11th Magnet s1 Scope and Sequenceyr

11
th
Grade American Literature and Composition - Scope/Sequence
Unit 1:
8/11-9/23
(1
st
Semester)
6 weeks

Developing an American Voice
Literature: Summer Reading & Early American Literature; Persuasive Rhetoric
Common Assessment: Summer Reading assignment & test, persuasive declaration (prior to GHSWT)

Overarching Course Questions:
How does American literature create and/or reflect a distinctly American voice?
How do we determine what this voice is?

Essential Questions:
How do we read with purpose to determine meaning?
How does an author use language to effectively persuade an audience?

Text: Common: Catcher in the Rye/ Poe Short Stories(ESOL)

Supplemental Reading:
Essays and non-fiction documents: Chapter 1, Peoples History of US, Common Sense, Thomas
Paine, Declaration of Independence, Thomas Jefferson, Sinners in the Hands of an Angry God,
Jonathan Edwards, US Constitution

Mythology: NA Myths excerpts (8-10)

Drama: The Crucible (film) and Excerpts The Crucible, Arthur Miller/ The Scarlet Letter(ESOL)

Persuasive Rhetoric Examples:
Barack Obamas DNC Speech 2004
JFK Inauguration Speech

Reading:
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
ELACC11-12RI6: Determine an authors point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or
beauty of the text
ELACC11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions
and dissents) and the premises, purposes, and arguments in works of public.

Writing:
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
contentW4 Produce clear and coherent writing
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th
ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.

ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.

Speaking & Listening:
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one,
in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
ELACC11-12SL4: Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are appropriate
to purpose, audience, and a range or formal and informal tasks.

Language:
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Skills: The student will:
identify tone and mood of a text.
determine the effect of the mood and tone of a text.
develop a process for reading text critically and reading with purpose.
compare and contrast text for varied voice and purpose of an author.
evaluate contextual information related to allusions in a given text.
present information in a clear and coherent way.
analyze the occurrence of patterns in a text to determine an authors meaning.
synthesize content to determine common, meaningful characteristics of the literary time period.
collaborate & discuss significant themes, characters that arise in text
Concepts: - Allusion
- Motif
- Diction
- Tone & Mood
- Authors purpose
- Elements of persuasion and persuasive rhetoric, writing a persuasive essay
- How a voice is developed in both a text and in a collection of works
- The significance of literary movement and characteristics of Early American writers
- Grammar Concepts: Parts of Speechnouns, verbs, adjectives, adverbs

11
th
Unit 2:
6 weeks
(1st Semester)
9/22-10/27

Text:
Standards:
Skills:
Concepts: -

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th
Unit 3:
6 weeks
(1st Semester)
11/3-12/12
Division, Reconciliation, and Expansion
Literature: Realism and Naturalism; the Function and Effects of Satire
Common Assessment: literary analysis of fiction

How has this voice developed?

Unit 3, Essential Questions:
In what ways is our fate determined by our circumstances?
In what ways is media a powerful tool in a society? (And to what end?)

Text: Teacher choice of novel:
The Adventures of Huckleberry Finn, Mark Twain
The Jungle, Upton Sinclair

Possible Supplementary Texts:
Prose: Excerpt of Frederick Douglasss Autobiography, excerpt from W.E.B. DuBois Souls of Black
Folk
Speech: Booker T. Washingtons Atlanta Compromise
Short Stories: To Build a Fire, Jack London; The Outcasts of Poker Flat, Bret Harte; The
Yellow Wallpaper, Charlotte Perkins Gilman; A Pair of Silk Stockings, Kate Chopin (short stories)
Visual Media: Current political cartoons and multi-media examples (Simpsons,
Stewart/Colbert/Oliver, etc), (visual/popular media)
Essays: Hucks Ironic Circle Michael J. Hoffman,The Damned Human Race, Mark Twain, NYTs
Teddy Wayne: Explaining Twerking to Your Parents, The Onion, McSweeneys.net),
Poetry: Much Madness is Divinest Sense, Emily Dickinson; Barbie Doll, Marge Piercy;
selections from Dorothy Parker

Cross-Curricular Collaboration with US History PLC:
Primary Source Project: Topics include Gettysburg Address, Nebraska Compromise of 1850;
Wilmot Proviso; John C. Calhoun, Nat Turner, Frederick Douglass, Dred Scott, etc.
Standards: Reading:
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
ELACC11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media
or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
ELACC11-12RI9: Analyze foundational U.S. documents of historical and literary significance for their
themes, purposes, and rhetorical features.

Speaking/Listening:
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions
ELACC11-12SL2: Integrate multiple sources of information presented in diverse formats and media
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th
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
ELACC11-12SL3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Language:
when writing or speaking.
ELACC11-12L3: Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening

Writing:
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
ELACC11-12W7: Conduct short research project to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.

write an analysis of a work of fiction for authors purpose, style, and tone.
analyze the effects of language and literature on a societys values and as a reaction to a societys
cultural behavior.
analyze the historical context of a time period to discuss the rise of the literature of that same
time period.
engage in small and large group discussions to identify questions and concerns in the literature.
connect cultural conflicts and issues of the late 19
th
century with current events.
employ and vary sentence structures in writing expressing clarity and deliberate style.
use correct sentence parts and structures accurately to produce cogent writing.
Concepts: -Elements of Humor and Social Commentary: satire, irony, farce, hyperbole, sarcasm, etc.
-Authorial voice: diction, tone, mood
-Authors purpose
-Written analysis of fictional text
-Embedding quotations
-Direct & Indirect Objects
-Types of Sentences
-Critical analysis of visual media cartoon/meme, video
-Primary source analysis - historical and contextual information as it relates to an authors
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text and message
11
th
Unit 4:
9 weeks
(2nd Semester)

