English Language Arts
Curriculum: Grade 11
Aligned to the Common Core Standards
Revised 2015
The following maps outline the Common Core Standards for grade 10 English Language Arts
determined by the State Standards
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North Arlington Public Schools Curriculum Guide
Content Area: English
Course Title: English 11
Grade Level: 11
Unit 1: American Beginnings to 1800
10 Weeks
Unit 2: American Romanticism
10 Weeks
Unit 3: American Realism, Naturalism,
Regionalism
10 Weeks
Unit 4: American Modernism
10 Weeks
Board Approved: April, 2015
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Unit Overview
Content Area – English
Unit 1: American Beginnings to 1800
Grade Level – 11
Unit Summary/Rationale –
Students will examine and evaluate America’s emerging literary identity by analyzing plot elements, question
and interpret character motives, and identify historical context while reading. Students will be encouraged to
think critically and recognize elements of drama and persuasive appeals and techniques used in speeches and
other persuasive writing.
Interdisciplinary Connections – Art and Social Studies
Technology Integration – On-line Database, Word Processing, Internet-based Research
21st Century Themes21st Century Skills Global Awareness
 Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R.1. 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.
R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.6 Assess how point of view or purpose shapes the content and style of a text.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the evidence.
R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Writing
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.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
3
SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.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.
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6 Acquire and use accurately a range of 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 encountering an unknown term important to
comprehension or expression.
Domain Standards:
Reading: Literature
RL.9-10.2 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.
RL.9-10.3 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.
RL.9-10.4 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).
Reading: Informational Text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RI.9-10.3 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.
RI.9-10.5 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).
RI.9-10.6 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.
RI.9-10.7 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.
RI.9-10.8 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.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,Washington’s Farewell
Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham
Jail”), including how they address related themes and concepts.
RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
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.
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Writing
W.9-10.4 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.)
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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]”).
b. 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”).
W.9-10.10 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
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.3 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.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.9-10.6 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.
Career and Technical Education
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CTE 9.3.12.AG‐NR.1 Analyze the interrelationships between natural resources and humans.
CTE 9.3.12.AR‐AV.4 Design an audio, video and/or film production.
CTE 9.3.12.AR‐PRF.5 Explain key issues affecting the creation of characters, acting skills and roles.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to…
recognize the effect the author’s life experiences or the historical era has on a work of literature.
identify devices of persuasion in writing and oratory, and use these devices of persuasion in their own
writing.
recognize universal themes in literature and relate situations in literature to real life situations.
Unit Essential Questions
Unit Enduring Understandings
 How does literature reflect society?
 Some characters in fiction represent real
people and their problems represent common
 How did religion influence Puritan literature?
situations found in real life.
 What can be learned from the past?
 Literature is a true reflection of the time period
 How does thinking about the author’s
because it shows the values and morals of
purpose deepen understanding?
society.
 How does speech differ from other non
Society can learn from the mistakes of the
fiction work?
past.
 What makes someone a great orator?
 Background knowledge provides insight into
 What is persuasive rhetoric, and how can it
the human experience – other cultures,
be used effectively?
experiences, and situations – to support
 How does the individual deal with the
understanding of texts.
consequences of the choices he/she makes?
 The purpose of a speech is to convince,
 How might the desire for power, ambition,
actuate, inspire, and/or inform.
etc. influence an individual’s actions?

