Last updated: 2/12/2024

11th Grade English

Due to the sharing of text resources, the order in which units are taught will vary from class to class. 
(4) 11-12R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
(4) 11-12R2 Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)
(4) 11-12R3
  • In literary texts, analyze the impact of author's choices. (RL)
  • In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
(5) 11-12R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
(4) 11-12R5
  • In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
  • In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
(5) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(4) 11-12R7
  • In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
  • In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)

2-3 Weeks

Creating a Classroom Community:  Who are we?  How can we best work together?
(2) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L2 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L3 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.
(5) 11-12R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
(5) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(4) 11-12R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(2) 11-12SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(3) 11-12W3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
(1) 11-12W4
  • Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres.
  • Explain connections between the original and the created work.
(2) 11-12W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 11/12 Reading standards to both literary and informational text, where applicable.
  • Who am I? 
  • How do I fit in? 
  • Who/what is important to me? 
  • What traits would I use to describe myself? 
  • What characteristics do I consider valuable/would I like to emulate for success?
  • What are my strengths and weaknesses?
  • What, specifically, do I need to work on in order to be successful in my reading and writing?
  • What does it mean to be held accountable? Who or what holds us accountable? 
  • What is grit? Why does this trait predict success?
  • Baseline Assessment
  • Course Syllabus
  • Elements of Narrative Review
  • Excerpt from "The Interesting Narrative of the Life of Olaudah Equiano" 
  • "Stay at 17 inches" by Chris Sperry (article)
  • Grit TedTalk and survey by Angela Duckworth

 

  • Sadlier Vocabulary Book Level "F"
  • Narrative- all elements and terms
  • Baseline Assessment
  • Annotate
  • Close-readng
  • Eighteenth century Narrative Style
  • Concept vocabulary specfic to "The Interesting Narrative..." 
  • Close-reading
  • Annotating
  • Note-taking
  • Test-taking strategies
  • Time-managment strategies
  • Data analysis and goal-setting
  • Using context clues
  • Continuing analysis/instruction regarding genre
  • Socratic Seminar

"I Can" Statements

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

"I Can" Statements:
  • Baseline Assessment- Formal excerpt form NYS Regents Exam
  • IXL Baseline Assessment
  • Class discussion
  • Text-Analysis Questions for "The Interesting Narrative..."
  • Short Written Narrative- Writing Sample
  • "I am" poem 
  • Text-Analysis response-collaborative writing
  • Grit survey/self-reflection

8-10 Weeks

Freedom: What is the meaning of freedom? How does this affect our identity?
(2) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L2 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L3 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.
(4) 11-12R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
(4) 11-12R2 Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)
(4) 11-12R3
  • In literary texts, analyze the impact of author's choices. (RL)
  • In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
(5) 11-12R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
(4) 11-12R5
  • In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
  • In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
(5) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(4) 11-12R7
  • In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
  • In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
(2) 11-12R8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)
(4) 11-12R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(2) 11-12SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(1) 11-12SL2 Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems.
(1) 11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.
(1) 11-12SL4 Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience.
(1) 11-12SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(1) 11-12SL6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(3) 11-12W1 Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(3) 11-12W2 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.
(2) 11-12W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 11/12 Reading standards to both literary and informational text, where applicable.
  • What is the meaning of freedom? 
  • How does this affect our identity- as an individual, as an American? 
  • Can freedom mean different things to different people/nations? 
  • How do we ensure that people's rights are not violated?
  • What do we do when they are?
  • How do we deal wth imbalances of freedom? 
  • How do the prevailing philosophies of the time affect freedom?
  • "Totally Free?"- Argumentative text
  • Excerpt from "The Declaration of Independence" Thomas Jefferson (Hist. Doc.)
  • "Preamble to the Constitution" Governor Morris (Hist. Doc.)
  • "Bill of Rights" James Madison (Hist. Doc.) 
  • "Conformity" by Charlotte Harrison (inf. text)
  • Argument Essay #1- Soccer Headgear (Individual Freedom vs. the collective)- all articles and argument teaching materials
  • The Crucible Arthur Miller (play)
  • "The Salem Witch Trials" documentary- The History Channel
  • "Puritan Laws..." (Com. Lit)
  • "McCarthyism" (Com. Lit) (Inf. Text)
  • Various Political Cartoons 
  • Mythology research about Prometheus
  • "Invictus" Wiliam Ernest Henley (poem)
  • Propaganda- "Visual Propaganda of the American Revolution" compared to Propaganda from The Red Scare
  • Art as Protest/Activism" Project
  • "The Russian Revolution" (Com. Lit) (inf. Text)
  • Animal Farm by George Orwell
  • "I Am the People, the Mob" Carl Sandburg (poem)
  • "The Scream" by Edvard Munch (art)
  • "The Myth of Sysiphus" (Inf. text)
  • "Working Man Blues" Johnny Cash (song)
  • "Total Control in North Korea" (Com Lit)
  • "The Golden Kite, The Silver Wind" Ray Bradbury (Com Lit) (short story)
  • "The Third Wave" (Com Lit)
  • "The Last Word" Matthew Arnold (poem)
  • Argument Essay #2: Should cash currency be eliminated? (personal freedom vs. the collective) 
  • Sadlier Vocabulary Book Level "F"
  • Elements of Argument: claim, counterclaim, evidence, opposing viewpoint, source, credibility, ethos, athos, logos, support, tranitions, position, context, audience, purpose, cohesion, development, organization, etc.
  • Propaganda
  • Existentialism
  • Social contract- individual need vs. collective
  • Democracy
  • Utilitarianism
  • Socialism
  • Categorical Moral Reasoning
  • Consequential Moral Reasoning
  • Close-reading
  • Annotating
  • Using context-clues
  • Making connections between different mediums
  • Poetry Analysis
  • Literary Analysis
  • Argument- forming and defending a claim
  • Integrating quotes and evidence
  • Analyzing the quality of evidence
  • Determining the central idea of a text
  • Identifying writing strategies authors use to convey ideas
  • Socratic Seminar
  • Analyzing and Assessing quantitative evidence in charts, graphs, diagrams

