English 11 curriculum map
In chronological order of topics
Mrs. Bartley
Quarter
Topic/Lesson
Standard Indicator
Assessment
1st
Peer interviews
RP2. Answer literal, inferential, evaluative and
synthesizing questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual
media.
C1. Apply active listening strategies (e.g., monitoring message
for clarity, selecting & organizing essential information, noting
cues such as changes in pace) in a variety of settings
C6. Adjust volume, phrasing, enunciation, voice modulation
and inflection to stress important ideas and impact audience
response.
C8. Deliver informational presentations (e.g., expository,
research) that:
a. present a clear and distinctive perspective on the
subject;
b. present events or ideas in a logical sequence;
c. support the controlling idea with well-chosen and
relevant facts,
details, examples, quotations, statistics, stories and
anecdotes;
Interview presentation
Age of Faith/Colonial Period
Bradford p 11-12
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V3. Examine and explain the influence of the English language
on world literature, communications and popular culture
V4. Use knowledge of Greek, Latin and Anglo-Saxon roots,
prefixes and suffixes to understand complex words and new
subject-area vocabulary (e.g., unknown words in science,
mathematics and social studies).
RP2. Answer literal, inferential, evaluative and
synthesizing questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual
media.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of
those periods.
RA-LT 8. Evaluate ways authors develop point of view
and style to achieve specific rhetorical and aesthetic
purposes (e.g., through use of figurative language irony,
tone, diction, imagery, symbolism and sounds of
language), citing specific examples from text to support
analysis
Purtian Wb,
Plymouth Plantation” p 13-20
Mary Rowlandson “A Native of
her Captivity” p 23-29
Jonathan Edwards p 36-37
“Sinners in the Hands of an
Angry God”
Anne Bradstreet p 42
“Burning of our House” p 43
Age of Faith timeline notes
Native American Myths p
59-62
Plymouth Archaic lang wb 17/18,
Myths wb 77-79,
Word Analogies wb 89/90
Questions p 1-4 on p 21,
Q 1-4 ,6 p 30,
“Burning of our House” Test,
Myth test
Revolutionary period/Age
of Reason
Revolutionary period p 6671
Benjamin Franklin p72-73
Sayings of Poor Richard p81
Patrick Henry p 87
“Speech to the Virginia
Convention” p 88-90
audio of speech
persuasive techniques p
88-89
Allusions p91
Persuasion p92
Age of Reason timeline
notes
American Romanticism
American Romanticism p
116-122
Romanticism notes from
timeline
“Rip Van Winkle”
Washington Irving p
125-136
comment p 136
Longfellow p 146
“The Cross of Snow”
p 147
Longfellow PP
Sonnet p 148
RP2. Answer literal, inferential, evaluative and
synthesizing questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual
media.
Ben Franklin wb, rhetorical device
wb 135/6, “Speech” rhetorical
device wb 135/6
RA-ITP1. Analyze the rhetorical devices used in public
documents, including newspaper editorials and speeches.
RA-ITP2. Analyze and critique organizational patterns
Revolutionary
and techniques including repetition of ideas, appeals to
authority, reason and emotion, syntax and word choice
that authors use to accomplish their purpose and reach their intended
audience.
RA-ITP3. Analyze the content from several sources on a
single issue, clarifying ideas and connecting them to
other sources and related topics.
RA-ITP 4. Distinguish between valid and invalid
inferences and provide evidence to support the findings,
noting instances of unsupported inferences, fallacious
reasoning, propaganda techniques, bias and
stereotyping.
period Quiz
RA-ITP 6. Evaluate the effectiveness and validity of arguments
in public documents and their appeal to various audiences
RP3. Monitor own comprehension by adjusting speed to fit
the purpose, or by skimming, scanning, reading on, looking
back, note taking or summarizing what has been read so far
in text.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
C1. Apply active listening strategies (e.g., monitoring message
for clarity, selecting & organizing essential information, noting
cues such as changes in pace) in a variety of settings
C2. Analyze types of arguments used by a speaker, such as
causation, analogy and logic.
