MADISON PUBLIC SCHOOL DISTRICT English 10 Enriched Authored by: Julie Harding, Janice Nellins and Anne Wessel Dwyer Reviewed by: Lee Nittel Director of Curriculum and Instruction Mark DeBiasse, Supervisor of Humanities Updated with Common Core State Standards: Fall, 2012 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359Woodland Road, Madison, NJ 07940 www.madisonpublicschools.org I. COURSE OVERVIEW In English 10 Enriched, sophomore students study both classic and contemporary American works to broaden and refine the language tools they need to navigate 21st century discourse. Language and literature study at this level provides a bridge from the experience of freshman year, an introduction to scholarship at the secondary level, to the experience of junior year, where students prepare for college level reading comprehension, analysis and synthesis. Through their reading and writing, students develop an understanding of the complexities of the American Dream and its legacies, a theme that has captured the imagination of American writers and storytellers since this country’s inception. Students read a variety of genre – poetry, drama, novel, short story, memoir, article, and essay. In their reading, they examine the ideas associated with the American Dream as they are manifested through elements of fiction, particularly through characterization, setting, symbolism, imagery, point of view and theme. While most of the reading is fiction, non-fiction is a key component of study, especially as they undertake research and synthesis of ideas. The whole class approach to reading is balanced by choice reading, which may take the form of independent reading projects and/or literature circles. Writing is used for the purposes of understanding and expressing ideas. Students hone writing skills through informal and formal practice in expressive, imaginative and analytical modes. While writing assignments are guided at the beginning of the year, by the end of the year students should be able to create topics, develop thesis statements using subordination, write competent 3-5 page processed papers, and write clear, thoughtful timed essays independently. A research project is also required. Both reading and writing are enhanced by vocabulary study using the Sadlier-Oxford program. As the internet and other media “texts” take on increasing importance in the 21st century, students need to develop other kinds of literacies. In this course, students will periodically examine visual texts, such as photographs, advertisements and films, to understand their rhetorical components. Opportunities for integrating online periodicals and websites will increase as more educational tools are offered via the internet and these should be an integral part of the content of this course. The Enriched level student works at a faster pace with more complex works than his/her counterpart in English 10. As sophomores also take US History, the study of American literature provides a crosscurricular experience and supplement to their history course. In the spring of junior year, all New Jersey high school students are required to take the HSPA (High School Proficiency Assessment). Several opportunities over the course of sophomore year provide practice for this exam. II. STUDENT OUTCOMES (Linked to 2011 Common Core Content Standards) Reading Literature 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme and evaluate how theme provides a unifying link between the various chronological periods of American literature and history, reflecting a variety of social conditions. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze how an author draws on and transforms source material in a specific work. 7. Read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed. Reading Informational Text 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9. Analyze seminal U.S. documents of historical and literary significance (e.g. the Gettysburg Address, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. 10. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Writing 1. Write to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from and supports the argument presented. 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. • Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. 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. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 7. 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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Madison students use MLA format for research assignments. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). • Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. • Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. • Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. 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. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language and Grammar 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • Use parallel structure. • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. • Use a colon to introduce a list or quotation. 