"I Can" Statements

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

"I Can" Statements:

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
  • Text-Based Literary Analysis essay- "The Lottery"
  • Sadlier Level "F" Units 1-2
  • Argument essay #1- Soccer Headgear
  • The Salem Witch Trials Research Project
  • The Crucible Literary Analysis Essay
  • The Crucible Text-analysis questions
  • Quick Writes
  • Quizzes 
  • Animal Farm- text analysis questions
  • Animal Farm Literay Anaysis essay
  • McCarthyism research
  • Class discussions
  • "Invictus" Literary Analysis essay
  • Argument Essay #2 "Should Cash Currency be Eliminated?'

4-6 Weeks

The Individual, Society, and Morality
(3) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(3) L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(2) L.11-12.3 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.
(3) L.11-12.4 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.
(1) L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(1) L.11-12.6 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.
(3) RI.11-12.1 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.
(3) RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
(2) RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
(3) RI.11-12.3 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.
(3) RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
(3) RI.11-12.5 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.
(3) RI.11-12.6 Determine an author's 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.
(1) RI.11-12.7 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.
(2) RL.11-12.1 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.
(3) RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
(2) RL.11-12.2 Determine two or more themes or central ideas of a 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.
(3) RL.11-12.3 Analyze the impact of the author's 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).
(1) RL.11-12.4 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. (Include Shakespeare as well as other authors.)
(1) RL.11-12.5 Analyze how an author's 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.
(2) RL.11-12.6 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).
(2) W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(2) W.11-12.2 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.
(3) W.11-12.4 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 1-3 above.)
(3) W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • What is morality and what are the factors that have an impact on the development of our morality?
  • Where does morality come from? How do you know right from wrong? 
  • What is the relationship between decisions and consequences? 
  • In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves? 
  • What causes individuals to stand up for what is right while others act as bystanders?  
  • "The Lottery" Shirley Jackson (short story)
  • "Conformity" by Charlotte Harrison (inf. text)
  • "The Moral Side of Murder" Harvard Lecture-  Michael Sandel
  • "Utilitarianism" Jeremy Bentham
  • "Consequential Moral Reasoning" John Stuart Mill
  • "Categorical Moral Reasoning" Emmanual Kant
  • "The Laboratory" by Robert Browning
  • "My Last Duchess" by Robert Browning 
  • "The Soul Selects Her Own Society" Emily Dickinson
  • "From Song of Myself" Walt Whitman
  • "On the Beach at Night Alone" Walt Whitman
  • "The Soul unto Itself" Emily Dickinson
  • "From Self-Reliance" Ralph Waldo Emerson (My Peers)
  • From "Civil Disobedience" Henry David Thoreau (My Pers)
  • Macbeth William Shakespeare
  • Excerpt from The Prince Niccolo Machiavelli (CL)
  • "Morality as Anti-Nature" Friedrich Nietzsche (CL)
  • "First They Came" Martin Niemoller (CL)
  • "We Are All Bystanders" Marsh & Keltner
  • "Murder and Morality: Are Murderers Animals" Dale Peterson
  • "Ozymandias" Percy Bysshe Shelley
  • "The Stanford Prison Experiment" Saul McLeod (CL)
  • "On the Doctrine of the Feeling of Power" Friedrich Nietzsche (CL)
  • "The Bill of Rights" James Madison (CL)
  • Excerpts from Leviathan Thomas Hobbes (CL)
  • "Thomas Jefferson on Shay's Rebellion" (CL)
  • "Napoleon Bonaparte: Revolutionary or Tyrant" Mike Kubric (CL)
  • "Out-Out" Robert Frost 

Morality vocabulary:

  • Origins of Morality: External Narrative, internal narrative, sacred gift, and social contract 
  • Altruistic Inertia: confusion of responsibility, diffusion of responsibility, and pluralistic ignorance 
  • Bystander- Active and Passive
  • sacred
  • deity
  • secular
  • universality 
  • mercilessly 
  • ascribing
  • hardwired
  • albeit
  • morality
  • appalling 
  • assertive
  • succumber
  • intervene
  • pervade
  • archetype
  • predisposition
  • perpetrator 

"The Lottery" vocabulary:

  • profusely
  • paraphernalia
  • reluctantly
  • boisterous
  • petulantly
  • defiantly
  • perfunctory
  • discarded
  • disengaged
  • jovial
  • reprimands
  • gravely
  • surveying

 "My Last Duchess" vocabulary: 

