ESTIMATED TIME: On- Going (Primarily 4 th Marking Period) OVERALL EXPECTATIONS: By the end of this unit, students will: PA CORE STANDARDS: READING CCS RL11 1 CCS RI11 1 R11.A.2.3.1 R11.A.2.3.2 CCS RI 11 2 R11.A.2.4.1 R11.A.2.5.1 R11.B.1.1.1 CCS RL 11 9 R11.B.1.2.1 CCS RL 11 6 R11.A.1.6.2 R11.A.1.3.1 CCS RI 11 3 WRITING SPEAKING AND LISTENING LANGUAGE - See attached Language Progressive Skills chart for scope and sequence English/Language Arts Every Teacher Teaches ESL ELP Standard 1: English Language Learners communicate in English for social and instructional purposes within the school setting. ELP Standard 2: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. 1
ENDURING UNDERSTANDINGS American Literature reveals the complexities of the American Experience. ESSENTIAL QUESTIONS - How does American Literature reflect the culture, national identity, and experiences of the United States? - What are the core elements of being an American? - How do cultures and traditions inform the American writer? - How has the American author distinguished him or herself in the literary tradition? ACADEMIC/CONTENT VOCABULARY: Affix, Allegory, Alliteration, Allusion, Analysis, Antonym, Argument/Position, Author s Purpose, Bias, Biography, Character, Characterization, Climax, Compare/Contrast, Conflict/Problem, Connotation, Context Clues, Cultural Significance, Defense of a Claim, Dialect, Dialogue, Diction, Differentiate, Drama, Dramatic Script, Draw Conclusion, Elements of Fiction, Elements of Nonfiction, Evaluate, Explain, Explicit, Exposition, Fact, Falling Action, Fiction, Figurative Language, First Person, Flashback, Focus, Foreshadowing, Generalization, Genre, Headings, Graphics and Charts, Hyperbole, Imagery, Implicit, Inference, Informational Text, Interpret, Irony, Key/Supporting Details, Key Words, Literary Device, Literary Element, Literary Form, Literary Movement, Literary Nonfiction, Main Idea, Metaphor, Monologue, Mood, Motif, Multiple- meaning Words, Narrative, Narrator, Nonfiction, Opinion, Personification, Plot, Poetry, Point of View, Prefix, Propaganda, Propaganda Techniques (Name- calling, Bandwagon, Red herring, Emotional appeal, Testimonial, Repetition, Sweeping generalization/stereotyping, Circular argument, Appeal to numbers, facts, or statistics), Resolution, Rising Action, Satire, Sentence Variety, Sequence of Steps, Setting, Simile, Soliloquy, Sound Devices, Speaker, Stage Direction, Structure of Poem, Style, Suffix, Summarize, Symbolism, Synonym, Syntax, Text Organization/Structure, Theme, Third Person, Tone, Universal Character, Universal Significance, Voice Online/Video Resources UMAHS Library web resources for Literature Research: http://umasd.libguides.com/english Library Databases: Literary Reference Center Artemis EBSCO NoveList JSTOR GALE Virtual Reference Library Bloom s Literary Reference Online Student Resources in Context Paper Resources Student selected texts and literary criticism* *Primarily online resources accessed via databases Recommended Authors: Raymond Carver John Cheever Charles Chestnut Kate Chopin Joan Didion Ralph Waldo Emerson William Faulkner F. Scott Fitzgerald 2
NoodleTools Ernest J. Gaines Charlotte Perkins Gilman Nathaniel Hawthorne Zora Neale Hurston Ernest Hemingway Alice Hoffman Ken Kesey Edgar Lee Masters Toni Morrison Alice Munro Tim O Brien Flannery O Connor Joyce Carol Oates Sylvia Plath Edgar Allan Poe J.D. Salinger John Steinbeck Henry David Thoreau John Updike Kurt Vonnegut Alice Walker Thornton Wilder Tennessee Williams Supplemental Resources: DIFFERENTIATION PREREQUISITE KNOWLEDGE ACCELERATION INTERVENTION Include in this section: Keystone Literary Terms Understanding of Literary Criticisms 1. Characteristics of students who would need acceleration: Students with GIEP goals involving reading and writing 2. Possible research, projects, or activities: 3. Any resources needed to provide acceleration: Adaptations for students with visual or auditory perceptual difficulties: Large print texts Books on tape Transcription software Adaptations for students with integrative difficulties such as abstract thinking and conceptualization: Modified texts and assessments per special 3