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. • Write and edit work so that it conforms to the guidelines in the MLA Style Guide. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. • Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • Interpret figures of speech in context and analyze their role in the text. • Analyze nuances in the meaning of words with similar denotations. 6. 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. Teachers may elect to assign sustained research during one marking period where a final product is produced or over three marking periods as students work with the teacher and independently to complete a final long-term project. Teachers teaching the course in a given year will agree on the type of research project. III. ESSENTIAL QUESTIONS • • • • • • • • • • • • What fundamental ideas about the American Dream are evidenced in pre-colonial and colonial documents? What are the problems and possibilities of the Dream envisioned by American writers? How do the concerns of the American female writer compare to those of the American male writer? How has our diversity expanded the form and subject matter of American literature? How has the language used to convey the American experience evolved? How is the subject of a work distinguished from the theme? How do writers use plot, characterization, setting, symbolism, imagery and point of view develop theme? How do poets, in particular, use imagery, symbolism, rhythm and sound devices to convey meaning? What are the characteristics of American Romanticism, Realism, Regionalism and Modernism? How does context (historical and cultural background) shape the meaning of a work? How does one determine purpose, audience, thesis and evidence in both non-fiction and visual texts such as advertisements and photographs? How do creators of visual texts, such as advertisements and photographs, convey meaning through imagery and symbolism? IV. SCOPE AND SEQUENCE The authors of this curriculum have imagined theme units and identified works which embody those theme units; however, the works may be moved from one unit to another depending on the teacher’s vision. Unit I should be the first unit taught, but the order of the units that follow can be rearranged based on the availability of texts and teacher objectives. Required reading is indicated under “Anchor Texts.” Literature circles should be used at least twice during the year. The suggestions in these units need to be modified based on the time restraints of the school year and the teacher’s decision to monitor and adjust the pacing and sequencing of the units. THEME UNIT 1: FOUNDATIONS OF THE AMERICAN DREAM (4 WEEKS) Anchor Texts: Of Mice and Men - John Steinbeck A Raisin in the Sun - Lorraine Hansbury “The Declaration of Independence” - Thomas Jefferson “Revolutionary Dreams” - Nikki Giovanni “Speech in the Virginia Convention” - Patrick Henry “What is an American?” – Michel-Guillaume Jean de Crevecoeur “I Hear America Singing” - Walt Whitman Choice Related Readings: “America and I” -Anya Yezierska “In the American Society” - Gish Jen “Mexicans Begin Jogging” - Gary Soto “The New Colossus” - Emma Lazarus “Legal Alien” - Pat Mora “The Latin Deli: An Ars Poetica” - Judith Ortiz Cofer “Straw Into Gold” - Sandra Cisneros “I Stand Here Ironing” - Tillie Olsen “Ironing Their Clothes” - Julia Alvarez “Women Work” - Maya Angelou (www.poemhunter.com) Selected poems by Langston Hughes, including “I Too” Selected poems by Walt Whitman, including “I Hear America Singing” “My Father and the Fig Tree” - Naomi Shihab Nye (www.pbs.org) “Adolescence” - Rita Dove “Notes on the African-American Novel” - Toni Morrison “American Dream is Elusive for New Generation” - Louis Uchitelle (NYT) Visual Texts: (optional) Raisin in the Sun (film) The Pursuit of Happyness (film) The Arrival – Shaun Tan (graphic novel with no words) Essential Questions: • • • • • • • How does society define the American Dream? How do individuals define the American Dream? How is freedom defined by American writers? What innovations did American writers like Whitman bring to the literary world? What common thread or threads are present in the American Dream across cultures? What vision of "America" did our forefathers embrace? What are the obstacles to the American Dream? Can those obstacles be overcome? Suggested Activities and Assessments: • Assess contemporary American hopes and dreams by analyzing the content of a sample homepage, e.g., MSN • Examine colonial documents through interrupted reading. • Select a symbol of the American Dream - a house, a car, a job, etc. - and write a description of it. Detail the item in order to convey the emotional meaning of the item. You can write as yourself, or invent a character whose dream you are representing. • Imagine that you are writing as Patrick Henry or Thomas Jefferson. Respond to the representation of the American Dream in two or three of