  • Duchess 
  • Fra 
  • Countenance 
  • Earnest
  • Durst 
  • Mantle 
  • Laps 
  • Design 
  • Favour 
  • Bough 
  • Officious
  • Trifling 
  •  Forsooth
  • Lessoned
  • Munificence
  • Ample 
  • Warrant 
  • Just 
  • Pretense 
  • Dowry 
  • object

 
  • Close-reading
  • Annotating
  • Using Context-clues
  • Making connections between different mediums
  • Poetry Analysis
  • Literary Analysis
  • Argument- forming and defending a claim
  • Integrating and citing quotes and evidence
  • Analyzing the quality of evidence
  • Determining the central idea of a text
  • Identifying writing strategies authors use to convey ideas
  • irony
  • point of view
  • conflict
  • foreshadowing
  • symbolism 
  • allusion
  • figurative language 
  • characterization 
  • setting
  • Grammar and structure: use of commas, semi-colons, and colons 
  • Developing discussion questions 
  • Collaborating and communicating with peers 
  • Group presentations
  • Socratic Seminar

"I Can" Statements

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

www.ixl.com

www.noredink.com

www.turnitin.com

Shared teacher resources via google drive

http://justiceharvard.org/themoralsideofmurder/

https://www.newyorker.com/magazine/1948/06/26/the-lottery

https://www.commonlit.org/en/texts/conformity

https://www.poetryfoundation.org/poems/43768/my-last-duchess

https://www.commonlit.org/en/texts/ozymandias

https://www.poetryfoundation.org/poems/43760/the-laboratory

https://poets.org/poem/soul-selects-her-own-society-303

https://www.poetryfoundation.org/poems/48856/on-the-beach-at-night-alone

https://www.commonlit.org/en/texts/excerpts-from-song-of-myself-1-2-6-52

https://www.poetryfoundation.org/poems/48856/on-the-beach-at-night-alone

https://poets.org/poem/soul-unto-itself-683

https://www.commonlit.org/en/texts/excerpt-from-self-reliance

https://www.commonlit.org/en/texts/excerpt-from-civil-disobedience

https://www.commonlit.org/en/texts/excerpt-from-the-prince

https://www.commonlit.org/en/texts/morality-as-anti-nature

https://www.commonlit.org/en/texts/first-they-came

https://greatergood.berkeley.edu/article/item/we_are_all_bystanders

https://www.psychologytoday.com/us/blog/the-moral-lives-animals/201111/murder-and-morality

https://www.commonlit.org/en/texts/the-stanford-prison-experiment

https://www.commonlit.org/en/texts/on-the-doctrine-of-the-feeling-of-power

https://www.commonlit.org/en/texts/the-bill-of-rights

https://www.commonlit.org/en/texts/excerpts-from-leviathan

Thomas Jefferson on Shay's Rebellion

https://www.commonlit.org/en/texts/napoleon-bonaparte

https://www.poetryfoundation.org/poems/53087/out-out

 

 
  • Analytical Essay
  • Quick writes
  • Class Discussion (Socratic Seminar)
  • Quizzes
  • Tests
  • Reading Comprehension MC Questions
  • Literary Text-Based Analysis Essay (Macbeth- "Out, Out" excerpt)

6-8 Weeks

Realism vs. Idealism: What are the vices and virtues of the American Dream? 
(4) 11-12R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
(4) 11-12R2 Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)
(4) 11-12R3
  • In literary texts, analyze the impact of author's choices. (RL)
  • In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
(5) 11-12R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
(4) 11-12R5
  • In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
  • In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
(5) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(4) 11-12R7
  • In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
  • In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
(4) 11-12R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(3) 11-12W1 Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(2) 11-12W1a Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
(2) 11-12W1b Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.
(2) 11-12W1c Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.
(2) 11-12W1d Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.
(2) 11-12W1e Provide a concluding statement or section that explains the significance of the argument presented.
(2) 11-12W1f Maintain a style and tone appropriate to the writing task.
(3) 11-12W2 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.
(2) 11-12W2a Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.
(2) 11-12W2b Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.
(2) 11-12W2c Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic.
(2) 11-12W2d Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.
(2) 11-12W2e Provide a concluding statement or section that explains the significance of the information presented.
(2) 11-12W2f Establish and maintain a style appropriate to the writing task.
(3) 11-12W3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
(2) 11-12W3a Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
  • How do our ideals collide with reality? 
  • What obstacles does one face when trying to achieve the American Dream? Is the American Dream attainable? 
  • Is wealth power? How can money and power corrupt an individual? 
  • How can living in the past impact our lives? 
  • Why do people want to fit in with societal norms? 
  • How do gender roles impact individuals? 
  • Why do individuals alter their personalities to fit in with society? 

