School District of Springfield Township

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1 School District of Springfield Township Springfield Township High School Course Overview Course Name: English 11 (Academic) Course Description Through the study of various genres of multicultural American literature, students refine critical reading skills. Students continue to build vocabulary through their reading. They hone their research and expository writing skills by integrating primary and secondary sources into a major research-based paper. Grammar instruction connects to student monitoring of errors. Literature circles provide guided enrichment reading opportunities. Unit Titles Unit 1: Rhetoric and Nonfiction: Introduction to the American Dream Unit 2: Perspectives on the American Dream through Poetry Unit 3: Examining Diverse Expressions and American Voices: Perspectives on the American Dream through Short Stories Unit 4: The Research Paper: A Close Examination of Diverse Expressions and Voices in American Novels Unit 5: American Dream or American Greed? Studying F. Scott Fitzgerald s The Great Gatsby Unit 6: The Rise and Fall of American Aristocracy in Tennessee Williams A Streetcar Named Desire Unit 7: Alternative Unit: Perspectives on American Race Relations in Charles Fuller s A Soldier s Play (This text may be used in lieu of Gatsby or Streetcar at teacher discretion.) Essential Questions 1. What comprises our personal identity, values, and beliefs? How are these similar to and/or different from the realities presented within literature? 2. How does the issue of unfulfilled dreams act as a catalyst for internal and/or external conflict in a text? 3. How do an author s choices in characterization help to develop themes in a text? 4. How does an author use rhetorical devices (such as word choice, parallelism, repetition, figurative elements, and organization patterns) to influence readers to understand and/or appreciate his/her perspective? 5. How does an author use literary devices (such as metaphor, imagery, motif, symbolism, and tone) to convey subtle commentary on characterization and conflict in a text? 6. What is literary criticism, and how can it inform our appreciation of a text? How does one make effective research choices and synthesize primary and secondary information to convey an original point of view?

2 Big Ideas/Enduring Understandings Unit 1: Rhetoric and Nonfiction: Introduction to the American Dream Authors manipulate connotation, denotation, figurative language, diction, and syntax in communicating their ideas. Authors make strategic decisions in organizational structure and style to achieve their desired purpose. A comparison of documents written from different historical perspectives helps a reader understand the evolution of ideas over time. Unit 2: Perspectives on the American Dream through Poetry Adept readers and writers of poetry appreciate the relationship among poet, poem, and audience. Authorial choices in structure, language, and sound impact meaning in a poem. Authors utilize elements of poetry and figurative language to convey sociological and cultural experiences. Unit 3: Examining Diverse Expressions and American Voices: Perspectives on the American Dream through Short Stories An adept reader of fiction appreciates the relationship among author, text, and audience. Consideration of historical context helps a reader progress from a literal interpretation of the text to a figurative one. Reasonable interpretations can and should be supported by close attention to the details and motifs of a text. Unit 4: The Research Paper: A Close Examination of Diverse Expressions and Voices in American Novels Historical context and author s biographical information may prove helpful in developing an interpretation of a work. Passage analysis can help a reader begin to recognize and articulate a thematic strand. Literary criticism can inform one s appreciation of a text. An effective research paper synthesizes primary and secondary information to convey an original point of view. Unit 5: American Dream or American Greed? Studying F. Scott Fitzgerald s The Great Gatsby Many American novelists portray the intersection of class, money, and morality to call attention to the contrast between the American dream and American reality. The most skillful novelists use figurative devices and motifs to characterize people, events, and places in their texts. One s reading of a text is shaped by issues of narrator reliability.

