Honors American Literature Grade Eleven Notice: The reading selections are subject to change. Before purchasing any reading material, please contact the instructor for confirmation. Curriculum is continually under review and updates will be posted as they are made; however, it is best to consult the instructor for confirmation of the accurate curriculum. Unit: Summer Reading (summer assignments will vary with each summer. Below is an example of the type of work expected. Consult directly with the instructor for the accurate summer assignment) Duration: June - August Possible summer works studied: Winter of Our Discontent, Of Mice and Men, A Raisin in the Sun, Puritan Literature, E Pluribus Unum The American Dream and its limitations, fallacies, and corruptions. American attitudes toward incoming immigrant groups and their assimilation to the American society on a whole. The relationships between themes in fiction and non-fiction writings. Examination of author s purpose. Entitlement of the current majority and their attitudes toward the newest immigrant group. Activities: Keep a reading journal; record reflections, questions, and analyses of character, plot, setting, theme, and point of view. Written interpretation of the nonfiction and fiction require readings, application of summer reading requirements to other works throughout the academic year. Assessment: Essays, journals, presentations, tests, incorporation of summer work into writings on other pieces of literature, reports. - Demonstrate the ability to read and compose essays with limited guidance. - Demonstrate the ability to analyze text and form questions concerning both nonfiction and fiction pieces. - Establish relationships between fiction and non-fiction selections. - Demonstrate the ability to interpret major themes in fiction and non-fiction works. - Demonstrate the ability to compare themes between fiction and non-fiction to discover the purpose of the author. - Demonstrate the ability to accurately use Modern Language Association style in written works. - Demonstrate the ability to use primary and secondary sources independently. - Demonstrate the ability to apply prior learning from the Sophomore year to the interpretation of literature. - Demonstrate the ability to accurately use literary terms within the written text, the journal, and the classroom discussions. Unit: Written Research and Oral Presentation Skills Duration: May be applied to any unit Works studied: MLA Guide and necessary research materials 1 Revised 2010
Skills: Library skills, documentation, note taking, MLA documentation standards: including but not limited to Works Cited Page, In-text citations, paraphrasing, quotations, Use of public speaking devices and rhetorical strategies, prewriting, outlining, and organization of materials, generation of thesis statements, use of primary and secondary sources, identification of authentic internet and other resource materials Activities: Will vary by unit Assessment possibilities: Survey of Current Literature, Oral presentations (group and individual), evaluation of written and oral products, visual product - Demonstrate the ability appropriately designate time for each step of the research process - Demonstrate the ability limit topics by formulating open-ended research questions suitable for inquiry and investigation and adjust questions as necessary during research - Demonstrate the ability use the library, sources, note-taking, paraphrasing, and documentation skills - Produce an organized written and oral presentation of ideas - Demonstrate the ability to accurately employ the Modern Language Association style requirements to both written and orally presented material - Demonstrate the ability to evaluate the usefulness and credibility of primary and secondary sources - Model behaviors which reflect an understanding of academic integrity in all endeavors. - Demonstrate the ability to create a document which is written fluently, coherently, and presents a well-developed Unit: Ruby Payne A Framework for Understanding Poverty, John Steinbeck s E Pluribus Unum, The American Dream concept: Duration: The concepts herein will be applied to all works of literature throughout the year. These works are studied early in the year and continual parallels are drawn among the various readings throughout the year. Works studied: A Framework for Understanding Poverty, E Pluribus Unum, any newsworthy item that is current, articles of interest. Skills: Reading of non-fiction text, understanding author s purpose, the ability to see common themes and behaviors as illustrated in the non-fiction works and applied to the fiction studies in an examination of character motivation and author s purpose. Activities: Will vary by unit Assessment: Survey of Current Literature, Oral presentations (group and individual), evaluation of written and oral products - Demonstrate the ability appropriately understand non-fiction works and how they apply to the American society and the behaviors that were the impetuous for their creation. - Demonstrate the ability to draw parallels between two works and among several works as to how the concepts found in the non-fiction can be substantiated through examples found in the fictions paralleled. - Demonstrate the ability use the library, sources, note-taking, paraphrasing, and 2 Revised 2010