Students will know and be able to do (knowledge and skills):
1.
2.
3.
4.
5.
Define elements of Puritan literature.
Recognize the impact religion had in both early American life and the literature from this period.
Examine characters and identify what classifies them as either major or minor characters.
Recognize the importance of historical fact to better understand plot, setting, and characters.
Draw the parallel between the HUAC hearings and Red Scare of the 1950’s and the Salem witch
trials.
6. Compare and contrast the works of Benjamin Franklin, Thomas Jefferson, and Thomas Paine.
7. Examine how authors in the Age of Reason convey the ideas of reasoning over faith.
8. Examine and analyze aphorisms.
9. Identify how the American Revolution played a role in literature.
10. Recognize charged words in Jefferson’s and Paine’s speeches.
11. Explain and define dramatic literary terms. Identify and analyze examples of each throughout the
work.
12. Compare and contrast characters, as well as identify major and minor characters and their roles in the
play.
13. To understand what constitutes as a tragedy, focusing on the tragic hero and his tragic flaw.
14. Recognize devices of rhetoric and oratory used in the speeches in the play.
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15. Convey an understanding of writing through use of and introduction, body paragraphs, and a
conclusion.
16. Apply knowledge of MLA, grammar, and writing skills, through proofreading and revising.
17. Examine and evaluate books, articles, databases to find adequate sources for research.
18. Establish knowledge of college level vocabulary.
19. Demonstrate use and understanding of grammar and usage.
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
1. Write a persuasive letter to Abigail Williams
from either John Proctor (male) or Elizabeth
Proctor (female) convincing Abigail to tell the
truth about her accusations against Elizabeth
and those others accused.
2. What does John Proctor’s affair with Abigail
Williams suggest about his character during
the time period of the Salem Witch Trials?
Compose an essay presenting your opinion.
3. Examine two persuasive speeches by Thomas
Jefferson and Thomas Paine and find the
logical appeal and emotional appeals that the
speakers use.
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
1. After reading The Crucible, students will assume
the role of a citizen of Salem and write a
persuasive letter to the governor demanding that
the witch trials end. Students will use evidence
gathered from reading The Crucible to support
the demand,
2. Create a multi-media presentation reflecting
your understanding of the American experience
(such as power point, video, computer
animation) and present your work to the class.
3. Create an ad campaign to encourage foreign
businesses to invest in America as part of the
global economy.
4. Compile a portfolio which will incorporate
several small pieces of writing and reflection
about the literature in the unit and how it adds to
an understanding of the American experience
and the American identity. At the end of unit
examine the overarching questions for the unit:
• What is an American during this time
period?
• How does American literature reflect and
influence American society during this
time period?
5. At the end of the unit, students will incorporate
their knowledge of literature, history, film,
music, and art into a multi-media presentation
demonstrating their understanding of the
American experience.
Suggested Other Evidence:
 Tests
Unit tests (with objective questions, short answer and essay questions)
quizzes
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
Readings
book report
book review
book summary

Essays
formal literary essay
Reader-Response essays

Presentations
book talk
class discussions
group presentations
individual presentations
posters/collages
PowerPoint presentations
reader response questions

Other
role playing
study guides
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation








1. Read poetry selections and a sermon noting
the Puritan Plain Style and characteristics of a
sermon.
2. Paraphrase excerpts from Puritan poems.
3. Listen to an audio version of The Crucible,
stopping to discuss plot, characters, etc.
4. Provide background to the McCarthy era of
the 1950’s and why the play was written.
5. Study the Salem witch trials and relate to the
events happening in the play.
6. Discuss the literary devices of persuasion,
rhetoric and oratory.
7. Discuss the American Revolution and how it
is related to each piece of literature.
8. Read, label, and discuss soliloquys, asides,
monologues, etc.
9. Paraphrase passages to better understand the
significance of the play.
10. Examine internal and external conflict that
characters face.
11. Read and examine the modes of persuasion