3 Unit 6: The Rise and Fall of American Aristocracy in Tennessee Williams A Streetcar Named Desire Symbolism can be used by dramatists to convey commentary on societal changes. Playwrights use setting to spur tension and conflict. Over the centuries, the concept of tragedy has been defined differently by various critics; ultimately, an apt reader synthesizes these various theories in deciding for herself/himself whether a particular drama qualifies as truly tragic. Unit 7: Alternative Unit: Perspectives on American Race Relations in Charles Fuller s A Soldier s Play A popular fiction mechanism (i.e., the murder mystery) can be used to propel dramatic plot development. Flashback can be used by dramatists to unveil necessary back story in a gradual fashion that keeps the audience actively engaged in the development of the story. Characters can be used to represent various perspectives on important societal issues such as racism. Skillful playwrights portray the influence that characters perspectives have on the actions they take. Juxtaposition can be used to make social and political commentary in a drama. Key Competencies/Skills/Procedures Unit 1: Rhetoric and Nonfiction: Introduction to the American Dream Using context clues and other reading comprehension strategies to understand difficult vocabulary Analyzing the effectiveness and impact of diction, figurative language, and syntax Analyzing an author s intended purpose of a text Identifying main ideas present in a text Using textual support to make inferences and defend position Using written analysis to compare and contrast texts and draw conclusions Synthesizing prior knowledge with new knowledge to make inferences and draw conclusions Analyzing the effectiveness of multiple organizational structures Incorporating effective diction, figurative language, syntax, and organization into one s own work Unit 2: Perspectives on the American Dream through Poetry Identifying and analyzing poetic devices and their impact on message and tone Making inferences about American attitudes based on message and tone Writing poetry that incorporates poetic devices Comparing and contrasting poetic devices (specifically tone) Using support from poetry to bolster one s own ideas Using annotations and highlighting as comprehension strategies to make meaning Unit 3: Examining Diverse Expressions and American Voices: Perspectives on the American Dream through Short Stories Highlighting and annotating as a reading comprehension strategy Creating four-column charts as a process to move from basic comprehension to analysis

4 Analyzing how literary devices work together to create meaning (e.g., how conflict illuminates characterization) Using graphic organizers as a means to make inferences and draw conclusions Performing close readings to examine literary devices and analyze theme Identifying a key symbol and using imagery to describe the role of the symbol in one s own life Unit 4: The Research Paper: A Close Examination of Diverse Expressions and Voices in American Novels Analyzing how different literary elements within the literature impact meaning and one s understanding of the message Exploring the personal relationship between the reader and the text Analyzing how literature acts as a critical commentary on different components of society Evaluating the effectiveness of figurative devices. Understanding the connection between the literary era and the author s style Researching the style and the background of the authors Using the same process from the short story unit: identifying and making concrete observations and then creating higher-order thinking questions to yield more effective insights Annotating text: focusing on personal response and one s own insights into the text Analyzing and understanding the difference between literature and text Understanding the role of discussion as a means to advance understanding Understanding and articulating points of view via analysis Articulating a clear analysis of a passage Researching literary criticism and scholarly information Identifying a research style and format that suits one s own learning style Unit 5: American Dream or American Greed? Studying F. Scott Fitzgerald s The Great Gatsby Analyzing the role of Nick Carraway as narrator and his evolving perceptions of varied characters in the novel Evaluating the effectiveness of Nick Carraway as narrator Analyzing the effect of Daisy Buchanan on Jay Gatsby s ability to obtain the American Dream Identifying, analyzing, and explaining the role of motifs in the novel Writing to analyze and describe different literary elements within the novel

5 Unit 6: The Rise and Fall of American Aristocracy in Tennessee Williams A Streetcar Named Desire Understanding the elements of characterization, tracing the development (or stagnancy) of a character over the course of a text, and determining how a character contributes to the larger thematic significance of a work Understanding the types of conflict and analyzing how the author continually builds tension and develops conflict in his play Understanding the significance of setting and analyzing how an author uses setting to spur tensions and conflict in his story Understanding symbolism and analyzing how an author can use this device for thematic impact in his story Recognizing and articulating how the author s background and experiences influence his fiction, as well as how a work of fiction serves as cultural and historical artifact Using literary theory and criticism to understand multiple interpretative layers of a text Synthesizing insights from secondary sources in articulating a personal interpretation of a text Unit 7: Alternative Unit: Perspectives on American Race Relations in Charles Fuller s A Soldier s Play Understanding the elements of characterization, tracing the development (or stagnancy) of a character over the course of a text, and determining how a character contributes to the larger thematic significance of a work Understanding the types of conflict and analyzing how the author continually builds tension and develops conflict in his play Understanding the significance of setting and analyzing how the author uses setting to spur tensions and conflict in his story Understanding motif and analyzing how an author can use this device for thematic impact in his story Understanding flashback and analyzing how an author can use this device for thematic impact in his story Recognizing and articulating how the author s background and experiences influence his fiction, as well as how a work of fiction serves as cultural and historical artifact Using literary theory and criticism to understand multiple interpretative layers of a text Synthesizing insights from secondary sources in articulating a personal interpretation of a text