C3. Critique the clarity, effectiveness and overall coherence
of a speaker’s key points
C4. Evaluate how language choice, diction, syntax and
delivery style (e.g., repetition, appeal to emotion, eye
contact) effect the mood and tone and impact the audience.
C5. Demonstrate an understanding of the rules of the English
language and select language appropriate to purpose and
audience.
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V3. Examine and explain the influence of the English language
on world literature, communications and popular culture
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of gradeappropriate print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit
the purpose, or by skimming, scanning, reading on, looking
back, note taking or summarizing what has been read so far in
text.
Questions 1-4, 6 p136
questions 1-4 p 148
questions 1,2,4 p 154
cross of snow fig lang wb 197/8
Diction wb 201/2
American Romanticism quiz
Rip Van Winkle Test
Longfellow/sonnets Test
“Tide rises, tide falls” poem RA-ITP2.
p 152 Analyze and critique organizational patterns
American Renaissance
American Renaissance
p180-186
Transcendentalism
Ralph Waldo Emerson
p187-190
“Nature” p 191-193
Paradoxes p 193
“Self-Reliance” p 194
Emerson’s Aphorisms
p 202
Henry David Thoreau
p 204-206
Walden p 208-218
Discovery videos on Walden
Transcendental song/comic
Project/ rubric
Calvin comics
MLA citation sheets
Journal- respond to Walden,
favorites, meaning, etc.
and techniques including repetition of ideas, appeals to
authority, reason and emotion, syntax and word choice
that authors use to accomplish their purpose and reach their
intended audience.
RA-ITP 4. Distinguish between valid and invalid
inferences and provide evidence to support the findings,
noting instances of unsupported inferences, fallacious
reasoning, propaganda techniques, bias and
stereotyping.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 3. Explain how voice and narrator affect the
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a literary
text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary periods
and how the issues influenced the writers of those periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes
(e.g., through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
RA-ITP2. Analyze and critique organizational patterns
and techniques including repetition of ideas, appeals to
authority, reason and emotion, syntax and word choice
that authors use to accomplish their purpose and reach their
intended audience.
RA-ITP3. Analyze the content from several sources on a
single issue, clarifying ideas and connecting them to
other sources and related topics.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RA-ITP 6. Evaluate the effectiveness and validity of
arguments in public documents and their appeal to various
audiences.
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
question 3, 5 p193
Discuss questions 1-4 p 195
Reading check p 195
Nature Imagery wb 249 only
Self-Reliance fig. lang wb 251/2
Aphorisms wb 263/4
American Renaissance Quiz
Transcendental song/comic
Project
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis
WP1. Generate writing ideas through discussions with others
and from printed material, and keep a list of writing ideas.
WP4. Determine a purpose and audience and plan strategies
(e.g., adapting formality of style, including explanations or
definitions as appropriate to audience needs) to address
purpose and audience.
WP5. Use organizational strategies (e.g., notes and outlines) to
plan writing.
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WP10. Use available technology to compose text.
WP11. Reread and analyze clarity of writing, consistency of
point of view and effectiveness of organizational structure.
WP15. Proofread writing, edit to improve conventions (e.g.,
grammar, spelling, punctuation and capitalization), identify
and correct fragments and run-ons and eliminate inappropriate
slang or informal language.
WP16. Apply tools (e.g., rubric, checklist and feedback) to
judge the quality of writing.
WP17. Prepare for publication (e.g., for display or for sharing
with others) writing that follows a manuscript form appropriate
for the purpose, which could include such techniques as
electronic resources, principles of design (e.g., margins, tabs,
spacing and columns) and graphics (e.g., drawings, charts and
graphs) to enhance the final product.
WA1. Write reflective compositions that:
a. use personal experiences as a basis for reflection on
some aspect of life;
b. draw abstract comparisons between specific incidents
and abstract concepts;
c. maintain a balance between describing incidents and
relating them to more general, abstract ideas that illustrate
personal beliefs; and d. move from specific examples to
generalizations about life.