the works we have read. Consider the style and tone of the writings you have read by Henry and Jefferson. • Compare and contrast Walt Whitman’s poem, “I Hear America Singing” with Langston Hughes’ poem “I, Too.” THEME UNIT 2: SIN, GUILT, AND THE AMERICAN WAY (4 WEEKS) Anchor Texts: The Scarlet Letter - Nathaniel Hawthorne and/or The Crucible - Arthur Miller “Sinners in the Hands of an Angry God” - Jonathan Edwards “The Gettysburg Address” - Abraham Lincoln Literature Circles: Fences - August Wilson All My Sons - Arthur Miller Doubt – John Patrick Shanley* Long Day’s Journey Into Night – Eugene O’Neill* Our Town – Thornton Wilder* Choice Related Readings: “Letter to My Nephew” - James Baldwin Selections from “Incidents in the Life of a Slave Girl” - Harriet Ann Jacobs* Visual Texts (optional): The Crucible (film) The Scarlet Letter, 1979 WGBH Version (film) Essential Questions: • What are the tenets of Puritanism and how have they influenced American literature and culture? • What connections can be made between Puritanism and the theme of escaping one’s past? • How is the Puritan reason for coming to the New World - fleeing religious persecution - reflected in our culture and literature today? • What are the benefits and constraints of a theocratic society? • Why are certain voices or opinions perceived as threatening? What are the societal and individual consequences of suppressing these voices? Suggested Activities and Assessments: • Write a scene that is suggested by the play, but not actually included in the play. Then, write an essay in which you theorize about the effect of omitting the suggested scene. • Write a dramatic monologue for one of the characters in the play that takes place before or after the setting of the play in which you reveal some previously unknown facet of the character’s life. • Write an essay in which you examine the subtext of a dramatic scene. THEME UNIT 3: INDIVIDUALISM AND THE AMERICAN VOICE (4 WEEKS) Anchor Texts: The Adventures of Huckleberry Finn - Mark Twain From “Self-Reliance”- Ralph Waldo Emerson From “Civil Disobedience” – Henry David Thoreau Literature Circles (required): I Know Why the Caged Bird Sings - Maya Angelou Autobiography of a Face - Lucy Grealey** The Color of Water – James McBride* Growing Up – Russell Baker* A Hole in My Life – Jack Gantos* Funny in Farsi – Firozeh Dumas* Having Our Say – Sarah and Elizabeth Delany and Amy Hill Hearth Choice Related Readings: Narrative of the Life of Frederick Douglass - Frederick Douglass They’re Eyes Were Watching God – Zora Neale Hurston Selections from Leaves of Grass - Walt Whitman Selections from Walden - Henry David Thoreau “Sympathy” - Paul Laurence Dunbar “New England Nun” - Mary E. Wilkins Freeman “The Story of an Hour” - Kate Chopin “Indian Education” - Sherman Alexie “Frederick Douglass” - Robert Hayden (in textbook and on Poetry Outloud CD) Visual Texts: Color Adjustment (documentary) The Great Debaters (film) Born to Trouble (documentary) Mark Twain (documentary) Shrek (excerpts) Essential Questions: • • • • • • • • What is the role of self-reliance and the “self made man” in American Literature? What are the tenets of American Realism and Romanticism? How does naïve narration shape the text? How are the politics, values and tensions of a given time reflected in its literature? How have American writers such as Twain acted as social critics on subjects such as slavery? What is the role of transformation in memoir? Why is narrative reliability an important consideration in memoir and autobiography? What is satire? What devices does a writer employ to create satire? Suggested Activities and Assessments: • Interview and write a profile of a relative or friend and incorporate his/her views of a significant event in American History. • Keep a journal in which you track Huck’s naivete and/or Twain’s satirical tone and targets. • Write a chapter from your memoir – real or fictionalized. • Write an autobiographical poem or a series of autobiographical poems. • Imagine Frederick Douglass’s response to Twain’s book in a journal writing. • Use a series of photographs to tell the story of an important autobiographical event. • Expository essay practice: Ralph Waldo Emerson wrote: Do not go where the path may lead, go instead where there is no path and leave a trail.” What does one stand to gain from being an individual? What does society stand to gain from individuals who follow Emerson’s advice? Use an example from literature history, science, film or your own experience or observation to write your essay on individuality. THEME UNIT 4: ALIENATION AND ILLUSION (4 WEEKS) Anchor Texts: “The Yellow Wallpaper” - Charlotte Perkins Gilman The Catcher in the Rye - J.D. Salinger (This text might also be used as part of the literature circle.) Literature Circle: The Absolutely True Diary of a Part Time Indian – Sherman Alexie The Awakening - Kate Chopin The Bell Jar – Sylvia Plath* The Bluest Eye- Toni Morrison* Looking for Alaska - John Green Choice Related Reading: “Life for My Child is Simple” - Gwendolyn Brooks “Masque of the Red Death” - Edgar Allan Poe “Self in 1958” - Ann Sexton “The Love Song of J. Alfred Prufrock” - T.S. Eliot “Separating” - John Cheever “Bartleby the Scrivener” - Herman Melville “What Life Asks of Us” - David Brooks (NYT) “Get a Life, Holden Caulfield” - Jennifer Schuessler (NYT) “Dr. Heidegger’s Experiment” - Nathaniel Hawthorne “The Raven” - Edgar Allan Poe “We Wear the Mask” - Paul Laurence Dunbar “Mirror” - Sylvia Plath “Richard Cory” - Edwin Arlington Robinson “Teenage Wasteland” - Ann Tyler Visual Text (optional): The Age of Innocence (film) Essential Questions: • How have changes and advancements in urban American society precipitated the alienation of the individual? • What issues related to alienation emerge from differences in race, ethnicity, and/or gender? • What do literary heroes who have experienced alienation have in common? • What effect has the achievement of the American Dream had on family life? • What are the characteristics of American Gothic Literature? Suggested Activities and Assessments: • Write a note to Holden Caulfield telling him whether or not he made the right decision in leaving Mr. Antolini’s apartment. Reread the text closely to find support for your position. • Write a literary essay in which you examine the novel’s ending to determine if the narrator or protagonist of your novel changes during the events of the text. • Write an essay in which you examine the misunderstandings that society has about the narrator or protagonist. • Write an essay in which you assess the narrator or protagonist’s ability to fit in with his/her society at the end of the book and assess the value of such a resolution of the conflict. THEME UNIT 5: PEACEABLE CO-EXISTENCES: HOW TO LIVE IN HARMONY (3 WEEKS) Anchor Texts: Ethan Frome - Edith Wharton Selected Native American works From “Walden” - Henry David Thoreau Selected poems by Emily Dickinson Choice Related Readings: “The White Heron” - Sarah Orne Jewett “I Will Fight No More Forever” - Chief Joseph “A Black Man Talks of Reaping” - Arna Bontemps “Of Plymouth Plantation” - William Bradford “The Turtle” from The Grapes of Wrath - John Steinbeck “Why We Can’t Wait” and “Letter from Birmingham Jail” - Martin Luther King Selected Poems by Robert Frost (NOT “The Road Not Taken,” “Nothing Gold Can Stay,” or “Fire and Ice”) Essays from Teaching a Stone to Talk - Annie Dillard* Selected poems by Rita Dove Selected poems by Mary Oliver Selected poems by William Stafford Visual Texts (optional): Selected pieces by the Hudson River School artists at the Metropolitan Museum of Art online Ethan Frome (film) Essential Questions: • What is transcendentalism? • What are the Native American views of nature and how are they reflected in their poetry and storytelling? • How have modern day poets been influenced by Native American literary traditions? Suggested Activities and Assessments: • • • • • Write a literary essay on the question: Is Ethan a victim of circumstance or the architect of his own fate? Write an imitation of a Native American story. Write a poem or series of poems on a natural setting from a variety of viewpoints or at a variety of times. Using a selected painting from the Hudson River School, identify the mood of the work and explain how the details convey that mood. Compare and contrast the mood of one of the Hudson River School paintings to the mood of one of the poems on the subject of nature. THEME UNIT 6: VIOLENCE, WAR AND LOSS (2 WEEKS) Anchor Texts: Excerpts from The Greatest Generation* Dear America: Letters Home from Vietnam (documentary)* Flag Raising at Iwo Jima (photograph – available on-line) Choice Related Reading Red Badge of Courage - Stephen Crane Fallen Angels – Walter Dean Myers* “Occurrence at Owl Creek Bridge” - Ambrose Bierce “Mystery of Heroism” - Stephen Crane “The End of Something” - Ernest Hemingway “Why Soldiers Won’t Talk” - John Steinbeck “Ambush” - Tim O’Brien “Letter from Paradise” - Joan Didion “The Hollow Men” - T.S. Eliot “Facing It” and/or “Camouflaging the Chimera” - Yusef Kumanyakaa Selected poems by Brian Turner “Death of a Ball Turrett Gunner” - Randall Jarrell “In Response to Executive Order 9066:All Americans of Japanese Descent Must Report to Relocation Centers” - Dwight Okito Selected 9/11 poems such as “The Names” by Billy Collins Essential Questions: • How do violence, war and loss shape individuals and the generations or societies in which they occur? • How can writing catalyze healing from trauma? • How did the forces of capitalism, politics, family, religion and war shape the World War II generation? • What roles have and do writers take in shaping public sentiment about war? How do they use language to accomplish their purpose? Suggested Activities and Assessments: • Read and analyze poetry from units 5 and 6 in literature circles • Collect advertisements for the Armed Forces and analyze the appeals to patriotism. • Write an analysis of the language used to report on