documentation skills, and other sources to find examples from the current society that prove the claims of Payne and Steinbeck are accurate in the understanding of American culture as reflected in the literature. - Produce an organized written and oral presentation of ideas throughout the year showing continued understanding of these works and themes. - Demonstrate the ability to accurately employ the Modern Language Association style requirements to both written and orally presented material on these works. - Demonstrate the ability to evaluate the usefulness and credibility of primary and secondary sources - Demonstrate the ability to create a document which is written fluently, coherently, and presents a well-developed Unit: The Puritans and The Cavaliers: The Dream Begins Duration: Four Weeks (Note The Crucible will be taught until the 2012-13 school year. After this time, only the Puritan and Cavalier works will be taught with The Crucible becoming part of the 8 th grade curriculum. Works studied: Currently adopted textbook Holt Rinehart and Winston: The Elements of Literature Fifth Course. The Crucible by Arthur Miller, William Bradford, Mary Rowlandson, Anne Bradstreet, William Byrd, Edward Taylor, Jonathan Edwards, Olaudah Equiano A. The development of the American Dream as defined by the Puritans, the Cavaliers, and other groups B. Prejudicial behavior and its influence on culture C. Concepts of good and evil, right and wrong in the development of the national character D. The origins of cultural stereotypes, demeaning language and the impact upon the view toward various ethnic and religious groups in the American culture. E. Exclusion of minority groups within the developing American culture F. Evaluating viewpoints and social differences G. Repressive effects of Puritan thought and its evidence in the structure of American society H. American cultural beginnings I. Mob/Mass mentality J. The investigation of the Salem Witch trials and the causes and effects K. The religious beginnings of American fundamentalism (Puritans, The Great Awakening... ) L. Hypocrisy and superiority in American society Suggested Activities: Reading the The Crucible and other related works View: The Horror and the Hope video, Salem/ Red Scare research project and presentation, Discuss the beliefs and practices of the Pilgrims, Puritans and other early settlers, Compare and contrast the Southern Planters (Cavaliers) with the Puritans, Examination of early literary styles and evidence of Puritanical thought, Evaluation of early poetry for literary techniques indicative of the era. Parallel the writings of Ruby Payne and John Steinbeck for evidence of their validity to the literary works studied. 3 Revised 2010
Assessment: Objective tests, written analysis of early literary works, oral presentations, writing portfolios, student designed projects - Demonstrate the ability to use correct spelling conventions, correct punctuation and capitalization, grammatical conventions of the English language. - Demonstrate the ability to write in fluent paragraphs connected by well developed transitions. - Demonstrate the ability to differentiate between fiction and non-fiction writings. - Demonstrate the ability to read and comprehend at or near grade level. - Demonstrate the ability to respond/ create questions that lead to comprehension of the texts studied. - Demonstrate the ability to comprehend print and electronic text by responding to questions. - Identify and analyze examples of rhetorical devices and valid and invalid inferences. - Demonstrate the ability to recognize the use of rhetorical devices including extended metaphors - Appropriately use all literary terms taught this year and in the past grade levels. - Demonstrate an appreciation of cultural diversity (as long as they are exactly the same as everyone else Puritan thought) - Use specific details and strong action verbs in descriptive writing - Recognize context clues. - Demonstrate a grade level appropriate vocabulary on tests, in oral presentations, and in written assignments. - Demonstrate the ability to identify elements of Puritan philosophy and religion in literature and society. - Demonstrate the ability to differentiate between objective and bias points of view in written and spoken information. - Analyze poetry for literary techniques and message. - Show an understanding through example of the American vision/ dream as reflected within the literature. - Apply reading comprehension strategies to understand grade-appropriate text. - Critique the effectiveness and validity of arguments in texts and whether they achieve the purpose of the author. - Analyze the five elements: plot, character, setting, point of view, theme in literary text. - Formulate writing ideas and identify a topic appropriate to purpose and audience. - Conduct peer editing, conferencing, and writer-initiated editing and proofreading. - Apply editing strategies to eliminate slang and improve conventions. - Write responses to literature that provide an interpretation, recognize ambiguities, nuance and complexities and that understand the author s use of stylistic devices and effects created. - Use personal experiences to reflect upon themes and topics raised in text studied. - Use peer editing worksheets to focus students attention on specific essay elements including coherence, transitions, and paragraph development. 4 Revised 2010