WA2. Write responses to literature that:
a. advance a judgment that is interpretative, analytical,
evaluative or reflective;
b. support key ideas and viewpoints with accurate and
detailed references to the text or to other works and authors;
c. analyze the author’s use of stylistic devices and
express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities,
nuances, and complexities within text;
e. anticipate and answer a reader’s questions,
counterclaims, divergent interpretations; and
f. provide a sense of closure to the writing.
to the writing.
WA6. Produce informal writings (e.g., journals, notes and
poems) for various purposes
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
R2. Identify appropriate sources and gather relevant
information from multiple sources (e.g., school library
catalogs, online databases, electronic resources and Internetbased resources).
R4. Analyze the complexities and discrepancies in information
and systematically organize relevant information to support
central ideas, concepts and themes.
R5. Integrate quotations and citations into written text to
maintain a flow of ideas.
R6. Use style guides to produce oral and written reports that
give proper credit for sources, and include appropriate in-text
documentation, notes and an acceptable format for source
acknowledgement.
R7. Use a variety of communication techniques (e.g., oral,
visual, written or multimedia reports) to present information
that supports a clear position about the topic or research
question and to maintain an appropriate balance between
researched information and original ideas.
V1. Recognize and identify how authors clarify meanings of
American Renaissance
words through context and use definition, restatement,
Romanticism/Gothic
example, comparison, contrast and cause and effect to advance
word study.
Edgar Allen Poe
V5. Determine the meanings and pronunciations of unknown
p 226-227
words by using dictionaries, thesauruses, glossaries,
and text features, such as definitional footnotes or
“Masque of Red Death” technology
sidebars.
p 228-231
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
You-tube video of Red
summarizing and making inferences and drawing conclusions.
Death
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
Fall of House of Usher
print texts and electronic and visual media.
p234-245
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
Symbols p 247
note taking or summarizing what has been read so far in text
You-tube clip from Price RP4. Use criteria to choose independent reading materials
personal interest, knowledge of authors and genres or
movie and video notes (e.g.,
recommendations from others).
“Eldorado” audio p 248 RP5. Independently read books for various purposes (e.g., for
enjoyment, for literary experience, to gain information or to
“Annabel Lee” audio
perform a task).
p 250-251
RA-ITP2. Analyze and critique organizational patterns
and techniques including repetition of ideas, appeals to
Notes on American
authority, reason and emotion, syntax and word choice
Renaissance Romantics that authors use to accomplish their purpose and reach their
audience.
“The Raven” p 255-259 intended
RA-ITP 5. Examine an author’s implicit and explicit
(use Walken video)
philosophical assumptions and beliefs about a subject
RA-LT1. Compare and contrast motivations and reactions of
Nathaniel Hawthorne
literary freedom vs. responsibility, individual vs. society),
p 263-4
using specific examples of characters’ thoughts, words and
actions.
“The Minister’s Black
RA-LT 2. Analyze the historical, social and cultural context of
Veil” p 265-273
setting.
3. Explain how voice and narrator affect the
Writing an original short RA-LT
characterization, plot and credibility.
story using Rappaccini’sRA-LT 4. Evaluate the author’s use of point of view in a
literary text.
daughter elements
RA-LT 5. Analyze variations of universal themes in literary
List of elements
texts.