 

The Great Gatsby by F. Scott Fitgerald - (novel)

A&E Biography of F. Scott Ftzgerald (documentary/film)

America in the 20th Century (documentary/film)

"Keeping Up with the Joneses" (essay)

"We Wear the Mask" (poem)

"Love Song with Two Goldfish" (poem)

"Barbie Doll" (poem)

"GI Joe" (poem)

"Nothing Gold Can Stay" (poem)

"The Rich Boy" (excerpt of short story)

"The World is Too Much with Us" (poem)

"Richard Cory" Edward Arlington Robinson

"Ode on a Grecian Urn" John Keats

"The Love Song of J. Alfred Prufrock" T.S Eliot

 

 

 

 

 

 

 

Concept Vocabulary:

Realism

Idealism

Social Norms and Expectations

Vices

Virtues

 

Vocabulary found in novel, The Great Gatsby:

1.     Privy 

2.     Levity 

3.     Wistfully 

4.     Supercilious 

5.     Fractiousness

6.     Deft 

7.     Unobtrusively 

8.     Bantering 

9.     Complacency 

10.   Extemporizing 

11.   Peremptory 

12.   Hauteur 

13.   Strident 

14.   Innuendo 

15.   Harlequin 

16.   Credulity 

17.   Staid 

18.   Spectroscopic 

19.   Impetuously 

20.   Tortuously 

21.   Vacuous 

22.   Echolalia 

23.   Convivial 

24.   Jauntiness

25.   Ineptly 

26.   Vinous 

27.   Shorn 

28.   Affectations 

29.   Subterfuges 

30.   Sporadic 

31.   Punctilious 

32.   Harrowed

33.   Vestige

34.   Laudable

35.   Insidious

36.   Meretricious

37.   Turgid

38.   Septic

39.   Lethargic

40.   Dilatory

41.   Caravansary

42.   Rancor

43.   Truculent

44.   Redolent

45.   Corroborate

46.   Adventitious

47.   Pasquinade

Close-reading

Annotating

Using context-clues

Making connections between different mediums

Poetry analysis

Literary analysis

Argument- forming and defending a claim

Integrating and citing quotes and evidence

Analyzing the quality of evidence

Determining the central idea of a text

Identifying writing strategies authors use to convey ideas

  • Comprehending Flashback 
  • Analyzing diction to create a mood 
  • Color imagery 
  • symbolism 
  • allusion
  • figurative language 
  • characterization 
  • setting

 

Grammar and structure: use of commas, semi-colons, and colons 

Developing discussion questions 

Collaborating and communicating with peers 

Group presentations

Socratic Seminar

"I Can" Statements:

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

 

 

commonlit.org

Shared teacher created materials via google drive

IXL

noredink.com

Student copies of various texts (both digital and hard)

Sadlier Vocabulary Book "F"

https://www.commonlit.org/en/texts/keeping-up-with-the-joneses 

https://www.commonlit.org/en/texts/we-wear-the-mask
https://www.commonlit.org/en/texts/love-song-with-two-goldfish

https://www.poemhunter.com/poem/barbie-doll/

https://www.commonlit.org/en/texts/nothing-gold-can-stay

https://www.poetryfoundation.org/poems/45564/the-world-is-too-much-with-us

https://www.poetryfoundation.org/poems/44982/richard-cory

https://www.commonlit.org/en/texts/ode-on-a-grecian-urn

https://www.commonlit.org/en/texts/the-love-song-of-j-alfred-prufrock

https://www.commonlit.org/en/book-pairings/the-great-gatsby

https://www.commonlit.org/en/texts/why-i-despise-the-great-gatsby

Text-Based Literary Analysis essay

Sadlier Level "F" Unit 3

1920s Research Project

Quick Writes

Quizzes 

Unit Test 

Class discussions

Socratic Seminars

The Great Gatsby Journal Project 

Song Lyric analysis essay 

Poetry Text-Analysis Essay

Compare and contrast writing

Reading Comprehension MC Questions 

Group presentations

6-8 weeks

Life's Journey through love, pride, failure, hope, humility and determination
(4) 11-12R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
(4) 11-12R2 Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)
(4) 11-12R3
  • In literary texts, analyze the impact of author's choices. (RL)
  • In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
(5) 11-12R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
(4) 11-12R5
  • In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
  • In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
(5) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(4) 11-12R7
  • In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
  • In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
(2) 11-12R8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)
(4) 11-12R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(3) 11-12W1 Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(2) 11-12W1a Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
(2) 11-12W1b Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.
(2) 11-12W1c Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.
(2) 11-12W1d Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.
(2) 11-12W1e Provide a concluding statement or section that explains the significance of the argument presented.
(2) 11-12W1f Maintain a style and tone appropriate to the writing task.
(3) 11-12W2 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.
(2) 11-12W2a Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.
(2) 11-12W2b Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.
(2) 11-12W2c Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic.
(2) 11-12W2d Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.
(2) 11-12W2e Provide a concluding statement or section that explains the significance of the information presented.
(2) 11-12W2f Establish and maintain a style appropriate to the writing task.
(3) 11-12W3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
(2) 11-12W3a Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

In what ways have people in history been destroyed but not defeated? 

Pride

Failure and winning

Endurance

Age

Determination

Perseverance

Patience

Love of nature

Humility

Hope

Brothers and friends

Togetherness

Going too far

Battle between equals

Faith

hardships

 

The Old Man and the Sea by Ernest Hemingway (novella)

Soul Surfer (film)

The Story of Cuchulainn (Irish mythology)

"Sharks: Wolves of the Sea" by Nathaniel T. Kenney 

Joe DiMaggio's Biography (Encyclopedia of World Biographies)

No Man is an Island by John Donne (poem)

Christina's World by Andrew Wyeth (painting)

 "Can a Devastating Shark Attack Really Lead to a Better Life?" by Melanie Greenberg (CL)

"Invictus" by William Ernest Henley (poem) (CL)

"The Reef" by Samuel Scoville, Jr. (short story) (CL)

"Forever Young: Americans Obsession with Never Growing Old" by Dale Archer (CL)

Argument Essay:Should Shark Netting be used on coastal beaches? 

