American Literature A Syllabus TRI 2
Summer Reading: A Lesson Before Dying
NOV. 30
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DEC. 1
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Go over class policies & expectations
Pass back and review study guides
Writing Assignment: What lesson is learned?
RL: 1-5; W: 2, 4, 9, 10; L:1-3
I can write an essay that demonstrates my understanding of the lesson learned in the novel.
I can demonstrate my understanding of what elements create a quality essay.
Test over A Lesson Before Dying
Evaluate essays
RL: 1-5
I can demonstrate that I read and understand A Lesson Before Dying by answering questions. about plot,
characterization, theme, symbolism, and figurative language.
I can self-assess my writing strengths and weaknesses based on the criteria presented in the rubric.
Jim Crow Law Powerpoint
Alabama voting test (PBS) (http://www.pbs.org/wnet/jimcrow/)
Voter restriction laws
Discussion of book
RI: 1-3; SL:1-2
I can understand the culture and racial attitudes of Americans during the1940’s and how these elements
apply to the plot of the novel.
I can compare racial tensions from the historical period in the novel to issues facing society today.
Gaines powerpoint and video
Tracing theme worksheet & discussion
Author’s purpose
RL:1-5; SL: 1; W: 4
I can understand how an author’s background information can contribute to their writing.
I can understand the author’s purpose in writing the novel and how it contributes to the novel’s theme.
I can identify and understand the elements of tracing the theme, including: conflict, forces, climax, and
denouement.
Finish discussion over A Lesson Before Dying: Group Activities
Watch clips from the film
I can understand how an author’s background information can contribute to their writing.
I can understand the author’s purpose in writing the novel and how it contributes to the novel’s theme.
Unit One: The Crucible
Grammar Focus for Unit: Commas
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Read and discuss of “Sinners in the Hands of an Angry God”
Vocabulary and Grammar Practice
Background of Salem Witch trials power point
RI: 5, 6, 8; SL: 1-2; L: 4, 6
● I can explain religious culture and attitudes of the time period.
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I can analyze how the tone of the author affects the audience.
Continue background notes on Salem Witch trials
Discuss theocracy
Short film over Salem Witch trials
Martha Carrier Trial (finish for homework)
Introductory notes on Arthur Miller
Grammar Practice
RI: 1-6; SL: 2, 3; RL: 4-5, 7
I can identify various people and events of the Salem Witch trials.
I can define theocracy and how it applies to the Martha Carrier Trial.
I can explain the evidence used in the Martha Carrier Trial and use it to argue whether or not the court’s
ruling was just.
I can explain how Arthur Miller’s experiences informed his writing.
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Begin Act I
Vocabulary and Grammar Practice
RL: 2-5, 9; SL: 2; L: 4, 6
I can identify the main characters and their feelings about the witchcraft accusations.
I can review the usage rules for commas and practice them.
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Continue Act I
Vocabulary and Grammar Practice
HW: Finish Act I study guide and Act 1 journal
RL: 2-5, 9; SL: 2
I can relate to a character’s experience in the play by writing a journal entry.
I can answer and discuss guided reading questions pertaining to The Crucible.
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Quiz Act I
Intro Act II
You Are Accused Activity
Begin Act II
Vocabulary and Grammar Practice
RL: 2-5; RI: 1-6; L: 4, 6; SL: 1, 2
I can demonstrate my understanding of the main ideas from Act I
I can relate to the characters of the play by reflecting on and writing about what I would do if I were
accused.
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Continue Act II
Grammar Practice
HW: Finish Act 2 study guide and Act 2 journal
RL: 2-5; SL: 1,2
I can relate to a character’s experience in the play by writing a journal entry.
I can answer and discuss guided reading questions pertaining to The Crucible.
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Quiz Act II
Discuss false confessions
Begin Act 3
Grammar Practice
RL: 2-5; SL: 1, 2
I can demonstrate my understanding of the main ideas from Act II
I can answer and discuss guided reading questions pertaining to The Crucible.
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Act 3
Grammar Practice
HW: Finish Act 3 study guide and Act 3 journal
RL 2-5; SL 1, 2
I can relate to a character’s experience in the play by writing a journal entry.
I can answer and discuss guided reading questions pertaining to The Crucible.
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Quiz Act 3
Read Act 4
RL: 2-5; SL: 1
I can relate to a character’s experience in the play by writing a journal entry.
I can answer and discuss guided reading questions pertaining to The Crucible.
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Finish reading play.
Finish Act 4 study guide and Act 4 journal
Poetry Reading: Half-Hanged Mary. Creative poem assignment.
Read articles on modern day connections to The Crucible.
RL: 2-5; SL: 1
I can read and comprehend Margaret Atwood’s poem and make connections between it and characters
in the play.
I can compose an original poem reflecting the mood and tone of the play.