6. Recognize characteristics of subgenres, including
“Rappaccini’s Daughter” RA-LT
satire, parody and allegory, and explain how choice of genre
p 275-291 in groups
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
Connations p 293
periods and how the issues influenced the writers of those
comments (allegory) p 291 inperiods.
class r
Herman Melville
p 294-296
“Loomings” Moby Dick
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis
WP1. Generate writing ideas through discussions with others
and from printed material, and keep a list of writing ideas.
questions 1,2,4,6-7,10 p 232
questions 1-4, 8 p 246
Assign question 1-2,5,8-9,12 p 274
Questions 1-3, 5-9, 12-13 p 291-2
questions 1,5,7 p 301
questions 2-4 p 304
Do reading check p 303
Assign questions 1-4, 6-7, 10 p 309
reading check p 307
questions 1, 3-8 p 316
Fall setting wb 295/6
tone wb 315/6
Rappacini Daughter wb
Loomings vocab sheet
Point of View wb 339/40
reading check p 300
Ahab vocab wb 345-6
Ahab Fig lang wb 347/8
Quarter-deck vocab wb 353/4
Fall of House of Usher GR Test
Raven Test
The Minister’s Black Veil test
Rappaccini’s Daughter Test
Loomings Test
Ahab test
Quarter-Deck Test
Original short story using
“Rappacinni’s Daughter”
p298-301
Name meanings
SSR
“Ahab” p 302-304
Establish a purpose p 305
“Quarter-Deck” p 305-309
“Moby-Dick” p310-315
WP2. Determine the usefulness of and apply appropriate prewriting tasks (e.g., background reading, interviews or surveys).
WP6. Organize writing to create a coherent whole with an
effective and engaging introduction, body and conclusion and a
closing sentence that summarizes, extends or elaborates on
points or ideas in the writing.
WP7. Use a variety of sentence structures and lengths (e.g.,
simple, compound and complex sentences; parallel or
repetitive sentence structure).
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WP12. Add and delete examples and details to better elaborate
on a stated central idea, to develop more precise analysis or
persuasive argument or to enhance plot, setting and character
in narrative texts.
WP13. Rearrange words, sentences and paragraphs, and add
transitional words and phrases to clarify meaning and achieve
specific aesthetic and rhetorical purposes.
WP15. Proofread writing, edit to improve conventions (e.g.,
grammar, spelling, punctuation and capitalization), identify
and correct fragments and run-ons and eliminate inappropriate
slang or informal language.
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
C1. Apply active listening strategies (e.g., monitoring message
for clarity, selecting & organizing essential information, noting
cues such as changes in pace) in a variety of settings.
C4. Evaluate how language choice, diction, syntax and
delivery style (e.g., repetition, appeal to emotion, eye contact)
effect the mood and tone and impact the audience.
C6. Adjust volume, phrasing, enunciation, voice modulation
and inflection to stress important ideas and impact audience
response.
C8. Deliver informational presentations (e.g., expository,
research) that:
a. present a clear and distinctive perspective on the
subject;
b. present events or ideas in a logical sequence;
c. support the controlling idea with well-chosen and
relevant facts, details, examples, quotations, statistics, stories
and anecdotes;
d. include an effective introduction and conclusion and
use a consistent organizational structure (e.g., cause-effect,
compare-contrast, problem-solution);
e. use appropriate visual materials (e.g., diagrams, charts,
illustrations) and available technology to enhance presentation;
and
f. draw from and cite multiple sources including both
primary and secondary sources and consider the validity and
reliability of sources.
C9. Deliver formal and informal descriptive presentations that
convey relevant information and descriptive details.
Elements
Rappacinci’s Daughter ½ page
Summary group presentations
2nd
Herman Melville
“Quarter-Deck” p 305-309
“Moby-Dick” p310-315
Journal- Moby-Dick
Watch Great Novel
discovery streaming/
you-tube video
The Scarlet Letter
Discuss Puritans
Custom House introduction
discuss Classics
discuss Puritans,
Transcendentalists, and
Modern views.
SL set in Puritan times, but
written during
Transcendentalists,
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 3. Explain how voice and narrator affect the
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a
literary text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis
WP1. Generate writing ideas through discussions with others
and from printed material, and keep a list of writing ideas.
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WA6. Produce informal writings (e.g., journals, notes and
poems) for various purposes
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
questions 1,3-8 p 316
reading check p 315
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
Chapter 1-24 Study-guides/vocab
Author fast fact Hawthorne
Character boxes
Symbol chart
Scarlet Letter crossword
Moby Dick vocab 361
Moby-dick theme wb 363/4
Quarter-Deck Test
“Moby-Dick” chapter Test
Journal- What does Moby-Dick
symbolize to Ahab?
