GREENCASTLE- ANTRIM SCHOOL DISTRICT

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1 GREENCASTLE- ANTRIM SCHOOL DISTRICT Curriculum Course Title: American Literature Grade Level(s): 11 & 12 Course Materials: Primary Source(s) The American Tradition EMC Paradigm Supplemental Source(s) Bleachers, The Crucible, The Scarlet Letter, The Adventures of Huckleberry Finn, The Great Gatsby, Passing, various short stories, various literary criticism essays Teacher made resources: rubrics, prompts, assignment directions, and summative assessments Objectives - All students will: 1. Read American Literature and use a variety of methods to understand universal themes and literary elements. Literature will include fiction, non- fiction, poetry, and historical documents. 2. Recognize, analyze, and respond in both oral and written form to literary elements in American Literature and film. Literature will include fiction, non- fiction, poetry, and historical documents. Films will include non- fiction characters and settings. 3. Write paragraphs, five paragraph essays, and research based papers in response to American Literature, film, documents, and curriculum topic- related prompts employing the steps of the writing process for a variety of purposes. The process will include developing a topic, outlining, writing appropriate topic and concluding sentences, providing supporting evidence, applying logic and organization, and demonstrating transitions within and between paragraphs. Students will also demonstrate mastery of the conventions of writing include grammar, spelling, and word choice. Students will apply revision and editing skills and word processing skills to the writing process. 4. Communicate effectively about American Literature and writing in large and small group discussion and oral presentations using appropriate speech in formal and informal speaking situations. 5. Demonstrate information literacy skills through the process of writing a literary analysis research based paper on American Literature and effectively using media and technology as a resource. 6. Students will continue to develop and refine writing skills focused on literary criticism. 7. Students will read to develop and apply high level thinking skills to solve problems and analyze and interpret various types of American Literature. 8. Students will apply speaking and listening skills to communicate comprehension and analysis of American Literature.

2 9. Students will apply knowledge of mechanics, usage, and organization to produce and evaluate writings based on analysis of American Literature and narrative writing. 10. Students will locate, document, summarize, and synthesize information using American Literature source materials. Essential Questions: 1. What makes American Literature of the colonial time period worth reading? 2. What makes the literature of the Revolutionary War important to read? 3. How does the literature of the New England Renaissance express growth in the writings of American authors? 4. What is the significance of the literature of the Civil War time period? 5. How does the literature of the Harlem Renaissance express the contributions of African American authors? 6. How do the American short stories express the common themes of American Literature?

3 GREENCASTLE- ANTRIM SCHOOL DISTRICT 1.2 Reading PACCSS Content What the Student Will Know Performance What the Student will Do Activities/Assessments CC A CC B Key Ideas and Details Main Idea Key Ideas and Details Text Analysis Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author s implicit and explicit assumptions and beliefs. CC C Key Ideas and Details Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. Non- fiction literature found in the course textbook Guided reading activities using non- fiction literature of the textbook Collaborative activities based on a selection of non- fiction writings from the textbook. CC D Craft and Structure Point of View Evaluate how an author s point of view or purpose shapes the content and style of a text. Guided reading activities based on literature of the textbook. CC E Craft and Structure Text Structure 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. Guided reading activities and discussion of non- fiction literature of the textbook.

4 CC F Craft and Structure Vocabulary Evaluate how words and phrases shape meaning and tone in texts. In context vocabulary study for all course non- fiction literature CC G CC H Integration of Knowledge and Ideas Diverse Media Integration of Knowledge and Ideas Evaluating Arguments Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem. Analyze seminal texts based upon reasoning, premises, purposes, and arguments. Research based essays. Research based essays. CC I CC J CC K Integration of Knowledge and Ideas Analysis Across Texts Vocabulary Acquisition and Use Vocabulary Acquisition and Use Analyze foundational U.S. documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. 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. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Analysis of primary source materials for discussion of foundational American values and themes. The Declaration of Independence, Gettysburg Address, Speech in the Virginia Convention Other non- fiction writings from the textbook Vocabulary lists for non- fiction writings from the textbook. Define words listed and used for non- fiction writings in unit study guides.