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small-group instruction
tiered assessments
compacting
multiple-entry points
choices of books
homework options
explorations by interest
modes of expression (artistic, technological,
written, oral, community service)
organizational options
working choice options
flexible environment
Multiple-Intelligences options
that the early Colonial thinkers use in their
writings:
● Excerpts from Poor Richard’s Almanac
(Franklin) noting the aphorisms; have
students experiment with their own
aphorisms; excerpts from An
Autobiography.
● Read and examine “The Preamble” to
Jefferson’s Declaration of Independence,
noting (finding examples) of his use of
logic.
● Read and examine Patrick Henry’s
“Speech to the Virginia Convention”
noting both logic and emotion in the
development of his persuasive speech.
● Read Thomas Paine’s “The Crisis,” taking
notes on his message and method of
argument.
● Build a graphic organizer identifying both
common and contrasting elements in these
four documents of persuasive nonfiction.
Finally, respond to AP style prompt, “Is
Thomas Paine the real author of ‘The
Declaration of Independence’?” in which
students compare the language, style and
message of the arguments in Paine’s “The
Crisis” and Jefferson’s “The Declaration of
Independence.”
Suggested Resources:
Literature – The Crucible
Literature – “To My Dear and Loving Husband”
Informational – The Salem Witch Trials
Informational – “Sinners in the Hands of an Angry God”
Informational – Poor Richard's Almanac
Informational – “The Declaration of Independence”
Informational – “Speech in the Virginia Convention”
Informational—Phyllis Wheatley
Additional Resources:
Novels
www.vocabtest.com (SAT level vocabulary)
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Unit Overview
Content Area – English
Unit 2: American Romanticism
Grade Level – 11
Unit Summary/Rationale –
Students will discover how United States was establishing its own identity in the field of literature. The
students will examine the writers of this period and how they defined the American voice and its primary
theme: the quest of the individual to define himself. Students will recognize how romantic writers elevated
the imagination over reason and intuition over fact. They will also gain an understanding of
transcendentalism.
Interdisciplinary Connections – Social Studies
Technology Integration – On-line Database, Word Processing, Internet-based Research
21st Century Themes Global Awareness
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Writing
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
Speaking and Listening
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing
L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings
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Domain Standards:
Reading: Literature
RL.9-10.7Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity band independently and proficiently.
Writing
W.9-10.4 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.)
Speaking and Listening
SL.9-10.1 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.
a. 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.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
c. 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.
d. 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.
Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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Technology
8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and
present it to peers and/or professionals in that related area for review
8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and
experts, and present ideas for feedback through social media or in an online community.
8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original
work.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess
their potential to address personal, social, lifelong learning, and career needs.
8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of
investigation with peers and experts synthesizing information from multiple sources.
Career and Technical Education
CTE 9.3.12.ED.1 Apply communication skills with students, parents and other groups to enhance learning
and a commitment to learning.
CTE 9.3.12.ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and
contexts.
CTE 9.3.12.ED.3 Use critical thinking to process educational communications, perspectives, policies
and/orprocedures.
CTE 9.3.12.ED.5 Demonstrate group collaboration skills to enhance professional education and training
practice.
CTE 9.3.12.ED.11 Demonstrate group management skills that enhance professional education and training
practice.
CTE 9.3.12.ED‐ADM.5 Model leadership skills for personnel in order to improve the performance of the
learning organization.
CTE 9.3.12.ED‐ADM.8 Apply internal and external resources to meet the learning organization’s objectives
and learner needs.
CTE 9.3.12.ED‐TT.5 Establish a positive climate to promote learning.
CTE 9.3. 12.ED‐TT.7 Demonstrate organizational and relationship building skills used to manage
instructional activities and related procedures.
CTE 9.3.12.ED‐TT.8 Demonstrate flexibility and adaptability in instructional planning.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to…
focus on the emerging movement of American Romanticism in the early nineteenth century and the period
leading up to the Civil War.
connecting the use of techniques of figurative language with the romantic ideas embedded in the texts.
interpreting the role and effect of the values between the individual and the community.
pay attention to one’s “inner voice” despite imposed authority (as romanticism encourages).
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Unit Essential Questions
Unit Enduring Understandings
 How does the literature of Romanticism reflect the  American writers became widely read and began to
literary and territorial expansion of the United
interpret their own culture by Americanizing
States in the nineteenth century?
literature.
 How did the writing of Romanticism differ from
 Works of fiction are often shaped by the concerns of
the writing of the period before?
the historical period in which they are set.
 How is the Romantic period of literature a
 Romantic writers elevated the imagination over
response to the culture/history of that period?
reason and the intuition over fact.
 How is Transcendentalism and Romantic
 Self-reliant individuals make better societies.
philosophy reflected in the literature of this