Scarlet Letter Jeopardy
Quizzes
Semester Exam
Romantic times.
Scarlet Letter power-point
discovery video Scarlet
Letter Great Books
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience.
RA-ITP3. Analyze the content from several sources on a single
issue, clarifying ideas and connecting them to other sources
and related topics.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject.
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 3. Explain how voice and narrator affect the
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a
literary text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
WP1. Generate writing ideas through discussions with others
and from printed material, and keep a list of writing ideas.
WP2. Determine the usefulness of and apply appropriate prewriting tasks (e.g., background reading, interviews or surveys).
WP3. Establish and develop a clear thesis statement for
informational writing or a clear plan or outline for narrative
writing.
WP4. Determine a purpose and audience and plan strategies
(e.g., adapting formality of style, including explanations or
definitions as appropriate to audience needs) to address
purpose and audience.
WP5. Use organizational strategies (e.g., notes and outlines) to
plan writing.
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WP10. Use available technology to compose text.
WP11. Reread and analyze clarity of writing, consistency of
point of view and effectiveness of organizational structure.
WP12. Add and delete examples and details to better elaborate
on a stated central idea, to develop more precise analysis or
persuasive argument or to enhance plot, setting and character
in narrative texts.
WP13. Rearrange words, sentences and paragraphs, and add
transitional words and phrases to clarify meaning and achieve
specific aesthetic and rhetorical purposes.
WP14. Use resources and reference materials (e.g., dictionaries
and thesauruses) to select effective and precise vocabulary that
maintains consistent style, tone and voice.
WP15. Proofread writing, edit to improve conventions (e.g.,
grammar, spelling, punctuation and capitalization), identify
Scarlet Letter ABC poem
Pearl predictions project
New American Poetry
Whitman and Dickerson
p 324-325
Walt Whitman p 326329
“I Hear America
Singing” p 331
Whitman notes new
poetic forms timeline
“Song of Myself” p 332
and correct fragments and run-ons and eliminate inappropriate
slang or informal language.
WP16. Apply tools (e.g., rubric, checklist and feedback) to
judge the quality of writing.
WP17. Prepare for publication (e.g., for display or for sharing
with others) writing that follows a manuscript form appropriate
for the purpose, which could include such techniques as
electronic resources, principles of design (e.g., margins, tabs,
spacing and columns) and graphics (e.g., drawings, charts and
graphs) to enhance the final product.
WA2. Write responses to literature that:
a. advance a judgment that is interpretative, analytical,
evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed
references to the text or to other works and authors;
c. analyze the author’s use of stylistic devices and express an
appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities,
nuances, and complexities within text;
e. anticipate and answer a reader’s questions, counterclaims,
divergent interpretations; and
f. provide a sense of closure to the writing.
WA6. Produce informal writings (e.g., journals, notes and
poems) for various purposes.
Writing Conventions
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject.
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
questions 1-4 p 331
Assign question 1-2,5 p 332
free verse wb 389
Whitman/Dickerson Quiz
3rd
Whitman
Free Verse Notes p 333
“When I Heard the
Learned Astronomer” p
347
“Sight in Camp in the
Daybreak Gray and
Dim” p 348
Whitman 2 paragraph
analyzing a poem
Emily Dickinson p 352-3
Notes
“Heart! We will forget
him!” p 355
Timeline Notes
“Success is counted
sweetest” p 356
Slant Rhyme p 358
“ I died for Beauty”
p 360
“Because I could not
stop for Death” p 364
“I never saw a Moor”
p 366
“Apparently with no
surprise” p 368
Higginson’s account
of Dickinson p 371-2
notes
Realism
Realism p 376-384
Notes
Bret Harte p 393
“The Outcasts of
Poker Flats” p394-400
Euphemisms/irony p
401
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
RA-LT 3. Explain how voice and narrator affect the
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a
literary text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
WP5. Use organizational strategies (e.g., notes and outlines) to
plan writing
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP15. Proofread writing, edit to improve conventions (e.g.,
grammar, spelling, punctuation and capitalization), identify
and correct fragments and run-ons and eliminate inappropriate
slang or informal language.
