HICKSVILLE PUBLIC SCHOOLS
English Language Arts
Curriculum Resource Guide
Unit of Study:
Number of Lessons:
Social Injustice and The American Dream
Grade Level:
11
Module Overview: Social Injustice and The American Dream
Content Understandings: Students will understand how Frank McCourt tries to overcome the various hardships of social injustice and
prejudice he faces throughout his life. Moreover, students will look at the idea of The American Dream through the lens of Irish-American
writer Frank McCourt and investigate the reality of The American Dream and how that Dream is viewed today.
Essential Questions: What is The American Dream?
How has The American Dream evolved over the years?
How does Frank McCourt address Catholicism and discrimination
What do you think McCourt’s primary motivation was for writing his memoir?
How does Frank’s relationship with Ireland change during his childhood and how does this affect his subsequent return to the United States?
-How does McCourt choose to deal with his father’s alcoholism throughout the memoir?
-Why does Frank McCourt feel believe his best opportunity to reach his potential is to come back and live in America?
Suggested Works:
LITERARY TEXTS: Angela’s Ashes by Frank McCourt
INFORMATIONAL TEXTS: “Keeping the Dream Alive” by Jon Meacham, “ Frank McCourt and The American Memoir” by Jennifer
Schuessler, “Do All Parents Love One Child More” by Lisa Belkin.
ART, MUSIC, MEDIA & DIGITAL SOURCES: Songs: “Sometimes Salvation” by The Black Crowes, “Nothing Compares to You” by Sinead
O’Connor, “Sunday, Bloody, Sunday” by U2, “Ode to my Family” by The Cranberries. Poetry: “The Great City” by Walt Whitman, “Tableau”
by Countee Cullen, “The Gift Outright” by Robert Frost. Video: Angela’s Ashes
Instructional Technology: Smart Board for notes, DVD/videos and music, and web searches; Google Earth map of where Angela’s Ashes is
set (Limerick, Ireland; Brooklyn, New York, etc.), -Facebook Character Profile can be created using Fakebook template at the following
web site: http://www.classtools.net/fb/home/page
Focus Standards Selected
from NYS Common Core State
Standards

RL.11-12.1. 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.11-12.2. 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.11-12.3. Analyze the
impact of the author’s choices
regarding how to develop and
relate elements of a story or
drama (e.g., where a story is
set, how the action is ordered,
how the characters are
introduced and developed).

RI.11-12.1. Cite strong and
thorough textual evidence to
Academic Vocabulary
Angela’s Ashes Vocabulary List
handout
Learning Activities
-Analyzing Frank McCourt’s
relationship with Angela
(mother), Malachy Sr. (father),
Malachy Jr. (brother), Aunt
Aggie Keating, Uncle Pa Keating
and Laman Griffin.
Assessments /
Evidence of Learning
-Content exam.
-Critical Lens essay exam.
-Vocabulary quiz.
-Soundtrack project
-Reading log/journal
-Two-three page paper
developing a theme from the
-Characterization and
text using outside information to
development of Frank McCourt
support ideas.
throughout Angela’s Ashes.
-Interpreting important
passages from the text and
-Various songs to help bring a
drawing connection between
closer understanding of the
the passages and higher level
themes and characters in
meanings.
Angela’s Ashes.
-Research project on Ireland,
Frank McCourt, immigration and
-Close reading of key passages
the Great Depression of the
for higher level meaning, writing 1930s, The American Dream or
style and author’s
any other theme related to
meaning/message.
Angela’s Ashes.
-Create a Fakebook page on
-Paired informational texts and
characters in the book.
non-fiction articles to help foster -Multi-Modal project choosing a
a deeper understanding of
key passage from the text.


support analysis of what the
text says explicitly as well as
inferences drawn from the text,
including determining where
the text leaves matters
uncertain.
Angela’s Ashes and compare
various points of view on similar
themes.
Students will develop a 300
word typed analysis of the
passage chosen and teach the
passage using a multi-modal
source during their
RI.11-12.2. Determine two or
more 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 provide
a complex analysis; provide an
objective summary of the text.
-Find examples of various
literary devices within Angela’s
Ashes and explain how each
example/literary device conveys
or develops a theme in the text.
presentations to the class
RI.11-12.3. 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.11-12.4. Determine the
meaning of words and phrases
as they are used in a text,
including figurative,
connotative, and technical
meanings; analyze how an
author uses and refines the
meaning of a key term or terms
over the course of a text (e.g.,
how Madison defines faction in
Federalist No. 10).

RI.11-12.5. 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.11-12.6. Determine an
author’s point of view or
purpose in a text in which the
rhetoric is particularly effective,
analyzing how style and
-Video Clips from the movie
Angela’s Ashes as a companion to
key scenes in the book.
-Read a paired non-fiction
article and have students
explain ideas in the article using
evidence/direct citations from
the article. Students then make
comparisons from the article to
Angela’s Ashes using evidence
from both the paired passage
and Angela’s Ashes.
- Teach direct and indirect
characterization using an
excerpt from The Cat in the Hat
and Angela’s Ashes.
content contribute to the
power, persuasiveness or
beauty of the text.

W.11-12.1. Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.

W.11-12.2. Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.

W.11-12.9. Draw evidence
from literary or informational
texts to support analysis,
reflection, and research.

SL.11-12.2. Integrate multiple
sources of information
presented in diverse formats
and media (e.g., visually,
quantitatively, orally) in order
to make informed decisions
and solve problems, evaluating
the credibility and accuracy of
each source and noting any
discrepancies among the data.

SL.11-12.3. Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among ideas,
word choice, points of
emphasis, and tone used.

L.11-12.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.

L.11-12.3. 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
Instructional Supports for English Language Learners / Students with Disabilities:
Graphic Organizers: Free printable graphic organizers can be found at the following web site:
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Suggested Materials: Literature: Death of a Salesman by Arthur Miller, Nickel and Dimed by Barbara Ehrenreich. Short Stories: “Winter
Dreams” by F Scott Fitzgerald http://www.sc.edu/fitzgerald/winterd/winter.html . Informational Texts for Death of a Salesman:
“Fatalism and the American Dream” by Catherine Rampell, “Peeking at the Negative Side of High School Popularity” by Alina Tugend,
“Tragedy and the Common Man” by Arthur Mille.. Songs for Death of a Salesman: “Cat’s in the Cradle” by Harry Chapin, “Sometimes
you can’t make it on your Own” by U2, “Glory Days” by Bruce Springsteen. Poetry for Death of a Salesman: “To an Athlete Dying Young”
by Alfred Edward Housman, “I Hear America Singing” by Walt Whitman .
Professional Resources: : http://www.engageny.org/english-language-arts http://www.webenglishteacher.com/
http://www.readwritethink.org