American+Literature

"The learner will..." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Early American Exploration ||. -analyze literary elements -use a variety of strategies to read unfamiliar words to build vocab. -to use a variety of reading strategies to comprehend non-fiction - increase knowledge of other cultures and to connect common elements across cultures -to read in order to research self-selected and assigned topics - to plan, prepare, organize, and present literary interpretations || ** 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. ** || 15 || literary elements and terms relating to the period || teacher made materials, Amistad, Textbook || discussion, questions, notes || Quizzes, tests || The Crucible || * Identify literary terms and elements specific to a drama A Nation is Born/A Growing Nation 1750-1870 || - to read selections from American literary traditions written between 1750-1870 - apply a variety of reading strategies for constructing meaning - analyze literary elements - use a variety of strategies to build vocabulary - express and support responses to various types of text || ** 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. ** || 16 || literary elements and terms relating to the period || textbook, teacher made materials || discussion, notes, lecture, questions, essay, Socratic seminar || quizzes and test || Huck Finn/Cold Mountain || # Understand plot structure and theme 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 28 || literary elements and terms relating to the period || novel and teacher made materials || discussion, notes, lecture, questions, essay, Socratic seminar || quizzes and test || Black Elk Speaks || 1. identify some of the genres, meanings, and purposes of American Indian oral narrative and song; 2. recognize the ways in which contemporary American Indian writers draw upon and trans- form the oral tradition in their written texts; 3. generalize about typical themes, concerns, and narrative forms in contemporary American In- dian literature; 4. compare the migration legends and creation myths of the European explorers and the Iro- quois and Pima Indians; 5. sketch out some differences between the values, beliefs, and assumptions of Native North Amer- icans and Europeans at the time of first contact during the fifteenth and sixteenth centuries. || ** 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. ** || 12 || literary elements and terms relating to the period/culture || text, teacher made materials, Literature in History || discussion, questions, notes, project, || quizzes, project || The Great Gatsby || # The students will be able to clearly address through various assignments questions such as; what are the significant locations in the novel? How do these locations connect to the plot of the story? 10. The students will be able to evaluate messages and effects of mass media (newspaper, television, film, and radio) 11. The students will be able to engage in the research process using appropriate print, electronic and interview sources; citing sources according to a standard style sheet. || A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 15 || literary elements and terms relating to the period || novel, teacher made materials || discussion, notes, project, lecture, Socratic seminar, study guides || quizzes, test, project || Of Mice and Men || * relate prior knowledge to novel. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 15 || literary elements and terms relating to the period || novel, teacher made materials || discussion, notes, project, lecture, Socratic seminar, study guides || quizzes, test, project || To Kill a Mockingbird || * To expose the students to the history and cultural milieu of the deep South in 1935 America 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 30 || literary elements and terms relating to the period || novel, teacher made materials || discussion, notes, project, lecture, Socratic seminar, study guides || quizzes, test, project || Fahrenheit 451 || * create a project the utilizes a variety of genres 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 18 || literary elements and terms relating to the period || novel, teacher made materials || discussion, notes, project, lecture, Socratic seminar, study guides || quizzes, test, project || ACT Test Prep. || A. Identify the main idea or the author’s purpose. B. Identify stated or inferred meanings. C. Identify the tone or mood of passages. D. Identify sentence errors or offer suggestions for sentence and paragraph improvement. || 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. || 12 || vocabulary selected appropriate to college literature composition || Collected Reading and Writing Book One (Prestwick House) || unit exercises, discussion || Tests, Quizzes, Oral Discussion || Research Paper || A. Usage of research techniques in the library twice per year demonstrating knowledge and competence in using the following skills: a. Selection of topic. b. Locating information. c. Taking notes. d. Writing an outline. e. Developing a paper with sufficient, specific, relevant information. f. Writing a research paper with appropriate documentation, paraphrased information, and work cited page. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.e || 20 || terms related to revision and composition || a. __ Writing Research Paper, __ McDougal and Littell. b. Notes from the instructor || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || Persuasive Essays || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || ** Writing Process: 12.2.1 ** LA 12.2.1.a Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information LA 12.2.1.b Generate a draft by: Constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject Structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience Applying standard rules of sentence formation, including parallel structure and subordination LA 12.