WP16. Apply tools (e.g., rubric, checklist and feedback) to
judge the quality of writing.
WA2. Write responses to literature that:
a. advance a judgment that is interpretative, analytical,
evaluative or reflective;
c. analyze the author’s use of stylistic devices and express an
appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities,
nuances, and complexities within text;
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V3. Examine and explain the influence of the English language
on world literature, communications and popular culture.
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RA-LT1. Compare and contrast motivations and reactions of
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
R A-LT 3. Explain how voice and narrator affect the
questions 1-3 p 347
questions 1-3, 5 p 348
questions 1-5, 7 p 355
questions 1-4, 6-7 p 356
questions on “Soul selects…”
questions 1-9 p 361
questions 1-6, 9-10 p 365
questions 1-2 p 366
questions 1-7 p 368
wb 397 tone and imagery
Diction wb 403/4
Free Verse wb 405/6
wb 415/6 tone
wb theme 421-2
wb personification/theme 427- p
428 as EC
Personification/theme wb 433/4
Analysis Whitman Poem
Whitman Poetry Test
Emily Dickinson Test
questions 1-5, 9, 11 p399-401
questions 1-4, 6 p 428
questions p 428
questions 1-2, 4-5, 7-8 p 438
vocab wb 471
fragment/run-on wb 475/6
vocab wb 491/2
tone wb 493/4
vocab wb 499/500
Mark Twain p 402-3
“The Adventures of
Huckleberry Finn”
p 414-426
Comment p 427
Ambrose Bierce p 430-1
Realism timeline notes
“An Occurrence at
Owl Creek Bridge”
p 431-437
Civil Wars stories
p 440, 441,443,444,445
The Moderns
The Moderns p 494-500
Notes
F Scott Fitzgerald p
533-534
“Winter Dreams”
p 535-550
sidebars
Discovery video
Reading check p 549
Moderns timeline
Notes
Ernest Hemingway p
553-4
John Steinbeck p 564
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a
literary text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience.
RA-ITP 4. Distinguish between valid and invalid inferences
and provide evidence to support the findings, noting instances
of unsupported inferences, fallacious reasoning, propaganda
techniques, bias and stereotyping.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RP 1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
CR 1 casting a film
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V3. Examine and explain the influence of the English language
on world literature, communications and popular culture.
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RP 1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject
RA-LT1. Compare and contrast motivations and reactions of
questions 1-5, 8, 11-12 p 550-51
questions 1-4, 7 p 600
questions 1,3, 6-7, 9-10 p 610
questions 1,2,5 p 624
Realism Quiz with book/notes
Outcasts of Poker Flats Test
Huckleberry Finn Test
“An Occurrence at Owl Creek
Bridge” Test
vocab wb 627/8
tone\theme wb 629-631
vocab wb 671/2
parody wb 673/4
vocab wb 691/2
character\suspense wb 693/4
appositives wb 695/6
assign vocab 703/4
tone\theme wb 705/6
James Thurber p 576
“The Secret Life of
Walter Mitty” p 577580
William Faulkner p
590-1
“A Rose for Emily”
p592-599
racial slurs
Flannery O’Connor p
603
“The Life you save
may be your own” p
603-609
Primary source article
p 611
Modes of Fiction p 612
American Slang p 621624
4th
To Kill a Mockingbird
By Harper Lee
Power-point intro
A Time to Kill movie
5 paragraph essay
info and rubric
literary freedom vs. responsibility, individual vs. society),
using specific examples of characters’ thoughts, words and
actions.
RA-LT 2. Analyze the historical, social and cultural context of
setting.