5 C.C L Range of Reading Read and comprehend literary non- fiction and informational text on grade level, reading independently and proficiently. Non- fiction literature of the textbook and essays of literary criticism. 1.3 Reading Literature CC A CC B CC C Key Ideas and Details Theme Key Ideas and Details Text Analysis Key Ideas and Details Literary Elements Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author s implicit and explicit assumptions and beliefs. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama. Guided and independent reading activities of fiction literature in the textbook and supplementary sources. Guided and independent reading activities of fiction literature in the textbook, short stories, and novels. Guided reading activities and discussions of short stories, plays, and novels listed in course resources CC D Craft and Structure Point of View Evaluate how an author s point of view or purpose shapes the content and style of a text. Guided readings and discussions of short stories, plays, and novels listed in course resources and poetry from the textbook.

6 CC E Craft and Structure Text Structure Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. Guided reading and discussion activities based on short stories, plays, and novels listed in course resources. CC F CC G CC H CC I CC J Craft and Structure Vocabulary Integration of Knowledge and Ideas Sources of Information Integration of Knowledge and Ideas Text Analysis Vocabulary Acquisition and Use Strategies Vocabulary Acquisition and Use Evaluate how words and phrases shape meaning and tone in texts. 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. (Include at least one play by Shakespeare and one play by an American dramatist). Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. 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 Guided reading activities and discussions based on short stories, plays, and novels listed in course resources and poetry in the textbook. Discussions of movie interpretations of The Crucible, The Adventures of Huckleberry Finn, and The Great Gatsby. Guided reading activities and discussions based on fiction writings from the textbook, short stories, and novels listed in course resources and poetry in the textbook. Vocabulary lists found in unit and novel study guides Vocabulary lists found in unit and novel study guides. Writing assessments in which students use this unit- specific vocabulary appropriately

7 knowledge when considering a word or phrase important to comprehension or expression. CC K Range of Reading Read and comprehend literary fiction on grade level, reading independently and proficiently. Short stories and novels listed in course resources and selections in the textbook 1.4 Writing CC A Informative/explanatory texts complex ideas, concepts, and information. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC B Informative/explanatory focus Write with a sharp distinct focus identifying topic, task, and audience. Write a well- developed paragraph and/or essay responses to prompts, supported with details from the text. Written responses to prompts for all units of the course, based on Essential Questions. Use topic sentence/thesis statement, in 3 rd person standard English word choice. All writing responses to prompts throughout the course content. CC C Informative/Explanatory Content Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Short research projects with graphic organizers, outlines, cited evidence, works cited, power point & other media. Models Revolutionary War Unit 3 literature; The Adventures of Huckleberry Finn analyses Use primary and/or secondary sources

8 CC D Informative/Explanatory Organization Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create the whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC E Informative/Explanatory Style Write with an awareness of the stylistic aspects of composition. - Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. - Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. - Establish and maintain a formal style. Multi- paragraph writings with thesis statement, topic sentences, transitions, clinchers, introduction paragraph, conclusion paragraph, and works cited page, all in MLA format. The Adventures of Huckleberry Finn analyses Models Write paragraphs, essays, and short research projects using standard English word choice and objective tone and consistent verb tense, precise vocabulary, varied sentence structures. Based on every unit of the course. CC F Informative/Explanatory Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Rubrics