 Literature is used to express man’s connection to
period?
nature.
 How has the concept of civil disobedience
 Solitude can lead to deeper reflection and selfinfluenced America?
knowledge.
 How do elements of the supernatural and the
 Following one’s conscience may lead to social
gothic impact literature of this period?
reforms.
 How do the Romantics perceive and portray
 Styles of literature have changed throughout history.
individualism?
 How is nature portrayed by both romantics and
transcendentalists?
 How do the transcendentalists differ from the
romantics?
Students will know and be able to do (knowledge and skills):
1. Recognize the major elements and aspects of Romanticism.
2. Define transcendentalism and explain how it relates to the works being read.
3. Convey an understanding of writing through use of and introduction, body paragraphs, and a
conclusion.
4. Apply knowledge of MLA, grammar, and writing skills, through proofreading and revising.
5. Examine and evaluate books, articles, databases to find adequate sources for research.
6. Establish knowledge of college level vocabulary.
7. Demonstrate use and understanding of grammar and usage.
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
1. Essay: Is civil disobedience a just means of
expressing a complaint against the law?
Use examples to support your claim.
2. Essay: Looking at Hester Prynne, from The
Scarlett Letter, through the lens of the
Transcendentalists’ philosophies, analyze
1. Essay: Writers can't help but be influenced by
the events and people that they see around them.
The question is to what extent does that
influence become part of the works that they
write and how do they communicate their
feelings and beliefs about the world around
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3.
4.
5.
6.
7.
8.
9.
her character. Is Hester Prynne a
Transcendentalist?
Essay: “Civil Disobedience” is based on
the paradox that a good citizen is justified
in breaking the law under certain
circumstances. Reread the excerpt from
Henry David Thoreau’s “Civil
Disobedience” to identify two paradoxical
statements that reinforce or extend this
concept.
Students will choose a favorite aphorism
from Benjamin Franklin’s Poor Richard's
Almanack and present it to the class,
explaining their choice.
Students will create a Power Point based on
the life of Herman Melville and his novel
Moby Dick.
Read and examine the modes of persuasion
that both Puritan and Romantic
philosophies direct:
● Jonathan Edwards” “Sinners in the
Hands of an Angry God”; identify
Puritan philosophy and methods he
uses to persuade his audience.
● Ralph Waldo Emerson’s “SelfReliance” identifying figures of speech
and methods of persuasion; identify
ultimate aim.
Agree or disagree with this Emerson quote:
"What is popularly called
Transcendentalism among us, is Idealism;
Idealism as it appears in 1842." Use at least
three pieces of textual evidence to support
an original thesis statement.
Write a Reflective Letter - Mr. Hooper has
been buried. Elizabeth is left alone, haunted
by the memory of the man she loved but
could not bring herself to marry. Write a
letter from Elizabeth to a friend that
recounts her thoughts and feelings about
Mr. Hooper and the black veil. As you
draft your letter, try to use language
appropriate to Hawthorne’s story. If
possible, include some of the archaic words
you encountered in Hawthorne’s text.
Review the types of people that Whitman
catalogs in this poem. How many of these
roles are prominent in society today? How
have the roles of workers changed
fundamentally since Whitman’s time? Do
2.
3.
4.
5.
6.
7.
8.
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them. For your essay, think about how the
characters, setting, and themes in your novel
relate to the period in which it was written. How
is the novel an analysis of the period? How is it
a reflection, and how is it a criticism? And how
does the writer make opinions about that world
clear to the reader? (Explanatory)
Research Paper: Select one of the texts studied
and write a research paper in which you trace the
enduring significance of the work through
contemporary American history. Cite at least
three secondary sources to support an original
thesis statement.
Select one of the short stories and explain why
you think it is a good example of American
romanticism. Use at least three pieces of textual
evidence to support an original thesis statement.
Write an essay in which you agree or disagree
with the following statement, offering at least
three pieces of evidence from the texts to
support an original thesis statement: “Women in
nineteenth century America could not really be
free.”
Growth often presents challenges. Whether it’s
the broad growth of an entire society or the
personal growth of an individual, overcoming
these challenges can lead to change. Write a
paragraph about a challenge in your life that led
you to change or grow. How did your
perspective change?
Select one passage from one of the poems and
one from one of the informational texts that treat
a similar theme. How are the themes revealed in
the different genres? What different
techniques/literary devices do the authors use to
convey theme? Write an essay in which you use
at least three pieces of textual evidence to
support an original thesis statement.
Compile a portfolio which will incorporate
several small pieces of writing and reflection
about the literature in the unit and how it adds to
an understanding of the American experience
and the American identity. At the end of unit
examine the overarching questions for the unit:
a. What is an American during this time
period?
b. How does American literature reflect and
influence American society during this
time period?
At the end of the unit, students will incorporate
you think the people in this poem provide
their knowledge of literature, history, film,
an accurate reflection of everyday people
music, and art into a multi-media presentation
today? In a small group, discuss your
demonstrating their understanding of the
answers to these questions.
American experience.
10. Poe is considered a Dark Romantic because
he created stories that explore the inner self
and irrational elements of the mind. How
does Poe convey the states of mind of his
characters? Write a brief essay in response
to this question. Support your answers with
details from the stories.
Suggested Other Evidence:
 Tests
Unit tests (with objective questions, short answer and essay questions)
quizzes