R A-LT 3. Explain how voice and narrator affect the
characterization, plot and credibility.
RA-LT 4. Evaluate the author’s use of point of view in a
literary text.
RA-LT 5. Analyze variations of universal themes in literary
texts.
RA-LT 6. Recognize characteristics of subgenres, including
satire, parody and allegory, and explain how choice of genre
affects the expression of a theme or topic.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WA1. Write reflective compositions that:
a. use personal experiences as a basis for reflection on some
aspect of life;
b. draw abstract comparisons between specific incidents and
abstract concepts;
c. maintain a balance between describing incidents and relating
them to more general, abstract ideas that illustrate personal
beliefs; and d. move from specific examples to generalizations
about life
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
V1. Recognize and identify how authors clarify meanings of
words through context and use definition, restatement,
example, comparison, contrast and cause and effect to advance
word study.
V2. Analyze the relationships of pairs of words in analogical
statements (e.g., synonyms and antonyms, connotation and
denotation) and evaluate the effectiveness of analogous
relationships.
V3. Examine and explain the influence of the English language
on world literature, communications and popular culture.
V5. Determine the meanings and pronunciations of unknown
words by using dictionaries, thesauruses, glossaries,
technology and text features, such as definitional footnotes or
sidebars.
RP1. Apply reading comprehension strategies, including
making predictions, comparing and contrasting, recalling and
summarizing and making inferences and drawing conclusions.
RP2. Answer literal, inferential, evaluative and synthesizing
questions to demonstrate comprehension of grade-appropriate
print texts and electronic and visual media.
RP3. Monitor own comprehension by adjusting speed to fit the
purpose, or by skimming, scanning, reading on, looking back,
note taking or summarizing what has been read so far in text.
RA-ITP2. Analyze and critique organizational patterns and
techniques including repetition of ideas, appeals to authority,
reason and emotion, syntax and word choice that authors use to
accomplish their purpose and reach their intended audience.
RA-ITP3. Analyze the content from several sources on a single
issue, clarifying ideas and connecting them to other sources
and related topics.
pre-read p 535 Journal
Analyzing plot sequence chart
p 601
Critical response 2 p 610
Moderns Quiz with book
Winter Dream Test
“A Rose for Emily” Test
“The Life you save may be your
own” Test
American Slang Quiz with book
Author wb
SG chapter 1
additional vocab sheet
SG 2/3
Chrono Log
Characters/vocab CH 1-3 wb
10/11
SG CH 4-6
vocab wb 22
local color wb 23/24
SG CH 7-9
MB Word search
vocab wb 35
foreshadowing wb 40/41
vocab CH 10-12
MB SG CH 10-12
SG CH 13-15
vocab CH 13-15
MB SG CH 16-18
simile/metaphor wb
RA-ITP 4. Distinguish between valid and invalid inferences
and provide evidence to support the findings, noting instances
of unsupported inferences, fallacious reasoning, propaganda
techniques, bias and stereotyping.
RA-ITP 5. Examine an author’s implicit and explicit
philosophical assumptions and beliefs about a subject.
RA-LT 7. Analyze the characteristics of various literary
periods and how the issues influenced the writers of those
periods.
RA-LT 8. Evaluate ways authors develop point of view and
style to achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language irony, tone, diction,
imagery, symbolism and sounds of language), citing specific
examples from text to support analysis.
WP2. Determine the usefulness of and apply appropriate prewriting tasks (e.g., background reading, interviews or surveys).
WP3. Establish and develop a clear thesis statement for
informational writing or a clear plan or outline for narrative
writing.
WP4. Determine a purpose and audience and plan strategies
(e.g., adapting formality of style, including explanations or
definitions as appropriate to audience needs) to address
purpose and audience.
WP5. Use organizational strategies (e.g., notes and outlines) to
plan writing.
WP6. Organize writing to create a coherent whole with an
effective and engaging introduction, body and conclusion and a
closing sentence that summarizes, extends or elaborates on
points or ideas in the writing.