9 CC G Opinion/Argumentative Write arguments to support claims in an analysis of substantive topics. Paragraphs, essays, & research- based papers. Based on every unit of the course. CC H Opinion/Argumentative Focus Write with a sharp distinct focus identifying topic, task, and audience. - Introduce the precise, knowledgeable claim. Topic sentence/thesis statement All essays CC I CC J Opinion/Argumentative Content Opinion/Argumentative Organization Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Short research projects with graphic organizers, outlines, cited evidence, works cited, power point & other media. Models Use primary and/or secondary sources Revolutionary War literature of Unit 3 cited essay, The Adventures of Huckleberry Finn analyses Multi- paragraph writings with thesis statement, topic sentences, transitions, clinchers, introduction paragraph, conclusion paragraph, and works cited page, all in MLA format. The Adventures of Huckleberry Finn literary analyses. Models

10 CC K Opinion/Argumentative style Write with an awareness of the stylistic aspects of composition. - Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. - Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. - Establish and maintain a formal style. CC L Opinion/argumentative Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. CC M Narrative Write narratives to develop real or imagined experiences or events. CC N Narrative Focus Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters. CC O Narrative Content Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words Write paragraphs, essays, and short research projects using standard English word choice and objective tone and consistent verb tense, precise vocabulary, varied sentence structures. The Adventures of Huckleberry Finn, The Crucible, The Scarlet Letter, Bleachers, Revolutionary War Literature of Unit 3. Use Essential Questions as prompts for paragraph writings. Rubrics Write a personal origins narrative (Unit 2 Origins of American Tradition); write an imaginative narrative based on a character from a text. Models Rubrics Rubrics Models

11 and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. CC P Narrative Organization Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. CC Q Narrative Style Write with an awareness of the stylistic aspects of writing. - Use parallel structure. - Use various types of phrases and clauses to convey specific meanings and add variety and interest. - Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CC R Narrative Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Write an alternative ending for a short story or novel (The Scarlet Letter). Rubrics Rubrics

12 CC S Response to Literature Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non- fiction. Write an analytical paragraph or essay in response to literature. CC T Production and Distribution of Writing: Writing process 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. CC U Technology and Publication Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments and information. CC V Conducting Research 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. CC W Credibility, Reliability, and Validity of Sources 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, Revise the paragraph or essay in response to peer - editing or teacher evaluation. Respond to prompts about novels through a blog posting. Write researched essays Based on Huckleberry Finn Read literary analyses written by scholars to find support for an analysis of literature. Evaluate literary analyses to ensure they are written by scholars and not by students. Gather support from credible sources for one s own analysis. Cite the evidence from these

13 avoiding plagiarism and over- reliance on any one source and following a standard format for citation. sources. Follow MLA format Based on Huckleberry Finn CC X Range of Writing 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 discipline- specific tasks, purposes and audiences. Write a paragraph in minutes. Write an essay in response to a prompt in one 84- minute class. Write essays or narratives over a period of several days. Write researched essays over a period of a week or two. 1.5 Speaking and Listening CC A CC B CC C Comprehension and Collaboration Collaborative Discussion Comprehension and Collaboration Critical Learning Comprehension and Collaboration Evaluating Information Initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, issues, building on others ideas and expressing their own clearly and persuasively. Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links between ideas, word choice, points of emphasis, and tone. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, 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. Pairs, teams, and small group presentations about non- fiction and fiction literature from the textbook and supplementary resources. Pairs, teams, and small group presentations about non- fiction and fiction literature from the textbook and supplementary resources. Not applicable

14 CC D CC E Comprehension and Collaboration Purpose, Audience, and Task Presentation of Knowledge and Ideas Context Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Collaborative groups present information to teach the class non- fiction and fiction literature from the textbook and supplementary resources. Formative assessments of students comprehension and analysis of non- fiction and fiction literature from the textbook and supplementary resources through graded classroom discussions. CC F Integration of Knowledge and Ideas Multimedia Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. Collaborative group teachings of non- fiction and fiction literature from the textbook and supplementary resources. CC G Conventions of Standard English Demonstrate command of the conventions of standard English when speaking based on grade level and content. Classroom discussions and presentations about non- fiction and fiction literature from the textbook and supplementary resources. Board Approved: 06/06/13