Readings
book report
book review
book summary

Essays
formal literary essay
Reader-Response essays

Presentations
book talk
class discussions
group presentations
individual presentations
posters/collages
PowerPoint presentations
reader response questions

Other
role playing
study guides
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation






1. Read, examine, analyze, and respond to short
stories and poetry of the Romantic period
from the Prentice Hall Literature book by
various authors.
2. Watch a scene from the movie version of
Moby Dick.
15
small-group instruction
tiered assessments
compacting
multiple-entry points
choices of books
homework options


3. Figurative language worksheets on Poe and
Hawthorne.
4. Poe’s biography before delving into “The
Raven.” Read and analyze “The Raven” for
its gothic and romantic elements. Listen to
audio version of the poem for maximum
performance effect. Read “Annabel Lee” for
sound elements. Discuss connections between
this poem and “The Fall of the House of
Usher” and Poe’s own biography. Understand
the problem of “over-analyzing” or “reading
too deep” into a poem for a poet’s biography.
5. As a class, introduce Dickinson by reading
“Because I could not stop for Death”.
Students will record their responses to the
poem. This response should be a brainstorm
reaction, not too much thinking or analysis is
needed. Write what comes to mind. How does
the poem make you feel? What ideas,
emotions, themes come up? Then hold a class
discussion on student responses and on the
difficulty of poetry analysis. Finally, together
and using the blackboard to record ideas, such
as Death as metaphor and the other metaphors
that she uses - stages of life. Also, the
romantic theme of death being a natural part
of life. Then, in pairs or threes, students will
do a cold read of another poem, respond to in
in the brainstorm form, and then identify
theme and other poetic elements. Each pair
will share their analysis with the class. Poems
to choose from include the following:
“I heard a Fly buzz - when I died -”
“There’s a certain Slant of light -”
“My life closed twice before its close-”
“The Soul selects her own Society-”
Students will write a short essay in which they
analyze the connections between Dickinson’s
life and works.
6. Walt Whitman said, "Do I contradict myself?
Very well then, I contradict myself. I am
large; I contain multitudes." Think of a time
that you did something out of character that
you thought you would never do. Write a
narrative essay describing the event and the
transformation of your character. (Narrative)