I can use figurative language within an original poem.
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Unit Two: Literary Analysis Paper
Paper topics: literary analysis of themes in the play
Discuss paper; outline format; finding good quotes
Begin work on introduction and thesis statement
HW: Complete introduction rough draft—due when we return from break!
Begin film
RL: 7, W: 5; SL: 1, 2
I can define the format of a character analysis essay.
I can review intro paragraph format and write my introduction
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Watch film: The Crucible
HOLIDAY BREAK!!! Continue outlining paper—find quotes, write introduction.
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Introduction DUE
Modeling good introductions
Body paragraph instruction
Begin work on body paragraph 1
Conference with students
HW: Complete body paragraph 1 rough draft in packet
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can meet with my teacher to ask questions as needed.
I can review body paragraph format and write my 1st body paragraph.
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Body paragraph 1 DUE
Modeling good body 1 paragraphs
Begin work on body paragraph 2
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can conference with my teacher over my first body paragraph and make changes as needed.
I can draft my 2nd body paragraph using proper format and support.
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Conference with students
HW: Revise body paragraph 1 and complete body paragraph 2 in packet
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can conference with my teacher over my first body paragraph and make changes as needed.
I can draft my 2nd body paragraph using proper format and support.
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Body paragraph 2 DUE
Modeling good body 2 paragraphs
Conclusion instruction
Begin work on body paragraph 3 and conclusion
Laptops available for students to begin typing rough draft
Conference with students
HW: Complete body paragraph 3 and conclusion in packet--DUE MONDAY!
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can draft my 3rd body paragraph using proper format and support.
I can review the format for a conclusion and write a draft of this paragraph.
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TEST over The Crucible
Paper conferences during testing
Continue working on draft of paper--FULLY WRITTEN DRAFT DUE MONDAY!
RL: 1-5; L: 1-6
● I can demonstrate that I read and understood The Crucible by answering questions about plot,
characterization, theme, symbolism, and figurative language.
● I can write about themes of the novel and major concepts using examples to support my claims.
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Completed Writing Packet Due
Modeling good conclusions
Media Center – Type rough draft
Submit rough drafts to Turnitin.com
HW: Finish typing rough draft – print copy for peer review
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can turn in a fully written draft of my paper.
I can type my paper in the lab following MLA formatting.
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Printed copy of rough draft DUE
Peer Review
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can bring a fully typed draft to class.
I can proofread and edit a peer’s paper.
I can provide feedback to my peer’s papers through comments and highlighting.
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I can read feedback provided to me and ask questions as needed.
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Media Center – Make final revisions to paper
Submit final draft to Turnitin.com
HW: Final draft DUE to Turnitin.com by FRIDAY, JANUARY 15!
**No late papers will be accepted!**
W: 2, 4, 5, 9; RL: 1-5; L: 1-6; SL: 1, 3
I can review feedback provided to me and revise and edit my paper accordingly.
I can turn in a completed paper by the end of the day along with all of my drafts and reviews.
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Unit Three: Short Stories
Grammar Focus for Unit: Independent and Dependant Clauses
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Introductory notes on Edgar Allen Poe
Read “The Black Cat” and discuss
HW: Complete “The Black Cat” study guide
RL: 1-5; SL: 1
I can define sensory imagery.
I can understand how sensory imagery is used by authors to create suspense.
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FINAL DRAFT OF PAPER DUE!!!
“The Black Cat” Quiz
Poe stories group project instruction
HW: Read story for group project over the weekend
RL: 1-5; SL: 1
I can work in groups to choose a story and begin planning for our presentation.
I can take on specific roles and tasks within my group for the project
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NO SCHOOL
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Group Projects with Poe stories...read, analyze, plan
W:11-12; SL:11-12.1,2,7
I can work cooperatively in groups to analyze our story.
I can use technology such as Google Presentation or MS Powerpoint to create our project.
I can take on specific roles and tasks within my group for the project.
I can prepare a presentation with organization, development, and substance appropriate to the
assignment and audience.
Group Projects with Poe stories…read, analyze, plan
W:11-12; SL:11-12.1,2,7
I can work cooperatively in groups to analyze our story.
I can use technology such as Google Presentation or MS Powerpoint to create our project.
I can take on specific roles and tasks within my group for the project.
I can prepare a presentation with organization, development, and substance appropriate to the
assignment and audience.
Present Group Projects
SL.11-12.1,2,3,4,5,6
I can evaluate the presentations of other groups for clarity of information and quality of the powerpoint.
I can present information clearly and logically to my classmates.
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I can explain author’s purpose and use of figurative language and satire during the presentation.
