English 3 CP
Unit Title/Portfolio 1: Native American Literature
Duration of Time: Quarter 1
Common Core: Reading and Writing (Power) Standards for Literature 11-12
 Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
 Assess how point of view or purpose shapes the content and style of a text.
 Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
Clinton Foundation Skill and Competency
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Reads a variety of literary, informational, and persuasive texts with understanding, and is able to analyze,
interpret, evaluate text, and reads for enjoyment.
Uses appropriate forms of expressions and conventions of Standard English to communicate and develop
thoughts, share ideas, influence and persuade, and create and entertain.
Applies understanding of a writing process (drafting, revising, editing, and rewriting) to improve writing.
Grade Level Expectations 11
34. Evaluate and use authentic sources
35. Evaluate point of view and perspective (critical bias)
12. Synthesize information and draw reasonable conclusions from texts, pictures, and graphics
14. Make well-supported judgments about a text
15. Evaluate the credibility, accuracy and bias of informational texts from a variety of sources
16. Use information from literacy and informational works to inform, persuade, criticize, inspire,
entertain, etc. (LOS)
8. Examine draft to edit, revise, refine and improve
16. Use peers to examine drafts for appropriate conventions to edit, revise, refine and improve
23. Apply appropriate pre-writing/research strategies to generate and organize ideas
29. Use correct spelling in revised product
39. Maintain consistent verb tense in literary analysis
40. Apply correct MLA citation
Standards for Range, Quality, and Complexity of Student Reading
 The Absolutely True Diary of a Part-Time Indian, Sherman Alexie – Readability 3.4
 The Lone Ranger and Tonto Fistfight in Heaven, Sherman Alexie – Readability 5.4
Enduring Understandings
 Students will use literary criticism and critical theory application to deepen their
understanding of the reciprocal relationship between American Literature and American
culture.
 Students will understand that writing is a cyclical process that sharpens a critical stance,
improves their argumentation, and enhances their knowledge and application of Standard
English conventions.
Essential Questions
1. How does American literature inform on American culture and vice versa?
2. What is literary criticism? How are its various lenses used to examine a text?
3. How can I use the writing process to sharpen my critical stance and improve my method of
argumentation?
Suggested Readings
 “What is an American?” Michel-Guillame Jean De Crevecoeur
 “Evolution”, Sherman Alexie
 “On the Amtrak from Boston to New York City”, Sherman Alexie
 The Lone Ranger and Tonto fistfight in Heaven, Sherman Alexie
 “The Approximate Size of my Favorite Tumor”, Sherman Alexie
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“Because My Father Said He Was The Only Indian Who Saw Jimi Hendrix play
‘The Star Spangled Banner’ at Woodstock” Sherman Alexie
The Absolutely True Diary of a Part-Time Indian, Sherman Alexie
“On Evolution”, Benjamin Branham
“The Approximate Size of His Favorite Humor: Sherman Alexie’s Comic Connections
and Disconnections in The Lone Ranger and Tonto Fistfight in Heaven”, Joseph L.
Coulombe
Instruction:
 Learning Activities/Instructional Strategies/Differentiation
 Assessment Methods/Performance Tasks
 American culture/Identity brainstorming session
 “What is an American?” Michel-Guillame Jean De Crevecoeur
o American Project A/G
o American Project Reflection
 “Evolution”, Sherman Alexie
o “On Evolution” by Benjamin Branham (Literary Criticism article 1)
 “On the Amtrak from Boston to New York City”, Sherman Alexie
 The Lone Ranger and Tonto fistfight in Heaven, Sherman Alexie
 “Because My Father Said He Was The Only Indian Who Saw Jimi Hendrix play ‘The Star
Spangled Banner’ at Woodstock” by Sherman Alexie
 “The Approximate Size of my Favorite Tumor”, Sherman Alexie
o “The Approximate Size of His Favorite Humor: Sherman Alexie’s Comic
Connections and Disconnections in The Lone Ranger and Tonto Fistfight in
Heaven” by Joseph L. Coulombe (Literary Criticism article 2)
o Reaction Paper
 Film: Smoke Signals adapted screenplay by Sherman Alexie
 The Absolutely True Diary of a Part-Time Indian, Sherman Alexie
o Active-reading Literature Circle packet
o Cultural Criticism Pre-Writing Packet
o Cultural Criticism Final Essay (process paper)
Additional Assessments
Vocabulary Lessons/Exercises/TESTS
o SAT prompt: Lesson 1 (page 20)
Materials
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Power Plus SAT Vocabulary Book – Book 3
Literature and Language: American Literature, McDougal Littell
Poem handouts: “Evolution” and “On the Amtrak from Boston to New York City” by Sherman Alexie
Short Story handouts: “The Approximate Size of my Favorite Tumor” and “Because My Father Said He
Was The Only Indian Who Saw Jimi Hendrix play ‘The Star Spangled Banner’ at Woodstock” by Sherman
Alexie
Novel: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
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Literary Criticism articles: “On Evolution” by Benjamin Branham and “The Approximate Size of His
Favorite Humor: Sherman Alexie’s Comic Connections and Disconnections in The Lone Ranger and Tonto
Fistfight in Heaven”, Joseph L. Coulombe
Film: Smoke Signals, directed by Chris Eyre