 

 

 

Hemingway Code: Great Will, Pride/Dignity, Endurance, Courage and Acceptance 

Spanish terms: 

Brisa – breeze

Calambre – cramp

Dentuso –something having big teeth

Dorado – golden

Juego – a game or sport

Salao – a Cuban word that means if you have bad luck, you can spread it to other people

Que va – Spanish saying that means “that’s life” or “whatever happens, happens” or “Oh, no!”

Guano – Palm tree

Juegos – game

San Pedro – Saint Peter

Aqua mala – bad water

 

Fishing and boating terms:

1.  skiff – small fishing boat

2.  bitt – a post on the deck of a boat, usu. with rope attached, used either to secure the boat or tow it

3.  cast net – a round, weighted net designed to be thrown downward and pulled back be strings.  It’s used for catching small bait.

4.  thwart –the wide board that goes across the middle of the boat for people to sit on

5.  thole pins – pegs set into the upper edge of the side of a boat.  The oars are attached to these

6.  bow – the front end of the boat

7.  stern –the back end of the boat

8.  gunwale – (pronounced gunnel) the upper edge of a boat’s side

9.  fathoms - a unit of length equal to six feet (approximately 1.8 m), chiefly used in reference to the depth of water

10. gaff - a stick with a hook, or a barbed spear, for landing large fish

 

Fish and sea life list: 

1.  flying fish – can make powerful, self-propelled leaps out of water into air, where their long, wing-like fins enable gliding flight for considerable distances above the water's surface

2.  carapace –(not sea life) top shell of a sea turtle

3.  hawksbill turtles -  (the old man calls them hawk bills) very valuable deep sea turtles; they have a heart-shaped carapace

4.  loggerhead turtles –large, deep sea turtle not so valuable; scavengers that can weigh 200-350 pounds

5.  man-of-war bird (fregata minor)- large seabirds        

6.  albacore – tuna

7.  warbler – small bird

8.  Portuguese man of war – The Portuguese man-of-war is a siphonophore, an animal made up of a colony of organisms working together.

9. galanos – layman’s term for probably the Oceanic White-tip Shark

 

 

 

Close-reading

Annotating

Using Context-clues

Making connections between different mediums

Poetry Analysis

Literary Analysis

Argument- forming and defending a claim

Integrating and citing quotes and evidence

Analyzing the quality of evidece

Determining the central idea of a text

Identifying writing strategies authors use to convey ideas 

  • symbolism 
  • allusion
  • confllict 
  • characterization 
  • setting

 

Grammar and structure: use of commas, semi-colons, and colons 

Developing discussion questions 

Collaborating and communicating with peers 

Group presentations

anticipation guides

annotation

research techniques

reading comprehension

literary analysis

evaluation/literary criticism

vocabulary aquisition/context clues/inferencing

recalling key details

oral presentation skills 

self-evaluation

peer editing

revising

Socratic seminars

 

"I Can" Statements:

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

 

commonlit.org

Shared teacher created materials via google drive

IXL

noredink.com

Student copies of various texts (both digital and hard)

Sadlier Vocabulary Book "F"

https://www.commonlit.org/en/texts/no-man-is-an-island

https://www.artsy.net/article/artsy-editorial-controversial-story-andrew-wyeths-famous-painting

https://www.commonlit.org/en/texts/can-a-devastating-shark-attack-really-lead-to-a-better-life

https://www.commonlit.org/en/texts/invictus

 https://www.commonlit.org/en/texts/the-reef

https://www.commonlit.org/en/texts/forever-young-america-s-obsession-with-never-growing-old

 