battles in the current war. • Analyze the symbolism in “Flag Raising at Iwo Jima.” Identify and analyze similar symbols in Crane’s “The Mystery of Heroism or another text.” How do these symbols develop the protagonist or theme of the text? • Write a letter to your congressional representative in support or opposition of the war in Iraq or Afghanistan. Develop your letter with appropriate research. • Debate the merits of military conscription or mandatory military service. THEME UNIT 7: DISINTEGRATION OF THE DREAM (4 WEEKS) Anchor Texts: Death of a Salesman - Arthur Miller or A Lost Lady - Willa Cather* The Great Gatsby - F. Scott Fitzgerald Choice Related Readings: “Seventeen Syllables” – Hisaye Yamamoto “The Story of An Hour” – Kate Chopin “A Wagner Matinee” – Willa Cather Booker T. and W.E.B. DuBois – Dudley Randall (www.poetryoutloud.org) “Those Winter Sundays” - Robert Hayden “My Papa’s Waltz” - Theodore Roethke “Rags to Rags, Riches to Riches” – Clive Cook (The Atlantic Monthly) Visual Texts (optional): Death of a Salesman (film) The Great Gatsby (film) Essential Questions: • How is the subject of escaping one’s past treated by modern writers? • What is the relationship between work and success for Americans? • How have the tensions between the values of the East and the values of the West manifested themselves in American Literature? • What are the defining qualities of an American Tragedy? • What are the tenets of American Modernism? • What happens to the Dream in American Literature? • How have ideas about the Dream departed from the thinking of the founders of this country? • How have marriage and family life affected the achievement of the Dream for both men and women? Suggested Activities and Assessments: • Compare and contrast a character or the setting of a work from this unit with an ancillary work from another unit and explain why ancillary work would fit or would not fit in this unit. • Read the stage directions to Death of a Salesman and identify six quote fragments that hint at why the details Miller includes are significant to the play. Record these quote fragments and draw the stage as you imagine it. • Consider the significance of Willy’s and Gatsby’s deaths. Write an essay in response to the following question: what does the fate of these characters reveal about authors’ attitudes towards the American Dream? • Examine the advertisements inside the front page of the New York Times or in the Sunday Real Esate section to assess their assumptions about their audience and the American Dream. • Read “Poor Richard’s Almanac” and assess how well Gatsby measures up to Franklin’s aphorisms. THEME UNIT 8: MODERN AMERICA: CULTURAL DIVERSITY AND THE DREAM (2 WEEKS) Anchor Texts: Literature Circles: Short Stories Selected stories from Interpreter of Maladies by Jhumpa Lahiri* Selected stories from A Good Fall by Ha Jin* Selected stories from Tonto and the Lone Ranger Fist Fight in Heaven by Sherman Alexie* Choice related readings: Enrique’s Journey - Sonia Nazario** “On the Subway” – Sharon Olds (www.mrbauld.com/oldspoems.html) “Immigrant Blues” – Li-Young Lee (www.poets.org) Film (Optional) Freedom Writers* Essential Questions: • What aspects of the American Dream continue to draw people from all over the world to this country? • What cultural conflicts inspire and concern American writers who live within two cultures? • What narrative and thematic elements unify the stories of one particular writer? • What role does the setting play in a collection of short stories? • How have issues of race changed the American Dream? • How does racism exist today, and how can we work to eradicate it? Suggested Activities and Assessments: • Write a profile of a recent immigrant – family member or friend – after researching recent immigration trends and completing an interview of your subject. • Write an expository essay in which you compare and contrast two short stories by two different writers for the purpose of finding a common theme. • Write an essay in which you argue for or against requiring every American high school student to read your selected short story collection. • If you were to write a collection of stories, what might your project be? • Write a book review evaluating the collection of short stories you have read. • Write a film review of Freedom Writers. • Read or view news reports of hate crimes. Write a reaction in which you identify the underlying causes of the violence. IV. EVALUATION In addition to those activities and assessments noted in the curriculum, further assessments of students may include: • • • • • • • • • • • • • • reading quizzes unit tests with essay responses essay responses to open-ended questions vocabulary tests class participation homework assignments student presentations peer evaluations creative writing responses informal writings, including online discussion board postings and journal entries notebook checks expository (analytical) and persuasive essays single and multiple source essays, including a research