Unit: The Enlightenment: Securing the Dream Duration: Two Weeks Works studied: Currently adopted textbook, Declaration of Independence, Common Sense, Autobiography of Benjamin Franklin, Poor Richard s Almanac, Ben Franklin s Aphorisms, Patrick Henry s Speech to the Virginia Convention, Thomas Paine s The Crisis. Suggested Activities: Critique of famous speeches from American history, Student written and delivered speeches, Study of aphorisms, Study of autobiographical, persuasive, and non-fiction works, Study of and student creation of persuasive essays and speeches. Principles of Democracy Causes of Protests Responsibilities of Citizenship Elements of a life well lived Continuation of the definition of the American Dream Pragmatic philosophy of virtuous lives Continued examination of excluded subgroups within the American society Assessment: Speech evaluation, Student generated speeches, objective testing, group presentation on the Age of Enlightenment, Evaluation of historical speeches for the elements of well written speeches. Objectives: The student will: -Compare and contrast the protests of today and other historical time periods with those of the founding fathers. -Present research findings on the American Revolution and other documents of protest. -Review and evaluate the structure of persuasive speeches. -Recognize the advantages and limitations of persuasive writings / speeches. -Demonstrate the ability to paraphrase and use quotations in writing. -Exemplify the ability to work in groups. -Identify the elements of a well-written speeches and persuasive essays. - Demonstrate appropriate listening, viewing, and reading skills by identifying and analyzing themes when listening, viewing, and/or reading. - Demonstrate appropriate oral communication skills by preparing as a group or as individuals, a presentation for the class. - Demonstrate comprehension in comparing and contrasting facts from one selection from facts, concepts, and events (e.g. American Dream) from other selections. - Show comprehension of complex concepts and themes such as individual liberty and Democratic principles. Unit: The Age of Romanticism: The New Nation Duration: Ten Weeks Works studied: Currently adopted textbook, Nathaniel Hawthorne s Young Goodman Brown and/or The Scarlet Letter, Walden, Ralph Waldo Emerson Nature, Self Reliance, Henry David Thoreau Walden, William Cullen Bryant, Henry Wadsworth Longfellow, 5 Revised 2010
Oliver Wendell Holmes, Herman Melville, Washington Irving, Walt Whitman, Emily Dickinson, Edgar Allen Poe: The Black Cat, The Fall of the House of Usher, The Tell-tale Heart The Raven, The Cask of Amantillado, John Greenleaf Whittier. Continued development and changes in the American Dream The exclusion of minority groups Prevalent themes of Romantic literature Characteristics and themes of the Dark Romantics Good Versus Evil themes in literature Transcendental thoughts as reflected within the society Major American poetic influences on world literature: e.g. free verse Poetic stylistic devices and their growth throughout the Romantic era Activities: View Neighbors in Eden, View Biographical videos of various authors, View The Scarlet Letter, View Moby Dick, study the new poetic styles of Whitman and Dickinson, Learn the philosophy of Transcendentalism, Write a comparison of various stories by Poe, Recognize the characteristics of a Romantic poem, Recognize the elements of Gothic Literature, Examine the characteristics of a sonnet. Assessment: Student written examination/critique/ analysis of Romantic poetry, objective test over various poems and short stories, Student generated philosophical paper based on an examination of the Transcendentalists texts, Oral explication of poetry, Group or individual presentation on authors and poets. Essays on various literary works. Objectives: The Students: - Demonstrate an understanding of how the author s life is reflected in his or her work. - Demonstrate an understanding of various literary devices and evaluate the progression of literary development of such devices. - Recognize basic literary features of allegory, symbols, irony, foreshadowing, mood, tone, paradox, personification, epithets, idyll, free verse, blank verse, extended metaphor, sonnet structure, end and internal rhyme, and other poetic devices. - Demonstrate an understanding of Transcendental and Romantic philosophy. - Demonstrate an understanding of the elements of Dark Romantic literature and the elements of Gothic literature. - Identify values and influences within the literature of the era. - Demonstrate in writing and in speaking and understanding of the progression of American literature. Unit: The Age of Realism: The Dream in Jeopardy Duration: Three Weeks Works studied: London, Crane, Twain, Chopin, Douglass, Bierce Continuing metamorphosis of the American Dream Excluded groups: Immigrant, racial and gender oppression Abolition of slavery Naturalism: Nature s indifference to man 6 Revised 2010