Hemingway Code Analytical essay

Quick Writes

Quizzes 

Unit Test 

Class discussions

Socratic Seminars

Journal Project  

Poetry Text-Analysis Essay

Compare and contrast writing

Reading Comprehension MC Questions 

Group presentations

Argumentative Essay: Shark Netting

4-6 Weeks

Power, Protest, and Change
(1) 11-12W6 Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation.
(3) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(3) L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(2) L.11-12.3 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.
(3) L.11-12.4 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.
(3) RI.11-12.1 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.
(3) RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
(3) RI.11-12.3 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.
(3) RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
(3) RI.11-12.5 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.
(3) RI.11-12.6 Determine an author's 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.
(1) RI.11-12.8 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 advocacy (e.g., The Federalist, presidential addresses).
(3) RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
(3) RL.11-12.3 Analyze the impact of the author's 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).
(3) W.11-12.4 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 1-3 above.)
(3) W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • What is the American Dream? 
  • Is the American Dream truly attainable for people in our society despite class, gender, race, and economic factors? 
  • How do one's race, class, and/or gender influence an individual's goals or aspirations? 
  • How do stereotypes of one's race, class, and/or gender influence an individuals goals or aspirations? 
  • What is the role of money in attaining the American Dream? 
  • What happens to a dream deferred? 
  • When does pragmatism outweigh pride? 
  • What factors shape our values and beliefs? 
  • How are prejudice and bias created? How do we overcome them? 
  • How can a person's decision and actions, change his or her life? 
  • How can literature serve as a vehicle for social change? 
  • How can we break through barriers of prejudice to promote tolerance?
  • How does geography shape societies’ views of themselves and others?
  • How does society force its citizens to take unpopular, but moral, stances in order to promote change?
  • How does To Kill a Mockingbird frame issues of courage and cowardice against the backdrop of the American South in the 1930s?
  • A Raisin in the Sun by Lorraine Hansberry (play)
  • "Harlem: A Dream Deferred" by Langston Hughes (poem)
  • "Sports Stars: Jackine Robinson" by Biography.com (article)
  • "Langston Hughes: A Poet of the People" by Elizabeth Shepard (article)
  • "Who's passing for Who?" by Langston Hughes (excerpt)
  • "Lorraine Hansberry Biography" (article)
  • "South Side Weekly" (article) 
  • "Housing and Race in Chicago" (article)
  • "Historical Context of A Raisin in the Sun" (article)
  • "Background and Criticism of A Raisin in the Sun" (article)
  • "Let American Be America Again" by Langston Hughes (poem)
  • "Even Among Thieves" by Beatrice M. Murphy (poem)
  • "Sympathy" by Paul Laurence Dunbar (poem) (CL) 
  • "Segregated From Its History, How 'Ghetto' Lost Its Meaning" by Camila Domonoske (Informational Text) (CL)
  • "Study: 'High Incomes Don't Bring You Happiness'" by Caitlin Kenney (Informational Text)(CL)
  • To Kill a Mockingbird by Harper Lee (novel)
  • "If We Must Die" by Claude McKay (poem) (CL)
  • "The Scottsboro Boys Trial" by Jessica McBirney (Informational text) (CL)
  • The Scottsboro Boys (PBS documentary)
  • "EXCERPT FROM SOUTHERN HORRORS: LYNCH LAWS IN ALL ITS PHASES" by Ida B. Wells (Essay) (CL)
  •  The Sneetches by Dr. Seuss 
  • Lynched by a Mob! The 1892 Lynching of Robert Lewis in Port Jervis, New York by Michael J. Worden 
  • "Strange Fruit" by Abel Meeropole (poem) Billy Holiday (song) 
  • "We Wear the Mask" Clade McKay
  • "Mother to Son" Langston Hughes
  • "Caged Bird" Maya Angelou
  • "Still I Rise" Maya Angelou
  • A Lynching at Port Jervis by Philip Dray

A Raisin in the Sun vocabulary:

1. disheveled (adj)- untidy, messy, unkempt

2. doggedly (adv)- stubbornly; persistent in effort

3. erratic  (adj)- unpredictable, unstable, irregular

4. furtive (adj)- sly, secretive, surreptitious 

5. futile(adj)- useless; ineffective 

6. graft  (n)- money paid to politicians for an illegal favor, bribery

7. indictment(n)- a criminal charge

8. inflection(n)- change in tone of voice, pitch 

9. ledger   (n)- account book 

10. obtrusive(adj)- imposing; meddlesome, noticeable

11. oppression(n)- great physical or mental suffering/distress           

12. permeated (v)- penetrated;spread throughout

13. raucous(adj)- rowdy; disorderly; boisterous 

14. reflective   (adj)- thinking over; providing a reflection; deep thought 

15. sullen  (adj)- gloomy; angry; bad-tempered; uncivil

16. tentative    (adj) timid; hesitant

17.vindicated  (v)- justified; clear someone of blame or suspicion

18. assimilation (n)- adapting to another country/culture                    

19. bastion(n)- stronghold

20. exotic(adj)-unusual; foreign

21. haphazard (adj-random; unplanned    

22. heathen(n)- a state of being uncivilized; nonbeliever;heretic

23. incredulity(n)- state of being unwilling or unable to believe something

24. indignant    (adj)- resentful; displeased; showing anger at what is perceived as unfair treatment 

25. insinuate(v)- to suggest or hint 

26. looming(v)-emerge; come into view; hovering

27. quizzical  (adj)- questioning; puzzled 

28. radiant     (adj)- bright; glowing; shining             

29 rapt(ly)     (adj/adv)- deeply engrossed or absorbed

30. salvation (n)- deliverance or preservation from harm, ruin, or loss 

Concept Vocabulary:

racism

stereotypes

gender roles 

discrimination

idealist

realist 

heritage

assimilationist 

authentic 

Prometheus

Napolean

To Kill a Mockingbird vocabulary:

List 1-

1. malevolent

2. inquisitive

3. erratic

4. monosyllabic

5. edification

6. indigenous

7. auspicious

8. benign

9. iniquities

10. benevolence

11. melancholy

12. repertoire

13. dispensation

14. contentious

15. probate

16. vapid

17. nebulous

18. condescended

19. diminutive

20. magisterial

List 2-

1. articulate

2. inordinate

3. malignant

4. mortify

5. lineament

6. palliation

7. caricature

8. perplexity

9. innate

10. ascertaining

11. apoplectic

12. viscous

13. rudiment

14. deportment

15. ingenious

16. undulate

17. analogous

18. gravitate

19. morphodite

20. essence

List 3- 

1. irrelevant

2. impudent

3. temerity

4. arid

5. volition

6. perpetrate

7. immaterial

8. duress

9. corroborative

10. cynical

11. browbeat

12. contraband

13. credibility

14. expunge

15. distaff

16. acquittal

17. exodus

18. sibilant

19. unmitigated

20. vehement

 