16
explorations by interest
modes of expression (artistic, technological,
written, oral, community service)
organizational options
working choice options
flexible environment
Multiple-Intelligences options
Suggested Resources:
Literature – The Fall of the House of Usher
Literature – The Devil and Tom Walker
Literature – The Raven
Literature – The Minister's Black Veil
Literature – Dickinson
Literature – Whitman
Literature—Poe
Literature--Hawthorne
Informational – Emerson
Informational – Thoreau
Additional Resources:
Novels
www.vocabtest.com (SAT level vocabulary)
Unit Overview
Content Area – English
Unit 3: American Realism, Naturalism, and Regionalism
Grade Level – 10
Unit Summary/Rationale –
Students will examine the period of American history after the Civil War and the realistic literature that
developed from it. Emphasis will be placed on portraying “real life” as ordinary people lived it, showing
characters and events in an honest, objective, almost factual way. Students will discover that Naturalist
writers also depicted real people in real situations, but forces beyond an individual’s control shaped their fate.
Interdisciplinary Connections – Social Studies
Technology Integration – On-line Database, Word Processing, Internet-based Research
21st Century Themes Global Awareness
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R.1 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.
R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
17
Writing
W.4 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Speaking and Listening
SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing
Domain Standards:
Reading: Literature
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.9-10.5 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.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity band independently and proficiently.
Writing
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Speaking and Listening
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Career and Technical Education
18
CTE 9.3.12.ED.1 Apply communication skills with students, parents and other groups to enhance learning
and a commitment to learning.
CTE 9.3.12.ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and
contexts.
CTE 9.3.12.ED.3 Use critical thinking to process educational communications, perspectives, policies
and/orprocedures.
CTE 9.3.12.ED.5 Demonstrate group collaboration skills to enhance professional education and training
practice.
CTE 9.3.12.ED.11 Demonstrate group management skills that enhance professional education and training
practice.
CTE 9.3.12.ED‐ADM.5 Model leadership skills for personnel in order to improve the performance of the
learning organization.
CTE 9.3.12.ED‐ADM.8 Apply internal and external resources to meet the learning organization’s objectives
and learner needs.
CTE 9.3.12.ED‐TT.5 Establish a positive climate to promote learning.
CTE 9.3. 12.ED‐TT.7 Demonstrate organizational and relationship building skills used to manage
instructional activities and related procedures.
CTE 9.3.12.ED‐TT.8 Demonstrate flexibility and adaptability in instructional planning.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to…
recognize the impact of slavery and racism on human lives.
acknowledge that a strong voice for equality and suffrage was established through the literature of female
authors.
understand that Realism was a response to the sweeping political, social and economic changes that took
place in American culture after the Civil War, including the end of slavery and the industrial revolution.
Unit Essential Questions
Unit Enduring Understandings
 How was America’s idealism shattered by the
 The harsh reality of war gave rise to a new
enormous loss of life caused by the Civil War?
movement in American literature called Realism.
 What literary forms did writers use to discuss
 Writers used real life stories, fiction, and journalism
social and political issues during this period?
to turn abstract issues into the daily realities of
actual human beings.
 How did the Civil War impact American
literature?
 Through the study of literature from various
historical eras, we gain better understanding of
 How did the influx of women writers impact the
ourselves and our modern culture.
development of American literature?
 How did the use of dialect and regional speech
patterns affect American literature?
 How did industrialization impact American
literature?
 How did the westward move impact American
literature?
Students will know and be able to do (knowledge and skills):
1. Recognize the major elements and aspects of Realism/Naturalism/Regionalism.
2. Examine the types of conflict and identify examples for each.
3. Convey an understanding of writing through use of and introduction, body paragraphs, and a
conclusion.
19
4.
5.
6.
7.
Apply knowledge of MLA, grammar, and writing skills, through proofreading and revising.
Examine and evaluate books, articles, databases to find adequate sources for research.
Establish knowledge of college level vocabulary.
Demonstrate use and understanding of grammar and usage.
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
1. Students write their own epitaph in the
style of Spoon River.
2. Write a short story or poem using Regional
Dialect.
5. Peyton Farquhar in “An Occurrence at Owl
Creek Bridge” is being hanged for
choosing the “wrong side”. Write about a
time when you had to make a choice
between two things.
6. Once he learned to read, Frederick
Douglass did everything he could to get his
hands on books, including trading food. In
a brief essay write what life would be like
if you were no longer allowed to read
anything.
1. Using media center resources, students will
research one historical and one literary figure of
the 1830s -1860s. Students will write a compare
and contrast research essay that evaluates the
impact each figure had on the country during
that time.
2. Research the economic, social, and political
situation in the American South prior to and
following the Civil War and write an essay that
considers the historical context for Mark Twain's
attitude toward the post-Civil War American
South.
3. Choose a contemporary female writer from the
21st or 20th century. Research biographical and
literary information about the authors that
analyzes the possible influence of Cather,
Wharton, and Chopin on contemporary female
writing. Write an essay and give an oral
presentation to the class.
4. You will be asked to take on the role of a Union
or a Confederate recruiter. Write an
argumentative essay that is designed to be read
at a rally. This should reflect the history,
validate your cause, and inspire your audience.
As a leader, you are charged with recruiting
more soldiers and supporters of your cause. You
will be arbitrarily assigned either the Union or
Confederate side. You must explain, to the
audience, your position, describe advantages of
your position address the counterpoint, and call
your audience to action. You will also present
your speech to the class.
5. Using the media center resources research a
20
literary figure of this period. Give an oral
presentation in which you are introducing
him/her at a dinner where this literary figure is
being honored. Do not reveal the person’s name
until the end.
6. Compile a portfolio which will incorporate
several small pieces of writing and reflection
about the literature in the unit and how it adds to
an understanding of the American experience
and the American identity. At the end of unit
examine the overarching questions for the unit:
• What is an American during this time
period?
• How does American literature reflect and
influence American society during this
time period?
7. At the end of the unit, students will incorporate
their knowledge of literature, history, film,
music, and art into a multi-media presentation
demonstrating their understanding of the
American experience.
Suggested Other Evidence:
 Tests
Unit tests (with objective questions, short answer and essay questions)
quizzes

Readings
book report
book review
book summary

Essays
formal literary essay
Reader-Response essays

Presentations
book talk
class discussions
group presentations
individual presentations
posters/collages
PowerPoint presentations
reader response questions

Other
role playing
study guides
21
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation








7. Read, examine, analyze, and respond to short
stories and poetry of the
Realism/Naturalism/Regionalism period from
the Prentice Hall Literature text by various
authors, including Mark Twain’s, Life on The
Mississippi, and Frederick Douglass’, My
Bondage and My Freedom
8. Read selections from Spoon River Anthology.
9. Compare and contrast the writing of feminist
authors of the period: Kate Chopin, Edith
Wharton, and Willa Cather by reading a short
story by each author.
10. Huckleberry Finn has been called the "Great
American Novel." However, it is the sixth
most frequently banned book in the United
States. Discuss why this masterpiece is
banned mostly in Christian academies and in
all black institutions. How would you defend
Huckleberry Finn against charges of being a
racist novel? (Argumentative)




