WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM AMERICAN LITERATURE COURSE NAME: American Literature UNIT: Beginnings (Colonial America through Federal Union) NO. OF DAYS: 5 Weeks KEY LEARNING(S): Students will read, examine, and analyze early American literature through the Puritan and rationalist periods. UNIT ESSENTIAL QUESTIONS: How are the following competing values reflected in American life? Freedom/Authority; Spiritual/Material; Individual/Community CONCEPTS ESSENTIAL RESOURCES/ TIER 2 Eligible Content & Skills QUESTIONS MATERIALS VOCABULARY VOCABULARY ET = Extended Thinking 1.1.12.A Apply appropriate strategies to construct meaning through interpretation and to analyze and evaluate author s use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes. 1.1.12.B Use context clues, knowledge of root words and word origins as well as reference sources to decode and understand new words. 1.1.12.D Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of grade level texts to support understanding of a variety of literary works from different cultures and literary movements. 1.1.12.E Demonstrate fluency in silent reading based upon specific grade level text. 1.2.12.C Examine the author s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author s argument or defense of a claim as related to essential and non-essential information. Describe the thoughts, opinions and questions that arise as they read a text, demonstrate a basic understanding of the text and identify inconsistencies and ambiguities. Examine the fit between the text and prior knowledge by reconciling differences, extracting clues or evidence, making inferences, drawing conclusions, predicting events, inferring motives and generalizing beyond the text. Demonstrate literary and aesthetic When is disobedience to authority just? How did rationalists through dominate the early American experience? What is good for the community? What are implications for individuals? What forces undermine rationalism? The Norton Anthology: American Literature, Baym, Levine, Franklin, Gura, Klinkowitz, Krupat, Loeffelhoz, Reesman, Wallace Elements of Literature, Holt, Fifth and Sixth Courses Plot Character Setting Mood Tone Dramatic Situation/Structure Meaning Rationalism Logic Structure Persuasive Writing Deism Anti-thesis Aphorism Parallel Structure
1.2.12.D Evaluate textual evidence to make subtle inferences and draw complex conclusions based on and related to an author s implicit and explicit assumptions and beliefs about a subject. 1.2.12.E Identify, analyze, and evaluate the structure and the format of a variety of complex informational texts for clarity, simplicity, and coherence, as well as appropriateness of graphics and visual appeal. appreciation of the text, awareness of the author s style, understanding of textual features, and ability to challenge the text.
COURSE NAME: American Literature UNIT: A Growing Nation (Early Nationalism through Post-Civil War Reconstruction) NO. OF DAYS: 5 Weeks KEY LEARNING(S): Students will read, examine, analyze and focus on ism through reading a variety of 19 th century authors. UNIT ESSENTIAL QUESTIONS: How are the following competing values reflected in American life? Freedom/Authority; Spiritual/Material; Individual/Community; Wild/Tame CONCEPTS ESSENTIAL RESOURCES/ TIER 2 Eligible Content & Skills QUESTIONS MATERIALS VOCABULAR VOCABULARY Y ET = Extended Thinking 1.4.12.B Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations) Make and support inferences with relevant and substantial evidence and well-chosen details. Identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 1.4.12.C Write persuasive pieces. Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument or position. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. Expository Writing Using a Thesis- Antithesis Free Writing Outlining How do imagination and intuition inform philosophy? Is disobedience to authority just according to thought? If so, under what circumstances? How did thought influence the 19 th century experience? The Norton Anthology: American Literature, Baym, Levine, Franklin, Gura, Klinkowitz, Krupat, Loeffelhoz, Reesman, Wallace Elements of Literature, Holt, Fifth and Sixth Courses Imagination Intuition Conscience Transcenden talism Mood Tone Structure Logic Meaning Mutability Over-Soul Ambiguity 1.5.12.A Write with a clear focus, identifying topic, task, and audience. 1.5.12.B Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of 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. 1.5.12.E Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of What did s consider good for the individual? What are the implications for the community/soci ety?
purpose, audience, and genre have addressed. 1.5.12.F Use grade appropriate conventions of language when writing and editing. What forces undermine ism? How might thought help shape an ideal nation?