 

close-reading

Annotating

Using Context-clues

Making connections between different mediums

Poetry Analysis

Literary Analysis

Argument- forming and defending a claim

Integrating and citing quotes and evidence

Analyzing the quality of evidece

Determining the central idea of a text

Identifying writing strategies authors use to convey ideas 

  • symbolism 
  • allusion
  • confllict 
  • characterization 
  • setting
  • suspense
  • mood 
  • irony 
  • figurative language 

Grammar and structure: use of commas, semi-colons, and colons 

Developing discussion questions 

Collaborating and communicating with peers 

Group presentations

anticipation guides

research techniques

reading comprehension

literary analysis

evaluation/literary criticism

vocabulary aquisition/context clues/inferencing

recalling key details

oral presentation skills 

self-evaluation

peer editing

revising

Socratic Seminars

 

"I Can" Statements:

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

commonlit.org

Shared teacher created materials via google drive

IXL

noredink.com

Student copies of various texts (both digital and hard)

 https://www.biography.com/athlete/jackie-robinson

https://www.cbsd.org/cms/lib010/PA01916442/Centricity/Domain/2773/LetAmericabeAmericaagain.pdf

https://www.commonlit.org/en/texts/we-wear-the-mask

https://www.commonlit.org/en/texts/still-i-rise

https://www.commonlit.org/en/texts/sympathy

https://www.commonlit.org/en/book-pairings/i-know-why-the-caged-bird-sings

https://www.commonlit.org/en/texts/the-scottsboro-boys

https://www.commonlit.org/en/texts/mother-to-son

https://www.npr.org/2012/09/05/158933012/the-strange-story-of-the-man-behind-strange-fruit

https://cpb-us-e1.wpmucdn.com/blogs.uoregon.edu/dist/7/11428/files/2016/11/Strange-Fruit-29grfuk.pdf

https://www.commonlit.org/en/texts/if-we-must-die

https://www.commonlit.org/en/texts/excerpt-from-southern-horrors-lynch-laws-in-all-its-phases

https://www.commonlit.org/en/texts/study-high-incomes-don-t-bring-you-happiness

 

 

Research Activity: Setting the Stage with mini-presentation 

Topics:

  • Jim Crow Laws
  • The Black Laws
  • Lynch Laws in Georgis
  • Harry Truman Executive Order for Desegregation of Armed Forces
  • Oliver Harrington
  • Kenneth Bancroft Clark and Mamie Phipps' Doll Experiment 
  • Thurgood Marshall "Saving the Race"
  • Brown v. Board of Education 
  • Daisy Bates and the Little Rock Nine
  • Montgomery Bus Boycott
  • James Meredith and Ole Miss
  • Mahalia Jackson
  • Jazz "Freedom Now Suite" Max Roach 

Character's Journal

Character's Cell Phone Project 

Personal Collage Project 

Potrayal of Women in A Raisin in the Sun analysis 

Quick Writes

One-pager 

Quizzes 

Unit Test 

Class discussions

Socratic Seminars

Poetry Text-Analysis Essay

Compare and contrast writing

Reading Comprehension MC Questions 

Group collaboration and presentations

Creative writing assignments

4-6 Weeks

Facing Our Fears
(3) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(3) L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(3) L.11-12.4 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.
(3) RI.11-12.1 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.
(3) RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
(2) RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
(3) RI.11-12.3 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.
(3) RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
(3) RI.11-12.5 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.
(3) RI.11-12.6 Determine an author's 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.
(2) RL.11-12.1 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.
(3) RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
(2) RL.11-12.2 Determine two or more themes or central ideas of a 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.
(3) RL.11-12.3 Analyze the impact of the author's 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).
(2) RL.11-12.6 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).
(2) W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(2) W.11-12.2 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.
(3) W.11-12.4 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 1-3 above.)
(3) W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

How do we respond when challenged by fear?  Is fear always a harmful emotion?  Is it foolish to fear?  What part does fear play in our development?

POEMS:

“A Noiseless Patient Spider” by Walt Whitman

       Add video explanation of poem https://www.youtube.com/watch?v=V2Miz_2WpSM

“Comin’Thro’ the Rye” by Robert Burns

“AT A WINDOW” by Carl Sandburg  1914

I FELT A FUNERAL, IN MY BRAIN by Emily Dickinson

Nonfiction Supplementaries: 

“TEENAGE BRAINS ARE MALLEABLE AND VULNERABLE, RESEARCHERS SAY” by Jon Hamilton (CommonLit/Informational Text)

“FEAR PROMPTS TEENS TO ACT IMPULSIVELY” by Laura Sanders (CommonLit/Informational Text)

COMING OF AGE CEREMONIES ACROSS DIFFERENT CULTURES by Thomas Pool (CommonLit/Informational Text) 

EXCERPT FROM A PORTRAIT OF THE ARTIST AS A YOUNG MAN by James Joyce  1916 (CommonLit/Informational Text)

"Is It Foolish to Fear" (My Persp)

The Catcher in the Rye J.D Salinger

A Separate Peace John Knowles

"Not Waving But Drowning" Stevie Smith

"Nothing Gold Can Stay" Ribert Frost

"We Real Cool" Gwendolyn Brooks

"Adolescence" by Claude McKay

"Blackberry Picking" Seamus Heaney

Excerpts from The Things They Carried Tim O'Brien

"The War Works Hard" Dunya Mikhail (CL)

"Introduction to the Vietnam War (Us History,org) (CL)

"Facing It" Yusef Komunyakaa

"Depression: The Secret We Share" (Cl & Ted Talk Youtube)

"How Does FearDrive Action" (CL)

"How Resilience Works" Diane Coutu (CL)

 

 

 

 

 

The Catcher in the Rye

Chapters 1-3

1) ostracized - shut out, shun, banish or exclude from a group. 