6 Core Vocabulary Only terms new to students are listed; many other important literary concepts are reinforced in this course. Unit 1: Rhetoric and Nonfiction: Introduction to the American Dream Diction Connotation vs. Denotation Syntax Unit 2: Perspectives on the American Dream through Poetry Diction Tone Tempo Enjambment Anaphora Unit 3: Examining Diverse Expressions and American Voices: Perspectives on the American Dream through Short Stories Epiphany Climax and Denouement Narrator Reliability Antihero Irony Unit 4: The Research Paper: A Close Examination of Diverse Expressions and Voices in American Novels Literary criticism Ambiguity Précis Synthesis Annotation Unit 5: American Dream or American Greed? Studying F. Scott Fitzgerald s The Great Gatsby Juxtaposition Motif Narrator Reliability Caricature Unit 6: The Rise and Fall of American Aristocracy in Tennessee Williams A Streetcar Named Desire Tragedy/Pity/Catharsis Foil Motif Allusion Subtext

7 Unit 7: Alternative Unit: Perspectives on American Race Relations in Charles Fuller s A Soldier s Play Juxtaposition Dialect Motif Red Herring Core Resources 1. Course wikispace 2. Sadlier-Oxford vocabulary text, level F 3. Excerpts from nonfiction documents from the 18 th through 21 st centuries pertaining to the concept of the American dream (authors include Thomas Jefferson, Elizabeth Cady Stanton, James Truslow Adams, and various 21 st -century American celebrities) 4. Various samples of 19 th - and 20 th -century American poetry (authors include Walt Whitman, Langston Hughes, Maya Angelou, Gary Soto, and others) 5. Various samples of 20 th -century American short stories (authors include John Updike, Kate Chopin, William Carlos Williams, Tim O Brien, Alice Walker, T. C. Boyle, and Sandra Cisneros) 6. Various literature circle selections for the research paper (authors include Tim O Brien, Alice Walker, Kurt Vonnegut, Julia Alvarez, Edith Wharton, and J. D. Salinger) 7. The Great Gatsby by F. Scott Fitzgerald 8. A Streetcar Named Desire by Tennessee Williams 9. A Soldier s Play by Charles Fuller Pennsylvania State Standards, Anchor Standards and, Literature Keystone Exam Anchors Guiding Course Unit 1: Rhetoric and Nonfiction: Introduction to the American Dream C.P.1.1 Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods. C.P.3.1 Use conventions of standard written language. L.N.1.1 Use appropriate strategies to analyze an author s purpose and how it is achieved in literature. L.N Explain how an author s use of key words or phrases in text informs and influences the reader. L.N.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature. L.N Analyze the interrelationships of ideas and events in text to determine how one idea or event may interact and influence another. L.N Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. L.N.2.4 Use appropriate strategies to identify and analyze text organization and structure in literary nonfiction.