Language and topics related to regional literature The development of American English Language as an identifying marker of social status and education Literature as a commentary of social ills, human vices, and oppression of various subgroups The Civil War and the Westward movement and its influence on literature. Activities: Group presentations on authors of the Realist movement, Written analysis of literary work, view: Call of the Wild, White Fang, Huck Finn, Occurrence at Owl Creek Bridge, Evaluate regional literature to understand differences in language and theme, Research immigration patterns and their effects upon the developing literature. Assessment: Objective and subjective tests, written and oral presentation on authors, literary works, and historical connections, student generated projects and presentations, research projects pertaining to immigration. - Recognize the limitation and advantages of historical fiction. - Apply skills of independent study. - Develop critical listening skills. - Continue to develop essay writing skills beyond the basic five paragraph essay. - Construct a comparison / contrast essay on an author. - Identify the characteristics of realistic and naturalistic fiction. - Identify the social influences on literature. - Illustrate how regionalism influences character analysis. - Illustrate in written and spoken form an understanding of how historical events can become the backdrop for fiction works. - Identify mood and tone in fiction. - Demonstrate the ability to comprehend difference between statements based upon fact versus those based upon opinion. Unit: The Modern Era and the Harlem Renaissance: The Dream Corrupted Sub units: Their Eyes Were Watching God, The Great Gatsby, To Kill A Mockingbird, The Help, Ceremony, A Raisin in the Sun, The Catcher in the Rye, The Death of a Salesman, A Streetcar Named Desire, Driving Miss Daisy film version, HBO America s Dream video. Duration: Three-Four weeks per sub unit. (Not all units are taught each year.) Works studied: Their Eyes Were Watching God, The Great Gatsby, To Kill A Mockingbird, The Help, Ceremony, A Raisin in the Sun, The Catcher in the Rye, The Death of a Salesman, A Streetcar Named Desire, Driving Miss Daisy. In addition to poets of the modern era, Steinbeck, Hemingway, Welty, Dreiser, Faulkner, Lewis, Sinclair, Porter, O Conner, Howells, Oates, Walker, Morrison, Angelou, Hughes, Wright, Ellison... The Changing American Dream: the effects of materialism, war, marginalized groups, lost generation. The American Anti-Hero and his disillusionment. The emerging minorities and the Civil Rights, Women s Rights movements. 7 Revised 2010
The Changing social and moral ethics Economic change and the effect on society and literature. The working class and the Union Movement. Exploration of non-traditional poetic styles The impact of the majority culture on the Native, African, and Hispanic American beliefs. Puritanical roots and its evidence in current American culture. The application of Ruby Payne and John Steinbeck to each literary selection. Activities: Research the Harlem Ren. Movement, Research American poetry, fiction and drama as cultural commentary and representation (e.g. Tom Buchanan and Willy Lowman), Create character profiles, show movies based on novels, show America s Dream, create presentations based on the eras of each novel and the social changes which take place. Assessment: tests, essays, presentations, group and individual projects - Show an appreciation for the cultural expression in literary works by minorities. - Analyze the effects of racism, sexism, and stereotypes on culture and literature. - Show an understanding of the quest for the American Dream and its limitations to various groups within society. - Identify tone and mood within a work. - Demonstrate in written and oral expression how various works of the period illustrate the prevailing attitudes of the time. - Demonstrate an understanding of how dialect is used as a literary technique. Assessment: Completion of required packets the Ohio State Portfolio required materials. - Create a resume, cover letter, career narrative, college essay, SCANS document, and other required materials which meet the requirements established by the State of Ohio and the New Albany High School English and Guidance departments for the College Packet and the Ohio State Passport Portfolio. Assessment: Write an essay that analyses all of the works studied and examines the causes of poverty in America. - Explore the causes of poverty in America - Read and discuss the various non-fiction selections on America s working class. - Understand the correlation between societal behaviors and the motivations for fictional writings that expose them. - Create an essay that synthesizes the non-fiction selections into a comprehensive piece of writing. - Demonstrate the ability to summarize long passages into abstract length written pieces. - Demonstrate the understanding of how stereotypes are born and how destructive they are to a society. - Demonstrate the ability to show a year-long theme of the Puritan tradition in the 8 Revised 2010
underlying framework of American society and the American social structure. - Demonstrate through spoken and written response an understanding of the American social structure and how it is perpetuated generationally. 9 Revised 2010