2) chiffonier - dresser

3.) lagoon -shallow body of water

4) compulsory - required.

5) falsetto - artificially high singing voice.

Chs. 4-7

6.) exhibitionist - one who acts to attract attention.

7.) liberate -set free 

8.) psychoanalyzed - treated by a psychiatrist

9.) halitosis - bad breath

10.) unscrupulous - dishonorable

11.) pacifist - one opposed to war or violence, “dove""

12.) lavish - extravagant

chp. 8-11

13.) conscientious - thorough & careful, having a sense of right condus 

14) incognito - in disguised

15.) suave - socially gracious smoothly agreeable 

16) verification - substantiation, proof of the truth of 

17) conversationalist - one skilled at conversation.

18) immaterial - unimportant.

chs. 12-14 

19) nonchalant - unconcerned, indifferent

20.) chateau - castle, or large country house

21.) rake (not the tool ) - immoral person, scoundrel 

22) clavichord - keyboard instrument

Chs. 15-17

23.) spendthrift - one who wastes money, spends recklessly.

24) bourgeois - middle class 

25.) mutinying - rebelling

26.) raspy - rough, grating 

27) cliques - small exclusive group of people

 

Chp. 18-20

28) sacrilegious - irreverent (disrespectful of the sacred.) 

29.) atheist - person who doesn't believe God exists.

30) putrid -vile, foul 

31.) celebrity - famous person

32.) aristocratic - superior, noble 

33) inane - senseless, foolish + uncontrolled

34) boisterous - loved, noisy 

35) economizing - saving

 

Chp, 21-23

36.) foyer - entrance hall

 

Chp 24-25

37) pedagogical -) school-teacherish 

38.) provocative - exciting, stimulating

39) unify - make into a whole. 

40.) harrowing - tormenting

41) reciprocal -  giving + receiving mutually beneficial

42.) humility - humbleness.

43) unsanitary - unclear

 

 

close-reading

Annotating

Using Context-clues

Making connections between different mediums

Poetry Analysis

Literary Analysis

Argument- forming and defending a claim

Integrating and citing quotes and evidence

Analyzing the quality of evidence

Determining the central idea of a text

Identifying writing strategies authors use to convey ideas 

  • symbolism 

  • allusion

  • conflict 

  • characterization 

  • setting

  • suspense

  • mood 

  • irony 

  • figurative language 

Grammar and structure: compound, complex sentences

Developing discussion questions 

Collaborating and communicating with peers 

Group presentations

anticipation guides

research techniques

reading comprehension

literary analysis

evaluation/literary criticism

vocabulary acquisition/context clues/inference

recalling key details

oral presentation skills 

self-evaluation

peer editing

Socratic Seminars

 

"I Can" Statements:

https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing

 

commonlit.org

Shared teacher created materials via google drive

IXL

noredink.com

Student copies of various texts (both digital and hard)

Sadlier Vocabulary Book "F"

Digital and Hard Copies of The Catcher in the Rye

Digital and Hard Copies of A Separate Peace

Digital and Hard Copies of The Things They Carried

Shared Teacher oogle Doce via Drive

https://www.poetryfoundation.org/poems/45473/a-noiseless-patient-spider

https://www.youtube.com/watch?v=V2Miz_2WpSM

https://www.poetryfoundation.org/poems/43801/comin-thro-the-rye

https://www.poetryfoundation.org/poetrymagazine/poems/12844/at-a-window

https://www.poetryfoundation.org/poems/45706/i-felt-a-funeral-in-my-brain-340

https://www.commonlit.org/en/texts/teenage-brains-are-malleable-and-vulnerable-researchers-say

 https://www.commonlit.org/en/texts/fear-prompts-teens-to-act-impulsively

https://www.commonlit.org/en/texts/coming-of-age-ceremonies-across-different-cultures

https://www.commonlit.org/en/texts/excerpt-from-a-portrait-of-the-artist-as-a-young-man

https://poets.org/poem/nothing-gold-can-stay

https://www.poetryfoundation.org/poems/46479/not-waving-but-drowning

https://www.poetryfoundation.org/poetrymagazine/poems/28112/we-real-cool

https://poets.org/poem/adolescence

https://www.poetryfoundation.org/poems/50981/blackberry-picking

https://www.commonlit.org/en/texts/the-war-works-hard

https://www.commonlit.org/en/texts/introduction-to-the-vietnam-war

https://www.poetryfoundation.org/poems/47867/facing-it

https://www.commonlit.org/en/texts/depression-the-secret-we-share

https://www.youtube.com/watch?v=dBYUn-FEscc

 

Quick Writes

Quizzes

Tests

The Catcher in the Rye Scrapbook Project

Literary Text-Based Analysis Essay

Argument Essay: English Regents June 2018 "Is graffiti vndalism?"

Argument Essay: English Regents June 2017 "Should school recess be structured play"
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