8 Unit 2: Perspectives on the American Dream through Poetry C.P Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience. C.P.3.1 Use conventions of standard written language. L.F Identify and/or analyze the author s intended purpose of a text. L.F Explain, describe, and/or analyze examples of a text that support the author s intended purpose. L.F Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.F Make inferences and/or draw conclusions based on analysis of a text. L.F Cite evidence from a text to support generalizations. L.F Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. L.F Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of fiction. L.F Identify, explain, interpret, describe, and/or analyze the effects of simile, metaphor, imagery, and allusion. Unit 3: Examining Diverse Expressions and American Voices: Perspectives on the American Dream through Short Stories C.E Write with a sharp controlling point and an awareness of the audience and expository task. C.E Demonstrate an understanding of the purpose with relevant information, content, and details. C.E Use appropriate organizational strategies for expository writing (e.g., compare/contrast, cause/effect, problem/solution, process analysis). C.E Use precise language, stylistic techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone. C.E Write with control of grammar, mechanics, spelling, usage, and sentence formation. C.E.2.1 Revise writing to improve style, meaning, word choice, and sentence variety. C.E.3.1 Use conventions of standard written language. L.F Identify and/or analyze the author s intended purpose of a text. L.F Explain, describe, and/or analyze examples of a text that support the author s intended purpose. L.F Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept. L.F Draw conclusions about connotations of words. L.F Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.F Make inferences and/or draw conclusions based on analysis of a text. L.F Cite evidence from a text to support generalizations. L.F Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction. Note: Character may also be called narrator or speaker. L.F Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction. Note: Plot may also be called action. L.F Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction.

9 L.F L.F Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance. Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, symbolism, and irony in a text. Unit 4: The Research Paper: A Close Examination of Diverse Expressions and Voices in American Novels Reading Standards A. Read and understand works of literature. B. Analyze the relationships, uses, and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. C. Analyze the effectiveness, in terms of literary quality, of the author s use of literary devices. Sound techniques (e.g., rhyme, rhythm, meter, alliteration). Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire). Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time). Anchor Standards/Eligible Content R11.A Make inferences and/or draw conclusions based on information from text. R11.A Cite evidence from text to support generalizations. R11.A Identify and/or analyze the author s intended purpose of text. R11.A Explain, describe, and/or analyze examples of text that support the author s intended purpose R11.B Identify, explain, interpret, describe, and/or analyze the author s purpose for and effectiveness at using figurative language in text. Writing Standards B Write complex informational pieces (e.g., research papers, analyses, evaluations, essays). Include a variety of methods to develop the main idea. Use precise language and specific detail. Include cause and effect. Use primary and secondary sources A. Write with a sharp, distinct focus. Identify topic, task and audience. Establish and maintain a single point of view. B. Write using well-developed content appropriate for the topic. Gather, determine validity and reliability of, analyze and organize information. Employ the most effective format for purpose and audience. Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. C. Write with controlled and/or subtle organization. Sustain a logical order throughout the piece. Include an effective introduction and conclusion.

10 D. Write with a command of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language. E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. F. Edit writing using the conventions of language. Spell all words correctly. Use capital letters correctly. Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly. Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory and imperative). Listening and Speaking Standards A. Listen to others. Ask clarifying questions. Take notes. B. Speak using skills appropriate to formal speech situations. Use a variety of sentence structures to add interest to a presentation. Pace the presentation according to audience and purpose. Adjust stress, volume, and inflection to provide emphasis to ideas or to influence the audience. C. Contribute to discussions. Ask relevant, clarifying questions. Respond with relevant information or opinions to questions asked. Listen to and acknowledge the contributions of others. Research Standards Student researches by gathering, evaluating, and synthesizing information from reference materials and communicates that knowledge.

11 Unit 5: American Dream or American Greed? Studying F. Scott Fitzgerald s The Great Gatsby Anchor Standards/Eligible Content R11.A Make inferences and/or draw conclusions based on information from text. R11.A Cite evidence from text to support generalizations. R11.A Summarize the key details and events of a fictional text as a whole. R11.A Explain, describe, and/or analyze examples of text that support the author s intended purpose R11.B Explain, interpret, compare, describe, analyze, and/or evaluate character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. R11.B R11.B Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between characters and other components of text. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between elements of the plot (conflict, rising action, climax, resolution) and other components of the text. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between symbolism and other components of the text. Identify, explain, interpret, describe, and/or analyze the point of view of the narrator as first person or third person point of view. Explain, interpret, describe, and/or analyze the effectiveness of the point of view used by the author. Writing Standards B Write complex informational pieces (e.g., research papers, analyses, evaluations, essays). Include a variety of methods to develop the main idea. Use precise language and specific detail. Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). Use primary sources E. Write with a sharp, distinct focus. Identify topic, task and audience. Establish and maintain a single point of view. F. Write using well-developed content appropriate for the topic. Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. G. Write with controlled and/or subtle organization. Sustain a logical order throughout the piece. Include an effective introduction and conclusion. H. Write with a command of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language. F. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.