Suggested Resources:
Literature – Huckleberry Finn
Literature – “An Occurrence at Owl Creek Bridge”
Literature – Spoon River Anthology
Informational – Life on the Mississippi
Informational – My Bondage and My Freedom
Additional Resources:
Novels
22
small-group instruction
tiered assessments
compacting
multiple-entry points
choices of books
homework options
explorations by interest
modes of expression (artistic, technological,
written, oral, community service)
organizational options
working choice options
flexible environment
Multiple-Intelligences options
Unit Overview
Content Area – English
Unit 4: American Modernism
Grade Level – 10
Unit Summary/Rationale –
Students will discover how the upheavals of the early twentieth century ushered in a period of artistic
experimentation and lasting literary achievement. They will examine the quest for new ideas which occurred
in the world of literature. Students will analyze how modernists constructed their work out of fragments,
omitting the expositions, transitions, resolutions, and explanations used in traditional literature. Students will
also explore the burst of creative activity by African American writers, known as the Harlem Renaissance.
Interdisciplinary Connections – Social Studies
Technology Integration – On-line Database, Word Processing, Internet-based Research
21st Century Themes Global Awareness
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R.1 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.
R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Writing
W.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences
Speaking and Listening
SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.5 Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
23
Domain Standards:
Reading: Literature
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.9-10.5 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.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity band independently and proficiently.
Writing
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
Speaking and Listening
SL.9-10.4 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.
SL.9-10.5 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.
SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Technology
8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and
present it to peers and/or professionals in that related area for review
8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and
experts, and present ideas for feedback through social media or in an online community.
8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original
work.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess
their potential to address personal, social, lifelong learning, and career needs.
8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of
investigation with peers and experts synthesizing information from multiple sources.
24
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to…
identify and analyze author’s purpose and viewpoint.
identify and analyze literary elements, including tone, theme, diction, voice, mood, irony, imagery, setting,
and character development.
understand how writing reflects the level and complexity of their thinking.
focus on critical, rather than general, analysis and response through their writing and discussions.
identify various aspects of the American Dream.
Unit Essential Questions
 How is the uncertainty and disillusionment from
the devastation of World War I expressed in
literature?
 What is the American dream and how has it
changed over time?
 How does America define success?
 How did America's development into a
multicultural society impact American literature?
 How do descriptions of geography and setting
influence our understanding of character
motivations and conflicts?
 To what extent are characters disillusioned, or
unsatisfied with their lives (e.g., their
relationships, employment, social status, wealth,
families, personal histories, etc.)?
 How does the historical context of when a text was
written, or the historical setting of the narrative,
affect current readers’ interpretations?
Unit Enduring Understandings
 Modernist experimented with a wide variety of new
approaches and techniques, producing a remarkably
diverse body of literature.
 Modernists sought to capture the essence of modern
life in both the form and content of their work.
 The modern condition of humanity is explored
through themes related to the problem with
romanticizing nostalgic memories of the
past/perfection, and resulting disillusionment.
 The modern condition of humanity is explored
through themes related to relationships between men
and women driven by aspirations of social mobility
and desire to be, or feel, loved (vanity) – these
drives lead to unfulfilled, contentious relationships.
Students will know and be able to do (knowledge and skills):
1. Establish the basic principles of modernist writers.
2. Recognize how historical time periods are expressed in literature.
3. Compare and contrast the American Dream in different pieces of literature.
4. Convey an understanding of writing through use of and introduction, body paragraphs, and a
conclusion.
5. Apply knowledge of MLA, grammar, and writing skills, through proofreading and revising.
6. Examine and evaluate books, articles, databases to find adequate sources for research.
7. Establish knowledge of college level vocabulary.
8. Demonstrate use and understanding of grammar and usage.
Stage 2: Evidence of Student Learning
25
Formative Performance Task
(A Formative Performance Task is presented
to students at the beginning of the unit. It
presents a problem that drives learning and
may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and
graded test that assesses student learning. It is
generally a post-assessment administered at the
end of a unit of study)
1. Write a humorous essay about an everyday
event and expand on it using hyperbole and
understatement.
2. The Great Gatsby presents a commentary
on the state of American culture and the
pursuit of the American dream in the
1920s. Do Fitzgerald’s ideas about
America still hold true today? Which
characters in The Great Gatsby best
represent today’s typical consumer?
3. What does The Great Gatsby say about the
clash between “old” and “new” worlds?
Does the “new world” frighten its
characters? Do the characters forlorn for a
distant past? What impact has war had on
its characters?
 Students will research “The Lost
Generation” and Gertrude Stein.
4. How can people treat each other with
cruelty? What influences us to behave with
compassion or cruelty toward others? Do
you believe human beings are intrinsically
good or evil? Discuss these questions with
your classmates in a small group.
5. Students will research a topic of their
choice and compose a thesis paper. They
will use the media center to research and to
create a power point document to support
their thesis.
6. As you read “A Rose for Emily,” record
passages of description related to the mood
of the tale. Write a short essay analyzing
how Faulkner uses descriptive details to
convey this story’s Gothic mood. Be sure
to cite specific evidence from the story to
support your analysis.
1. Write a modern poem in blank verse.
2. Essay for The Great Gatsby: For which
character would the following quote from
Emerson’s Self-Reliance be most appropriate?
Explain why in detail. “I must be myself. I
cannot break myself any longer for you, or you.
If you can love me for what I am, we shall be the
happier. If you cannot, I will still seek to deserve
that you should. I will not hide my tastes or
aversions. I will so trust that what is deep is
holy, that I will do strongly before the sun and
moon whatever only rejoices me, and the heart
appoints.”
3. In an effort to demonstrate your understanding
of the dramatic changes American literature has
undergone you will write a 2-3 page essay in
which you compare and contrast multiple
movements or general features of movements.
4. Write a research paper in which you trace the
influence of World War II on American
literature. Cite at least three pieces of textual
evidence and three secondary sources to support
your original thesis statement.
5. Compile a portfolio which will incorporate
several small pieces of writing and reflection
about the literature in the unit and how it adds to
an understanding of the American experience
and the American identity. At the end of unit
examine the overarching questions for the unit:
• What is an American during this time
period?
• How does American literature reflect and
influence American society during this
time period?
6. At the end of the unit, students will incorporate
their knowledge of literature, history, film,
music, and art into a multi-media presentation
demonstrating their understanding of the
American experience.
Suggested Other Evidence:
 Tests
Unit tests (with objective questions, short answer and essay questions)
26
quizzes