education co- teacher INSTRUCTIONAL ACTIVITIES TEACHER NOTES AND ELABORATIONS SAMPLE INSTRUCTIONAL STRATEGIES AND ACTIVITIES Objectives: Find and read works by an American author (or authors); develop a thesis that unifies the works under the selected topic; use Noodle Tools to organize and draft; write a paper of given length in response to thesis using textual support, literary criticism, and your own critical ideas. You will be creating a literary theory OR thematic analysis of an author* and three pieces of literature written by this person. *Options C and D allow you to choose three different authors and one piece of literature from each author. 1. Choose an approach from four available options. 2. Find works by an American author (or authors) that illustrate your chosen topic. **Be sure to choose an option and author(s) that interest you AND that play to your strengths. 3. Close- read your works. Select and actively read at least three works of literature that fall within your theme of theory. Make sure you choose literature that focuses on your topic. You ll want to do a little research on these authors and works BEFORE you settle on anything so that you choose works of literature that are relevant to your topic. One piece of literature will be a novel. Your second and third works of literature can be a play, a poem, a short story, or a novel. If you choose to read more than three works of literature, that is fine. Manage your time! Read with your topic in mind. Make notes as you go. Consider the following questions as you read: How does this author choose to talk about my topic? What is the author s attitude toward my topic? What quotes or motifs reflect a particular idea toward my topic? Are there characters that reflect some aspect of my topic or my author? Are those characters protagonists or antagonists? Am I supposed to sympathize with those characters? Are there events in this story that address my topic? My author s life? Does the author s language reveal anything about my topic? My author? 4
As you read, develop and refine the literary theory approach or theme you wish to explore; this will eventually become your THESIS statement. 4. Generate a thesis statement based on your topic. Remember your thesis statement is a strong sentence that sums up what you will be arguing throughout your entire essay. It should contain a clear argument and your main points. 5. Research recognized literary criticism on your works. You will need at least TWO scholarly articles to support this paper. Be sure to note and keep track of relevant information. 6. Write note cards in Noodle Tools and organize an outline. 7. Draft an annotated bibliography of your secondary sources. (Noodle Tools) 8. Draft your paper. Your target length is 4-8 pages double- spaced, MLA style with in- text documentation. The minimum length must be four lines onto a fifth page. 9. Conference with Mr. Taylor- Storm periodically. We will schedule these progress updates later. Evaluation: This project is a MAJOR portion of your fourth quarter grade. Your grade is based on progress as well as final product. See JRP Rubric COMMON ASSESSMENTS FORMATIVE ASSESSMENTS SUMMATIVE ASSESSMENTS Teacher observation Review of previously attained concepts and skills Library pre- assessment(s) Assigned Questions Teacher observation Online assessments (Quia, Kahoot, socrative) JRP Scoring Rubric Periodic Progress Checks NoodleTools evaluations 5
Close Read for Literary Devices Double- Entry Journals Journaling Admit Slips: At the beginning of class, students jot quick responses to a prompt tied to the topic. These should not be graded. They are to help you assess what students know and guide instruction Exit cards Creation of works cited Annotated bibliography Selection and citation of Literary Criticisms Creation of Outline Rough and Final Draft submissions Use criteria or rubrics to guide work PA CORE STANDARDS: CC.1.2.9-10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis of 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 from them. L.N.1.1: Use appropriate strategies to analyze an author s purpose and how it is achieved in literature It is expected that students will: L.N.1: Identify and/or analyze the author s intended purpose of the text. L.N.1.1.2 Explain, describe, and/or analyze examples of a text that support the author s intended purpose. L.N.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea or concept. L.N.1.1.4 Explain how an author s use of key words or phrases in text informs and influences the reader. Standard L.N.1.1.1 What is the author s purpose in writing the passage? Standard L.N.1.1.2 Which additional information would best support the author s purpose? Sample Keystone Question Standard L.N.1.1.3 How does the author s use of imagery in the sentence help to communicate an idea? Standard L.N.1.1.4 Which statement best describes how the author s use of the phrase the hen laid hardboiled eggs influences the reader? L.N.1.2: Use appropriate strategies to analyze to determine and clarify meaning of vocabulary in literature. L.N.1.2.1 Identify and/or apply synonym or antonym of a word used in a text. L.N.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text. L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words. L.N.1.2.4 Draw conclusions about connotations of words. 6