project timed essays and processed essays V. REQUIRED RESOURCES Texts: The Language of Literature: American Literature McDougal Littell Sadlier Oxford Vocabulary Workshop, Level F Novels: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie* The Adventures of Huckleberry Finn by Mark Twain The Arrival by Shaun Tan (graphic novel)* The Awakening by Kate Chopin The Bell Jar by Sylvia Plath* The Bluest Eye by Toni Morrison* Ethan Frome by Edith Wharton Fallen Angels by Walter Dean Myers* The Great Gatsby by F. Scott Fitzgerald A Lost Lady by Willa Cather* Looking for Alaska by John Green Of Mice and Men by John Steinbeck Red Badge of Courage by Stephen Crane The Scarlet Letter by Nathaniel Hawthorne Their Eyes Were Watching God by Zora Neale Hurston Non-fiction: Autobiography of a Face by Lucy Grealey** The Color of Water by James McBride* Enrique’s Journey by Sonia Nazario** Funny in Farsi by Firoozeh Dumas* The Greatest Generation by Tom Brokaw Growing Up by Russell Baker* A Hole in My Life by Jack Gantos* Having Our Say by Sarah and Elizabeth Delany and Amy Hill Hearth I Know Why the Caged Bird Sings by Maya Angelou Narrative of the Life of Frederick Douglass by Frederick Douglass Dramas: All My Sons by Arthur Miller The Crucible by Arthur Miller Death of a Salesman by Arthur Miller Doubt by John Patrick Shanley* Fences by August Wilson Long Day’s Journey into Night by Eugene O’Neill* Our Town by Thornton Wilder* A Raisin in the Sun by Lorraine Hansberry ** Films: The Age of Innocence* Born to Trouble The Crucible Color Adjustment Death of a Salesman Dear America: Letters Home from Vietnam* Ethan Frome Freedom Writers* The Great Debaters* The Great Gatsby Mark Twain (directed by Ken Burns) Raisin in the Sun The Pursuit of Happyness* Shrek* Their Eyes Were Watching God Short Story Collections: Interpreter of Maladies - Jhumpa Lahari* A Good Fall - Ha Jin* Tonto and the Lone Ranger Fistfight in Heaven - Sherman Alexie* Other supplemental materials: The Academy of American Poets online – www.poets.org The Atlantic Monthly online – www.atlanticmonthly.com Images from The Arrival at www.shauntan.net New Jersey State HSPA Test Specs http://www.state.nj.us/education/njpep/assessment/TestSpecs/LangArts/TOC.html The New York Times online, especially “The Learning Network” – www.nytimes.com The Metropolitan Museum of Art online at www.metmuseum.org PBS (www.pbs.org) Picturing America - http://picturingamerica.neh.gov/ Poetry Outloud DVD and Companion Guide On-line resources such as You Tube Study Island: www.studyisland.com *Indicates a new work for this course. ** Indicates a work approved for another course that has been moved to this course. Fiction List: English 10 Enriched Title, Author (Genre) Class Novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (Novel)* The Adventures of Huckleberry Finn by Mark Twain (Novel) Lit Circle X X The Arrival by Shaun Tan (Graphic Novel)* X The Awakening by Kate Chopin (Novel)** X The Bell Jar by Sylvia Plath (Novel)* X The Bluest Eye by Toni Morrison (Novel)* X The Catcher in the Rye by JD Salinger (Novel) X X Teacher may use as lit circle or full class read Ethan Frome by Edith Wharton (Novel) X Fallen Angels by Walter Dean Myers (Novel)* X A Good Fall by Ha Jin (Short Story Collection)* X The Great Gatsby by F. Scott Fitzgerald (Novel) X Interpreter of Maladies by Jhumpa Lahari (Short Story Collection)* X Looking for Alaska by John Green (Novel) X A Lost Lady by Willa Cather (Novel)* X X (teacher may choose between this and Death of a Salesman) Of Mice and Men by John Steinbeck (Novel) X X Red Badge of Courage by Stephen Crane (Novel) The Scarlet Letter by Nathaniel Hawthorne (Novel) X (teacher may choose between this and The Crucible) Their Eyes Were Watching God by Zora Neale Hurston (Novel) Tonto and the Lone Ranger Fistfight in Heaven by Sherman Alexie (Short Story Collection)* X X Copy Count Non-Fiction List: English 10 Enriched Title, Author (Genre) Class Novel Lit Circle Autobiography of a Face by Lucy Grealy (Memoir) X The Color of Water by James McBride (Memoir) X Enrique’s Journey by Sonia Nazario (Memoir) X Funny in Farsi by Firozeh Dumas (Memoir)* The Greatest Generation by Tom Brokaw (Biographies) (excerpted)* X X X Growing Up by Russell Baker (Memoir)* X A Hole in My Life by Jack Gantos (Memoir) * X I Know Why the Caged Bird Sings by Maya Angelou (Memoir) X Narrative of the Life of Frederick Douglass by Frederick Douglass (Autobiography) (excerpted)** Copy Count X Drama List: English 10 Enriched Title, Author (Genre) Class Novel All My Sons by Arthur Miller (Drama)** The Crucible by Arthur Miller (Drama) Lit Circle X X (teacher may choose between this and A Scarlet Letter) Death of a Salesman by Arthur Miller (Drama) X (teacher may choose between this and A Lost Lady) Doubt by John Patrick Shanley (Drama)* X Fences by August Wilson (Drama) X Long Day’s Journey into Night by Eugene O’Neill (Drama)* X Our Town by Thornton Wilder (Drama)* X A Raisin in the Sun by Lorraine Hansberry (Drama) X Copy Count