Readings
book report
book review
book summary

Essays
formal literary essay
Reader-Response essays

Presentations
book talk
class discussions
group presentations
individual presentations
posters/collages
PowerPoint presentations
reader response questions

Other
role playing
study guides
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation








1. Read, examine, analyze, and respond to The
Great Gatsby, and a play by Tennessee
Williams
2. Read, examine, analyze, and respond to short
stories and poetry of the Modern period by
various authors.
3. Read, examine, analyze, and respond to short
stories and poetry of the Harlem Renaissance
by various authors.
4. Review knowledge of plot structure, conflict,
and other literary terms by discussing them
throughout the literary works.
5. Conduct a close reading of Langston
Hughes’s “The Negro Speaks of Rivers, “I,
too” and “Harlem: identifying Hughes’ use of
metaphors to depict ideas. After reading the
poems, compose your own poem in response
to Hughes’ ideas and vision. Use a metaphor
that depicts your perception of Hughes. (e.g.
“Hughes, a fearless lion/roaring whispers of
distant memories”) (Narrative)




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small-group instruction
tiered assessments
compacting
multiple-entry points
choices of books
homework options
explorations by interest
modes of expression (artistic, technological,
written, oral, community service)
organizational options
working choice options
flexible environment
Multiple-Intelligences options
6. Consider the gender of the characters in your
novel. How are male and female characters
portrayed? How does the work portray their
roles in society? How does gender influence
the choices that are available to the characters
and the decisions that they make? Write a
paper that explores how gender affects the
plot and character development in the novel.
(explanatory)
Suggested Resources:
Literature – The Great Gatsby
Literature – A Raisin in the Sun
Literature—In Cold Blood
Literature—Tennessee Williams
Literature – Steinbeck
Literature – Robert Frost poetry
Literature—Hemingway
Literature—Faulkner
Literature-- Eliot
Informational – Harlem Renaissance
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