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) LA 12.2.1.d Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing LA 12.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) LA 12.2.1.f Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document e.g., fonts, spacing, highlighting, images, style conventions, manuscript requirements) || 10 || Composition Terms: Transitions, etc. Writing Composition Terms: revision, etc. || teacher made materials, state writing rubric and topics || discussion, lecture, practice || state writing rubric || Vocabulary || Vocabulary At the end of each lesson, the student should be able to: 1. Pronounce each word correctly. 2. Apply pronunciation rules. 3. Spell each word correctly. 4. Apply spelling rules. 5. Give the opposite of a word. 6. Give all the words that share the same meaning. 7. Group related words together. 8. Give the part of speech of each word. || 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. || 35 || Word Lists for each unit || Greek and Latin Roots Vocabulary Series || Workbook exercises, daily vocabulary word || quizzes, graded workbook assignments || IR || Students are required to read four paperback books, one per nine weeks/quarter, during the school year, completing a project for each. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 20 || as per individual students' needs || chosen novels || one free-reading day every two weeks, discussion || Book Talks, IR Projects, Free Reading Journals ||
 * Teachers****:** Mrs. Kilmer and Jordan
 * Textbook:** Timeless Voices, Timeless Themes - The American Experience, 2000
 * ~ (1) ||~ (2) || **(3)** ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj** || **Unit** || **Objective:**
 * 1 || 1
 * 2 || 2
 * Understand and apply the elements of characterization
 * Identify and analyze the elements of storytelling (plot, character, setting, conflict, irony, foil)
 * Identify the organization and structure of a drama
 * Understand how drama elements combine with storytelling elements to create meaning
 * Understand the purpose and audience of an allegory
 * Understand the nature of intolerance, persecution, and moral panic
 * Understand allegorical styles
 * Understand the difference and significance of an “American Tragedy” vs. a Classical/Shakespearean Tragedy || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 18 || literary elements and terms relating to the period || textbook, teacher made materials || oral reading, discussion, study guide questions || test, project, and quizzes ||
 * 3 || 3
 * 4 || 4
 * 1) understand how narrative voice, plot episodes, dialogue and allusions are used to depict characters and ideas.
 * 2) Understand characterization and significance of characters.
 * 3) Understand Twain’s view of civilization (its character, strengths and defects)
 * 4) Understand Twain’s analysis of human freedom, equality, aristocracy, lying, nature v. convention, family, religion, etc
 * 5) Understand how humor is used to defend and criticize
 * 6) Understand the concept of the “Great American Novel” ||  A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others.
 * 5 || 5
 * 6 || 6
 * 1) The students will be able to write and speak critically about literature.
 * 2) The students will be able to read critically and ask pertinent questions regarding character roles in __The Great Gatsby.__
 * 3) The students will be able to apply knowledge in comprehending and developing specific and generalizations regarding the novel.
 * 4) The students will be able to answer the question; is the American dream a term or an attitude? Through research online and a PowerPoint presentation.
 * 5) The students will be able to develop an understanding of the effect of history from the 1920s on a piece of American literature such as __The Great Gatsby__.
 * 6) The students will be able to demonstrate an understanding of major cultural, religious, philosophical, and political influence on literature of a given period or culture.
 * 7) The students will be able to identify the purpose of a narrator and be aware of the techniques that a speaker uses to engage an audience.
 * 8) The students will be able to engage in discussions as both speaker and listener, critically and constructively interpreting, analyzing, and summarizing ideas.
 * 7 || 7
 * integrate ideas from more than one work of literature.
 * summarize and reflect on reading.
 * recognize and record elements found in the novel.
 * connect the novel to life in a meaningful way.
 * assess reading comprehension through factual, interpretive, and evaluative questions.
 * evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. || A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others.
 * 8 || 8
 * To demonstrate close textual reading
 * To gain an awareness of how one’s society might force its citizens to take unpopular, but moral, stances in order to promote change. || A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others.
 * 9 || 9
 * reflect critical thinking about a social issue
 * reflect the ability to connect issues present in Fahrenheit 451 to today's society
 * utilize creativity
 * use research methods studied earlier in the semester
 * organize a group of projects in an effective manner || A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others.
 * 10 || 10
 * 11 || 11
 * 12 || 12
 * Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. **
 * 13 || 13
 * 14 || 14