L.N.1.2.1 Which word is a synonym for forbearance? L.N.1.2.2 The suffix - tion helps the reader know that the word abstraction means L.N.1.2.3 What does the word gregarious mean as it is used in the sentence? L.N.1.2.4 What is being suggested by the use of the word glide in this sentence? L.N.1.3: Use appropriate strategies to comprehend literature during the reading process. L.N.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.N.1.3.2 Summarize the key details and events of a nonfictional text, in part or as a whole. L.N.1.3.3 Analyze the interrelationship of ideas and events in a text to determine how one idea or event may interact and influence another. L.N.1.3.1 According to the passage, what was Franklin s first job upon arriving in Philadelphia? L.N.1.3.2 Which sentence best completes the summary? L.N.1.3.3 Based on information in the passage, how does the fiber in apples relate to improved heart health? L.N.2.1: Use appropriate strategies to make and support interpretation of literature L.N.2.1 Make inferences and/or draw conclusions based on analysis of the text. L.N.2.2 Cite evidence from a text to support generalizations. L.N.2.1 Based on information in the passage, what conclusion can be made about apples? L.N.2.2 Which statement from the passage best supports the generalization that the sport of curling requires careful strategy? L.N.2.2: Use appropriate strategies to compare, analyze, and evaluate literary forms. L.N.2.2.1 Analyze how literary form relates to and/or influences meaning of text. L.N.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. L.N.2.2.1 How does the author s use of autobiography as a literary form influence the meaning of the passage? L.N.2.2.2 Which characteristic most identifies the passage as nonfiction rather than fiction? L.N.2.2.3 In what way are the two passages most similar? 7
L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary elements. L.N.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction. L.N.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction. L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfiction. L.N.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction. L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfiction. L.N.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction. L.N.2.3.1 Which word best describes the author in the passage? L.N.2.3.2 What is the relationship between the setting and the characterization of Florence Nightingale? L.N.2.3.3 Which sentence best describes the conflict of the events in the passage? L.N.2.3.4 Which sentence best states a theme in the passage? L.N.2.3.5 How does the author s style contribute to the tone of the passage? L.N.2.3.6 What us the effect of the first person point of view in the passage? L.N.2.4: Use appropriate strategies to identify and analyze text organization and structure in literary nonfiction. L.N.2.4.1 Identify, analyze, and evaluate the structure and format of complex informational texts. L.N.2.4.2 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. L.N.2.4.3 Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts. L.N.2.4.4 Make connections between the text and the content of graphics and charts. L.N.2.4.5 Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational text. L.N.2.4.1 What is the main organizational structure of the passage? L.N.2.4.2 According to the passage, what should be done first when getting ready to photograph a person outside? L.N.2.4.3 What effect does the text organization have on the passage? L.N.2.4.4 Based on information in the chart and the passage, what conclusion can be made about butterflies? L.N.2.4.5 How does the chart help to clarify information in the passage? L.N.2.5: Use appropriate strategies to identify and analyze essential and nonessential information in literary nonfiction. L.N.2.5.1 Differentiate between fact and opinion L.N.2.5.2 Explain, interpret, describe, and/or analyze the use of facts and opinion in a text. L.N.2.5.3 Distinguish essential from nonessential information. L.N.2.5.4 Identify, explain, and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text. L.N.2.5.5 Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfictional text. 8
L.N.2.5.6 Explain, interpret, describe, and/or analyze the author s defense of a claim to make a point or construct an argument in nonfictional test. L.N.2.5.1 Which sentence from the passage contains an opinion? L.N.2.5.2 What does the opinion used in the sentence contribute to the passage? L.N.2.5.3 Which detail is least essential to the overall understanding of the passage? L.N.2.5.4 Which persuasive technique does the author use by including the results of a survey? L.N.2.5.5 Why is the propaganda technique used in the sentence effective? L.N.2.5.6 Why does the author use a personal anecdote about failure? 9