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Introductory notes on Washington Irving
Read Irving’s “The Devil and Tom Walker”
Discuss satire and fears of early colonialists
Grammar Practice
HW: Complete “The Devil and Tom Walker” study guide
RL: 1-5; SL: 1, 2; L: 5, 6
I can define and identify satire within a short story.
I can read and understand the the short story and how it conveys the fears of early colonialist.
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“The Devil and Tom Walker” Quiz
Introductory notes on Nathaniel Hawthorne
Read Hawthorne’s “The Minister’s Black Veil”
Grammar Practice
HW: Complete “The Minister’s Black Veil” study guide
RL: 1-5; SL: 1, 2; L: 5, 6
I can reflect on my own personal experiences to connect to the protagonist of the short story.
I can identify the main conflict of the story and how it relates to theme.
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“The Minister’s Black Veil” Quiz
Introductory notes on Charlotte Perkins Gilman
Read Gilman’s “The Yellow Wallpaper”
Discuss the Rest Cure
Grammar Practice
HW: Complete “The Yellow Wallpaper” study guide
RL: 1-5; SL: 1, 2; L: 5, 6
I can identify characteristics of an unreliable narrator.
I can define irony and explain how it is used to convey the theme of the story.
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“The Yellow Wallpaper” Quiz
Introductory notes on Ernest Hemingway
Read Hemingway’s “Hills Like White Elephants”
Grammar Practice
HW: Complete “Hills Like White Elephants” study guide
RL: 1-5; SL: 1, 2; L: 5, 6
I can identify Hemingway’s use of untagged dialogue.
I can explain the main conflict of the story.
I can identify the symbolism of the white hills within the story.
I can understand the Iceberg Theory and how Hemingway uses it effectively in the story.
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Hills Like White Elephants” Quiz
Notes on Transcendentalism and symbolism, Ralph Waldo Emerson
Read Emerson’s Nature and Self Reliance
Discuss and complete worksheet
RI: 1-6; SL: 1, 2
I can understand the main theories proposed by the transcendentalists.
I can identify symbolism such as Emerson’s transparent eyeball within his writings.
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I can identify the theme of Self-Reliance and relate it to my own experiences.
Introductory notes on Henry David Thoreau
Read Thoreau’s Walden and Civil Disobedience excerpts
Discuss and complete worksheets
Grammar Practice
RI: 1-6; SL: 1, 2
I can explain why Thoreau went to live at Walden Pond and how this fits transcendentalist beliefs.
I can identify the benefits of civil disobedience that Thoreau supports in his writing and how Thoreau
himself demonstrated such behavior.
Finish Transcendentalist readings
Review for test over short story unit
Introduce Walden Project
RL: 1-5; RI: 1-6; L: 1-6; W: 1, 9, 1
I can explain why Thoreau went to live at Walden Pond and how this fits transcendentalist beliefs.
I can identify the benefits of civil disobedience that Thoreau supports in his writing and how Thoreau
himself demonstrated such behavior.
Short Story Unit Test
RL:11-12.1,3,4,6,7; SL: 11-12.1,2,3,6
I can demonstrate that I read and understand the short stories by answering questions about plot,
characterization, theme, symbolism, and figurative language.
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Media Center - work on Walden Project
W: 3, 6, 10
I can imagine my own Walden in writing based on the main themes and structure of Thoreau’s essay.
I can use technology to create a visual representation of my Walden.
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Media Center – work on Walden Project: DUE FRIDAY!
W: 3, 6, 10
I can imagine my own Walden in writing based on the main themes and structure of Thoreau’s essay.
I can use technology to create a visual representation of my Walden.
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Sleepy Hollow Film
SL.11-12.2,3; L.11-12.3
I can identify elements of suspense within the film.
I can define satire and how it is used to comment on the role of science during the period.
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Finish film.
Return papers over The Crucible. Discuss.
SL.11-12.2,3; L.11-12.3
I can identify elements of suspense within the film.
I can define satire and how it is used to comment on the role of science during the period.
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Literary Analysis Paper Revisions and Reflection. DUE FRIDAY.
I can evaluate my score and feedback on the rubric from the paper.
I can revise and edit my paper based on feedback I received to improve my score on the rubric.
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Literary Analysis Paper Revisions and Reflection. DUE FRIDAY.
I can evaluate my score and feedback on the rubric from the paper.
I can revise and edit my paper based on feedback I received to improve my score on the rubric.
Unit Five: The Catcher in the Rye
Grammar Focus for Unit: Semicolons and Colons
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Introductory notes on J.D. Salinger
Discuss background of the novel
Articles to read
Vocabulary and Grammar Practice
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can identify connections between an author’s background and their literature.
I can review the usage rules for semicolons and colons and practice them.
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Begin reading Ch. 1 & 2
Vocabulary and Grammar Practice
HW: Finish Ch. 2 and read Ch. 3 / Complete study guide for Ch. 1-3
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can identify and analyze Holden’s struggles as a character.
