do at the end of the unit?):
o Understand how poetry, prose and film reflect the social, cultural, and political landscape of the
period in which they were written.
o Understand how different portrayals of the same text share important similarities and differences.
o Read a novel independently and develop an understanding of its tone and theme as it relates to the
period in which it was written.
o Read several pieces of literary criticism to develop a deeper understanding a novel’s tone and theme
with respect to the period in which it was written.
o Create and defend a literary argument that incorporates both primary and secondary sources.
o Use correct MLA formatting
Learning progressions:
Before unit
During unit
After unit
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ELA: American Studies
Rev 1.7.14
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Academic vocabulary (Tier two):
Vocabulary from The Grapes of Wrath and selected literary criticisms
Domain specific vocabulary (Tier three):
Post-Modernism
Texts – literary, literary non-fiction, informational, film or other non-written texts:
ANCHOR TEXTS
 OUTSIDE READING TEXTS: THE SUN ALSO RISES, THIS SIDE OF PARADISE, THE CATCHER IN THE RYE, ON
THE ROAD, SLAUGHTERHOUSE FIVE, THE BELL JAR, SULA, I KNOW WHY THE CAGED BIRD SINGS, A
LESSON BEFORE DYING, Etc. (STUDENTS CHOOSE ONE)
SUPPLEMENTARY TEXTS:









From The Grapes of Wrath, John Steinbeck
From The Greatest Generation, Tom Brokaw
Poems by Randall Jarrell (“The Death of the Ball Turret Gunner,” etc.)
Poems by Robert Lowell (“Homecoming,” “History”)
Poems by Howard Nemerov (from War Stories, etc.)
Poems by Marianne Moore (“Poetry,” etc.)
Poems by Gwendolyn Brooks (“Negro Soldier,” “The Pool Players: Sevel at The Golden Shovel”, etc.)
Poems by Muriel Rukeyser (“Absalom,” etc.)
Various critical essays
WEB RESOURCES:
 Poets.org
 Poetryfoundation.org
 Poemhunter.com
 eNotes.com
 Novels for Students
 Opposing Viewpoints
 Literature Resource Center
 Literature-in-Context
 Gutenberg Files
 Library of Congress
Learning Plan:
15. Core shifts
Research: critical essay assignment requiring information from multiple secondary sources
Compare/Contrast: novel-to-film, various literary criticisms on same text/topic
Reading for Meaning: note-taking guides/source information sheets, active reading, jigsaw
Vocabulary CODE: contextual (cultural, critical, etc.) clues
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, exit tickets, annotations
Circle of Knowledge: group discussions, shared inquiry questions, parking lots, chalk talk
Inductive Learning: research assignments, Focus Correction Area writing, vocabulary strategies
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16. Common misperceptions:
 Students often perceive literary criticism as having to be negative or “critical” in its tone and
content.
Suggested interim assessments (benchmarks)
6. Internal Documents
End of Unit Common Task:
2. Internal Documents
Barrington Public Schools
ELA: American Studies
Rev 1.7.14
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Unit 8: Contemporary America Literature
Unit name/number:
Unit 4: Contemporary America (1945-Present)
Instructional Days:
10
Essential question(s):

How is Contemporary Literature an eclectic blend of literary styles that have been shaped by our past?
o How do we define Contemporary Literature?
o How do historical events/conflict influence Contemporary writing?
o How do contemporary social issues influence the literary landscape?
Unit Summary:
In this unit, students explore the evolution of Contemporary Literature. The unit begins with a study of the
characteristics of Contemporary Literature, and how they have been shaped by previous literary
movements. Students will read both poetry and short stories in order to identify the use of various
contemporary literary techniques. The focus of the unit shifts to the influence that historical conflict had on
contemporary writings. Students will analyze the influence that both World War II and Vietnam had on
contemporary works through an analysis of war-time poetry as well as the novel The Things They Carried.
The unit concludes with a study of various pieces of Contemporary Literature that reflect cultural
movements and/or social issues
Standards addressed (focus standards) – use numbers to identify
RL9-10.1-7
RL9-10.9-10
RI9-10.1,2,4-6
RI9-10.9
W9-10.2
W9-10.4-6
SL9-10.1-4
SL9-10.6
Student objectives/skills (what will students be able to do at the end of the unit?):
 Identify characteristics of Contemporary Literature from various texts.
 Understand the influence that historical conflict had on the development of the Contemporary
Literature.
 Understanding how the characteristics of previously studied literary movements present themselves
in Contemporary Literature: Native Americans, Age of Reason, Romanticism, Transcendentalism, etc.
 Understanding various cultural movements and or social issues as they present themselves in
Contemporary Literature: Cold War, Civil Rights, Female Rights, Vietnam Protest, MTV society .etc.
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 Vocabulary from The Things They Carried
Learning progressions:
Before unit
During unit
After unit
Academic vocabulary (Tier two):
Domain specific vocabulary (Tier three):
Post Modernism
Contemporary Literature
Texts – literary, literary non-fiction, informational, film or other non-written texts: (ANCHOR TEXT)
1. The Things They Carried
SUPPLEMENTARY TEXTS:
10. “The First Seven Years” by Bernard Malamud
11. “Everyday Use” by Alice Walker
12. “I Stand Here Ironing” by Tillie Olsen
13. “Mirror” by Sylvia Plath
14. “In a Classroom” by Adrienne Rich
15. “45 Mercy Street” by Anne Sexton
16. “Straw into Gold” by Sandra Cisneros
Web Resources:
34.
35.
36.
37.
Literature Resource Center
Things They Carried Resources : http://www.illyria.com/tobsites.html
“Everyday Use” : xroads.virginia.edu/~ug97/quilt/walker.html
“I stand Here Ironing”: http://www.teachersites.schoolworld.com
38. Ted.com
39. Poetryfoundation.org
40. Poets.org
41. Literature Resource Center
Learning Plan:
17. Core shifts
Research:
Compare/Contrast: audio text, venn diagram, top hot
Reading for Meaning: guided reading chart, guided reading questions, note-taking guides, active reading, preview
questions, stop and write, turn and talk, annotation, MIAGI
Vocabulary CODE: fist lists, power decoding, concept maps, use it or lose, metaphor and similes, 3-way tie, use it or
lose it, 3’s a crowd
Write to Learn: pre-writing activities, warm-up writing, Focus Correction Areas, preview questions, stop and write,
reflective response, annotations
Circle of Knowledge: Socratic seminars, group discussions, presentations, shared inquiry questions, parking lots, chalk
talk
Inductive Learning: Socratic seminars, Focus Correction Area writing, vocabulary strategies
Barrington Public Schools
ELA: American Studies
Rev 1.7.14
23
18. Common misperceptions:
Suggested interim assessments (benchmarks)
7. Internal Documents
End of Unit Common Task:
2. Internal Documents
Barrington Public Schools
ELA: American Studies
Rev 1.7.14