1/6-3/6
Modernism
Common Assessments: Harlem Renaissance Project [research, writing, presentation], Personal
Narrative essay


Unit 4, Essential Questions:
To what extent is the American Dream available to all members of American society?
To what extent does a culture / society / subculture shape an individuals understanding or
concept of happiness? (Environment shapes ID?)
Text: Teacher Choice of Novel
The Great Gatsby, F. Scott Fitzgerald
Passing, Nella Larsen
Their Eyes Were Watching God , Zora Neale Hurston
and Teacher Choice of Drama
A Raisin in the Sun, Lorraine Hansberry
The Piano Lesson OR Fences, August Wilson
Death of a Salesman, Arthur Miller

Supplementary Text Choices:
Poetry: various Harlem Renaissance poets: Jean Toomer, Claude McKay, Langston Hughes,
Countee Cullen, James Weldon Johnson, Jessie Redmon Fauset, Alain LeRoy Locke, etc.
Essays: Climbing the Racial Mountain, Langston Hughes, Harlem, The Culture Capital, James
Weldon Johnson, Duke Ellingtons Mission, Nat Hentoff (1999), excerpts from Duke Ellingtons
autobiography Music is My Mistress
Music: Stravinskys The Rite of Spring, selections from Duke Ellington
Short Stories: The Short Happy Life of Francis Macombe, Ernest Hemingway, .
Art: Jackson Pollock, Pablo Picasso, ..
Standards: Reading:
ELACC11-12RL1/RI1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
ELACC11-12RL3: Analyze the impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful.
ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
directly stated in a text from what is really meant AND ELACC11-12RI6: Determine an authors point
of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and
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content contribute to the power, persuasiveness, or beauty of the text.
ELACC11-12RL7/RI7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets the
source text.
Writing:
ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in terms of
the task, purpose, and audience; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for
citation.
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range or formal and informal tasks.
ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Language:
when writing or speaking
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
ELACC11-12L6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

research a significant poet during the Harlem Renaissance.
develop the historical context for the poet to determine motivation, perspective, and attitude.
write a poetry explication
develop and present a digital media presentation about the poet and his/her historical context
write a personal narrative with regards to the EQ for the unit
analyze the historical context of a time period to discuss the rise of the literature of that same
time period.

11
th
Concepts: - Grammar Concepts (TBD after 1
st
semester will determine 4 concepts for this unit)
- MLA Formatting and Citation
- Elements of a Dramatic Work
- Relationship between environment and identity

Unit 5:
6 weeks
(2nd Semester)
3/9-4/24
Modern + Post Modern Poetry
Common Assessments: Poem explication (literary analysis), original poem


Unit 5: Essential Questions:
In what way does an author use language to illustrate cultural change?
How do poets express themes of self and identity? and how is this distinctly
American? (Is it?)

Text: Poetry read 25-30 poems as full text
Gertrude Stein, e.e. cummings, Sylvia Plath, Frank OHara, Anne Sexton, Adrienne Rich,
W.H. Auden, Wallace Stevens, William Carlos Williams, Joy Harjo, Jayne Cortez, Billy Collins,
Richard Blanco, Natasha Trethewey, etc.

Supplementary Readings:
Academic Essays: explications as models for writing about poetry, essays and reviews written
by poets about other poetry literary criticism collection
Personism: a Manifesto, Frank OHara
Excerpts from Beautiful & Pointless, David Orr
Futurism Manifesto, Mina Loy
Samples of student and professional explications as mentor texts

Dance & Music:
Stravinskys The Rite of Spring compared to Tchaikovskys The Nutcracker

Art:
(review and revisit artists from unit 4 and draw connections)

Standards: Reading:
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain
ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices on
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th
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful.
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).

Writing:
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)
ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-
on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
ELACC11-12SL3: Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range or formal
and informal tasks.

Language:
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
reading or listening.
ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

11
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Skills: The students will:
explicate poems to determine the effects of literary device
analyze the historical context of a time period to discuss the rise of the literature of that
same time period.
synthesize content to determine common, meaningful characteristics of the literary time
period.
present a cogent analysis and initiate discussion with class members

Concepts: Grammar & Language Concept TBD
Literary Devices identify and analyze authors use of language to achieve a purpose/ list of

Unit 6:
3 weeks
(2nd Semester)
4/27-5/15
What Movement are we in NOW?
Contemporary Literature
Common Assessments: Literature Circle Project (5 parts)


Unit 6: Essential Questions:
In what ways are contemporary novels influenced by earlier American authors?
Has the American Dream changed over time?

Text: Student choice from list provided all works from 20-21
st
century for Lit Circle Project
Standards: Reading:
ELACC11-12R/RI1: Cite strong and thorough textual evidence to support analysis of what the
text
says explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain
ELACC11-12R/RI3: Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the text.
ELACC11-12R/RL5: Analyze how an authors choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
ELACC11-12RI6: Determine an authors point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text.
Writing:
ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing
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for conventions should demonstrate command of Language standards 13 up to and including
grades 11-12.)
ELACC11-12W8: Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
ELACC11-12W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.

ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-
on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range
of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Language:
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
reading or listening.
ELACC11-12L6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

synthesize content to determine common, meaningful characteristics of the literary time
period.
analyze the historical context of a time period to discuss the rise of the literature of that
same time period.

Concepts: - Elements of a Critical Novel Review: author purpose, tone, mood, diction, structure
- How a novel reflects time period (self-reflection)
- Compare and Contrast to other units and other works
- Definition of the American Voice in current literature ID the characteristics and name
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the movement
- The Critical Novel Review

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