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NO SCHOOL.
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Ch. 1-3 Quiz
Discussion of Ch. 1-3
Begin reading Ch. 4 in class
HW: Finish Ch. 4 and read Ch. 5-7 / Complete study guide for Ch. 4-7
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can identify and analyze the symbolism of Holden’s red hunting hat.
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Ch. 4-7 Quiz
Discussion of Ch. 4-7
Start reading Ch. 8 in class
HW: Finish Ch. 8 and read Ch. 9-10 / Complete study guide for Ch. 9-10
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can analyze the role that Jane, Phoebe, and Allie play in shaping Holden’s character.
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Ch. 8-10 Quiz
Discussion of Ch. 8-10
Vocabulary
Grammar Practice
Start reading Ch. 11 in class
HW: Finish Ch. 11 and read Ch. 12-13 / Complete study guide Ch. 12-13
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can discuss why Holden has difficulty forming relationships throughout the novel.
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Ch. 11-13 Quiz
Discussion of Ch. 11-13
Vocabulary and Grammar Practice
Start reading Ch. 14 in class
HW: Finish Ch. 14 and read Ch. 15-16 / Complete study guide Ch. 14-16
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I analyze Holden’s view of the adult world and how this shapes his world view.
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Ch. 14-16 Quiz
Discussion of Ch. 14-16
Vocabulary and Grammar Practice
Discuss Robert Burn’s poem: “Comin’ Thro’ the Rye”
Start reading Ch. 17
HW: Finish Ch. 17 and read Ch. 18-19 / Complete study guide Ch. 17-19
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can discuss Holden’s response to facing the corruption of the adult world.
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Ch. 17-19 Quiz
Discussion of Ch. 17-19
Vocabulary
Grammar Practice
HW: Read Ch. 20-21 / Complete study guide Ch. 20-21
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can analyze the significance that the museum plays within the novel’s theme.
I can identify and discuss Holden’s inability to connect with others.
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Ch. 20-21 Quiz
Discussion of Ch. 20-21
Vocabulary
Grammar Practice
HW: Read Ch. 22-23 / Complete study guide Ch. 22-23
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can analyze the significance that the ducks in Central Park play within the novel’s theme.
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Ch. 22-23 Quiz
Discussion of Ch. 22-23
Vocabulary and Grammar Practice
Start reading Ch. 24
HW: Finish Ch. 24 and read Ch. 25-26 / Complete study guide Ch. 24-26
RL: 1-5; SL: 1, 2, 4; L: 4, 6
I can identify the role the title of the novel plays in Holden’s quest to preserve innocence.
I can discuss the impact James Castle had on Holden’s character.
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Ch. 24-26 Quiz
Discussion of Ch. 24-26
Review for test
RL: 1-5; SL: 1, 2, 4; L: 4, 6
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I can conduct a thorough character analysis of Holden Caulfield and diagnose his behaviors.
The Catcher in the Rye unit test
RL: 1-5; L: 1-6; W: 1, 9, 10
I can demonstrate that I read and understand the novel by answering questions about plot,
characterization, theme, symbolism, and figurative language.
Mar. 1-2
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Dead Poets Society Film
W: 2, 4, 9, 10
I can make connections between the main ideas in the film and other stories we have studied this
trimester.
I can identify conflicts the characters face within the film.
I can discuss the values of the Dead Poets Society and what the boys learned through their experiences.
Finish film and discuss. Go over study guide.
W: 2, 4, 9, 10
I can make connections between the main ideas in the film and other stories we have studied this
trimester.
I can identify conflicts the characters face within the film.
I can discuss the values of the Dead Poets Society and what the boys learned through their experiences.
Discuss exam and writing reflection
Work in lab on writing reflection
I can reflect on the writing I have done this trimester and discuss my strengths and weaknesses in
substance, style, mechanics.
Continue working on writing reflection in lab.
Due by tomorrow at the beginning of the hour!
I can reflect on the writing I have done this trimester and discuss my strengths and weaknesses in
substance, style, mechanics.
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Begin reviewing for exam. Fill out review guide. Group activities.
SL:11-12.1,2,3,4,5,6; L:11-12.1,2,3,4,5,6; W: 11-12.2,10
I can participate in small group and class review of the main concepts and readings from this course.
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Review for Exam (quiz bowl!)
SL:11-12.1,2,3,4,5,6; L:11-12.1,2,3,4,5,6; W: 11-12.2,10
I can participate in small group and class review of the main concepts and readings from this course.
EXAMS
RL 1-5; RI 1-6; W 1, 4, 9, 10
I can demonstrate that I read and understood material throughout this course by answering questions
about plot, characterization, and themes from the readings.
I can demonstrate my knowledge and independent reading skills by applying them to new material.