12 G. Edit writing using the conventions of language. Spell all words correctly. Use capital letters correctly. Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly. Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory and imperative). Listening and Speaking Standards D. Listen to others. Ask clarifying questions. Take notes. E. Contribute to discussions. Ask relevant, clarifying questions. Respond with relevant information or opinions to questions asked. Listen to and acknowledge the contributions of others. Unit 6: The Rise and Fall of American Aristocracy in Tennessee Williams A Streetcar Named Desire L.F.1. Reading for Meaning --- Fiction L.F.1.1. Use appropriate strategies to analyze an author s purpose and how it is analyzed in literature. L.F Identify and/or analyze the author s intended purpose of a text. L.F Explain, describe, and/or analyze examples of a text that support the author s intended purpose. L.F Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept. L.F.1.2. Use appropriate strategies to determine and clarify meaning of vocabulary in literature. L.F Use context clues to determine or clarify the meaning of unfamiliar, multiplemeaning, or ambiguous words. L.F Draw conclusions about connotations of words. L.F.1.3. Use appropriate strategies to comprehend literature during the reading process. L.F Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.F Summarize the key details and events of a fictional text, in part or as a whole. L.F.2. Analyzing and Interpreting Literature --- Fiction L.F.2.1. Use appropriate strategies to make and support interpretations of literature. L.F Make inferences and/or draw conclusions based on analysis of a text. L.F Cite evidence from a text to support generalizations. L.F.2.3. Use appropriate strategies to compare, analyze, and evaluate literary elements. L.F Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction.

13 L.F L.F L.F L.F.2.4 L.F L.F.2.5. L.F L.F Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction. Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction. Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction. Use appropriate strategies to interpret and analyze the universal significance of literary fiction. Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance. Use appropriate strategies to identify and analyze literary devices and patterns in literary fiction. Identify, explain, interpret, describe, and/or analyze the effects of foreshadowing imagery symbolism, dialect, allusion in a text. Identify and analyze how stage directions, monologue, dialogue and dialect support dramatic script. Unit 7: Alternative Unit: Perspectives on American Race Relations in Charles Fuller s A Soldier s Play L.F.1. Reading for Meaning --- Fiction L.F.1.1. Use appropriate strategies to analyze an author s purpose and how it is analyzed in literature. L.F Identify and/or analyze the author s intended purpose of a text. L.F Explain, describe, and/or analyze examples of a text that support the author s intended purpose. L.F Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept. L.F.1.2. Use appropriate strategies to determine and clarify meaning of vocabulary in literature. L.F Use context clues to determine or clarify the meaning of unfamiliar, multiplemeaning, or ambiguous words. L.F Draw conclusions about connotations of words. L.F.1.3. Use appropriate strategies to comprehend literature during the reading process. L.F Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.F Summarize the key details and events of a fictional text, in part or as a whole. L.F.2. Analyzing and Interpreting Literature --- Fiction L.F.2.1. Use appropriate strategies to make and support interpretations of literature. L.F Make inferences and/or draw conclusions based on analysis of a text. L.F Cite evidence from a text to support generalizations. L.F.2.3. Use appropriate strategies to compare, analyze, and evaluate literary elements. L.F Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction. L.F Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction.

14 L.F L.F L.F.2.4 L.F L.F.2.5. L.F L.F Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction. Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction. Use appropriate strategies to interpret and analyze the universal significance of literary fiction. Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance. Use appropriate strategies to identify and analyze literary devices and patterns in literary fiction. Identify, explain, interpret, describe, and/or analyze the effects of foreshadowing imagery symbolism, dialect, allusion in a text. Identify and analyze how stage directions, monologue, dialogue and dialect support dramatic script. Prepared October 2010 LS Approved--chr