WP7. Use a variety of sentence structures and lengths (e.g.,
simple, compound and complex sentences; parallel or
repetitive sentence structure).
WP8. Use paragraph form in writing, including topic sentences
that arrange paragraphs in a logical sequence, using effective
transitions and closing sentences and maintaining coherence
across the whole through the use of parallel structures.
WP9. Use precise language, action verbs, sensory details,
colorful modifiers and style as appropriate to audience and
purpose, and use techniques to convey a personal style and
voice.
WP10. Use available technology to compose text.
WP11. Reread and analyze clarity of writing, consistency of
point of view and effectiveness of organizational structure.
WP12. Add and delete examples and details to better elaborate
on a stated central idea, to develop more precise analysis or
persuasive argument or to enhance plot, setting and character
in narrative texts.
WP13. Rearrange words, sentences and paragraphs, and add
transitional words and phrases to clarify meaning and achieve
specific aesthetic and rhetorical purposes.
WP14. Use resources and reference materials (e.g., dictionaries
and thesauruses) to select effective and precise vocabulary that
maintains consistent style, tone and voice.
WP15. Proofread writing, edit to improve conventions (e.g.,
grammar, spelling, punctuation and capitalization), identify
and correct fragments and run-ons and eliminate inappropriate
slang or informal language.
WP16. Apply tools (e.g., rubric, checklist and feedback) to
judge the quality of writing.
WP17. Prepare for publication (e.g., for display or for sharing
with others) writing that follows a manuscript form appropriate
for the purpose, which could include such techniques as
electronic resources, principles of design (e.g., margins, tabs,
spacing and columns) and graphics (e.g., drawings, charts and
graphs) to enhance the final product.
WA1. Write reflective compositions that:
a. use personal experiences as a basis for reflection on some
aspect of life;
b. draw abstract comparisons between specific incidents and
SG CH 19-22
vocab 19-22
argument CH 19-22
SG CH 23-26
vocab crossword CH 27-31
plot structure wb 118-121
theme wb 123/4
symbols wb 132/3
SG CH 27-31
Word juggles wbs
Research Response Essay on
Discrimination presented in To
Kill a Mockingbird and A Time
to Kill
Unit Test over Moderns short
stories
Quiz over CH 1-3 and vocab
Quiz over CH 4-6
Quiz CH 7-9 and vocab CH 4-9
Quiz CH 10-12 and vocab
Quiz CH 13-15 and vocab
Quiz CH 16-18 and vocab
Quiz CH 19-22 and vocab
Quiz CH 23-26
Quiz CH 27-31
Final Test for Mockingbird
Novel and vocab
abstract concepts;
c. maintain a balance between describing incidents and relating
them to more general, abstract ideas that illustrate personal
beliefs; and d. move from specific examples to generalizations
about life.
WA2. Write responses to literature that:
a. advance a judgment that is interpretative, analytical,
evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed
references to the text or to other works and authors;
c. analyze the author’s use of stylistic devices and express an
appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities,
nuances, and complexities within text;
e. anticipate and answer a reader’s questions, counterclaims,
divergent interpretations; and
f. provide a sense of closure to the writing.
WA4. Write informational essays or reports, including
research, that:
a. develop a controlling idea that conveys a perspective on the
subject;
b. create an organizing structure appropriate to purpose,
audience and context;
c. include information on all relevant perspectives, considering
the validity and reliability of primary and secondary sources;
d. make distinctions about the relative value and significance
of specific data, facts and ideas;
e. anticipate and address a reader’s potential biases,
misunderstandings and expectations; and
f. provide a sense of closure to the writing.
Writing Conventions
WC1. Use correct spelling conventions.
WC2. Use correct capitalization and punctuation.
WC3. Use correct grammar (e.g, verb tenses, parallel structure,
indefinite and relative pronouns).
Contemporary writers
Notes from Timeline
Review sheet for final exam
Quiz over Timeline notes
English 11 Final Exam