COURSE NAME: American Literature UNIT: The Nation Transformed (Taming the West through WWI) NO. OF DAYS: 4 Weeks KEY LEARNING(S): Students will read, examine, and analyze a variety of literature from the traditions of realism and naturalism. UNIT ESSENTIAL QUESTIONS: How are the following competing values reflected in American life? Freedom/Authority; Spiritual/Material; Individual/Community; Wild/Tame CONCEPTS ESSENTIAL RESOURCES/ TIER 2 Eligible Content QUESTIONS MATERIALS VOCABULARY VOCABULARY & Skills ET = Extended Thinking 1.3.12.A Interpret significant works from various forms of literature to make deeper and subtler interpretations of the meaning of text. Analyze the way in which a work of literature is related to the themes and issues of its historical period. 1.3.12.B Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) that overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story, essay, and editorial. 1.3.12.C Analyze the effectiveness of literary elements used by authors in various genres. 1.3.12.D Identify, interpret, and analyze the author s skill in employing literary devices in various genres. (e.g., figurative language, imagery, allegory, and symbolism). Narrative Writing Interviewing Techniques Primary Source Research Secondary Source Research Bibliographi es and the use of Citations What are the forces that are shaping American s lives? How do people deal with the realities of the growing nation? What were the different perspectives of what Americans should be, and how do these perspectives emerge? The Norton Anthology: American Literature, Baym, Levine, Franklin, Gura, Klinkowitz, Krupat, Loeffelhoz, Reesman, Wallace Elements of Literature, Holt, Fifth and Sixth Courses Realism Psychological Realism Naturalism Determinism Immigration Pluralism Cultural Diversity Darwinism Social Darwinism Charles Darwin Emile Zola Short Story Irony Perspective
COURSE NAME: American Literature UNIT: Modern Times (Roaring Twenties through Today) NO. OF DAYS: 4 Weeks KEY LEARNING(S): Students will read, examine, and analyze a variety of literature from the 20 th century including significant writers of the Harlem Renaissance, F. Scott Fitzgerald, Arthur Miller, and Sinclair Lewis. UNIT ESSENTIAL QUESTIONS: How are the following competing values reflected in American life? Freedom/Authority; Spiritual/Material; Individual/Community; Wild/Tame CONCEPTS ESSENTIAL RESOURCES/ TIER 2 Eligible Content & Skills QUESTIONS MATERIALS VOCABULA VOCABULARY RY ET = Extended Thinking 1.8.12.A Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic. 1.8.12.B Conduct inquiry and research on selfselected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. Demonstrate that sources have been evaluated for accuracy, bias, and credibility. Synthesize information gathered from a variety of sources, including technology and one s own research, and evaluate information for its relevance to the research question. Demonstrate the distinction between one s own ideas from the ideas of others, and includes a reference page. 1.8.12.C Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research. 1.9.12.A Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. 1.9.12.B Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context. Developing and Practicing Research Skills Identifying an Appropriate and Scholarly Topic Choosing Primary and Secondary Sources Connecting the Research to the Relationships between American Authors, Artists, and Historical Issues Developing and Articulating a Thesis Writing a Research Paper in an Effective and Balanced Research Voice What is new? What is modern? What are the tensions in modern America? What connections in our world do you see between art, music, literature, and history? How do the competing values evident in Colonial American (freedom/authority, spiritual/material, individual/community ) compare or contrast to the same values in modern times? The Norton Anthology: American Literature, Baym, Levine, Franklin, Gura, Klinkowitz, Krupat, Loeffelhoz, Reesman, Wallace Elements of Literature, Holt, Fifth and Sixth Courses Modernism Prohibition Harlem Renaissance Tension/Co nflict Cultural Values Report Essay Opinion Support Tentative Thesis Blue Print Thesis Sound Argument Periodicals Cause/Effect/ Solution Parenthetical Citation Cite