-
Uni t Unit Objectives Unit Topics/Concepts Unit
ResourcesBiblical IntegrationConcepts
InstructionalStrategies
Quarter 1
Chapter 1:Literature ofSettlement
(updated 5/17/19)
Students wil l :Apply backgroundknowledge of earlyAmerican
literature tounderstand works fromprecolonial time until1820
1.
Identify contributions ofPuritan writers to earlyAmerican
literature
2 .
Differentiate plain andornate styles
3 .
Apply backgroundknowledge of thesettlement of thecolonies to
understandearly American literature
4 .
Apply backgroundknowledge of theIroquois Confederacy
tounderstand NativeAmerican literature
5 .
Identify characteristicsof the oral tradition andof the creation
mythgenres
6.
Analyze a myth for itsarchetypes
7.
Infer Iroquois culturalbeliefs and influencesthroughout both
textsto deepencomprehension
8.
Defend the Scripturesagainst the claim thatthey are myth
9 .
Apply authorbackground knowledgeto understand a text
10.
Analyze point of view inwrit ing to determinewhether
first-person orthird-person point ofview is being used
11.
Determine an author'stone, purpose, andaudience
12.
Analyze persuasiveappeals in writing
13.
Evaluate an author'sworldview and bias
14.
Literature of Sett lementThe Iroquois Confederacy
from How the WorldBegan
1.
from The Constitutionof the Five Nations(The
IroquoisConstitution)
2 .
Arthur C. Parker3 .
1 .
John Smith from The GeneralHistory of Virginia,New England, and
theSummer Isles
1 .
from A Description ofNew England
2.
2 .
William Bradford from Of PlymouthPlantation
1.3 .
John Winthrop from Journal1 .from A Model ofChristian
Charity
2 .
4 .
Mary Rowlandson from A Narrative of theCaptivity andRestoration
of Mrs.Mary Rowlandson
1.5 .
Student Text pp. 6-531.Teacher Text pp. xxxii-532.Chapter 1
PowerPoint3 .Chapter 1 Art4 .Chapter 1 Video
Development of theEnglish Language
1.
Internet - The SecretAgent Principle
2 .
Internet Precautions3.Introduction to theWriting Process
4.
John 1:1 in VariousLanguages
5.
5 .
Weblinks Signers of theConstitution
1 .
"Mystery of Roanoke"2 ."We Finally Have Cluesto How America's
LostColony Vanished"
3 .
The Hero's Journey4."Hero's Journey"5 .Archetypes6.Iroquois
ConfederacyInfluences U.S.Constitution
7 .
Benjamin Franklin'sLetter to James Parker,1751
8.
1744 Treaty with SixNations at Lancaster
9 .
"Iroquois and theFounding Fathers"
10.
Constitution of theIroquois Confederacy
11.
"ComparingConstitutions"
12.
Iroquois Democracy andthe U.S. Constitution
13.
Massachusetts CourtRecords
14.
Captain John Smith'sVirginia Map
15.
John Smith Map Analysis16.Captain John Smith Video17.Bradford
Biography andVideo Links
18.
Branches of Government19.On Liberty20.General Court21.
6 .
Evaluate: Myth versus the Bible1 .Worldview and bias2 .Divine
Providence3.Law and liberty4 .God's sovereignty5 .
Shape Worldview: Contrast of Ancient One'sjealousy versus
God'sinfallibility and holiness,thinking biblically about
theoriginal paradise, biblical viewof earth not as our mother butas
a resource to useresponsibly, viewing the cursein light of God's
redemptive plan
1.
God's moral law written inhearts
2 .
The power of Scripture to healand soothe griefs and
fears,Bradford's motivation topersuade the youngergeneration to
remain faithful tothe God of their fathers,contrasting the
Pilgrims' andPuritans' approaches togovernment
3 .
Biblical evaluation of husband'streatment of his wife
4 .
Balancing Rowlandson'sperspective on Native Americanattacks with
settlers' lack ofmercy and charity
5 .
Complexity of God's purpose inwar
6 .
Have students shareexperiences of pastjourneys or trips
tomotivate and connectstudents to the journeythrough
Americanliterature.
1 .
Do a walk-throughthrough the text prior toreading
assignments
2 .
Post unfamiliarvocabulary words withinthe classroom
3.
Help students synthesizeinformation
4.
Point out the abundantuse of metaphor andclassical allusion
andquotation
5.
Focus on the threeinstructional strands:Analyze, Read,
andEvaluate
6 .
Practice oral tradition bymodeling in class
7 .
Use synonyms to aidcomprehension ofvocabulary words
8.
Have students underlineand circle Greek andLatin roots before
readingthrough the text
9 .
Enlarge Visuals and havesmall groups describe thebackground
image and itsimportance
10.
Use compare-contrastgraphic organizers
11.
Create a word wall anddisplay in classroom
12.
Display different types ofmaps around theclassroom
13.
Large classroomdiscussions
14.
Small group discussions15.Partner work - Think andDiscuss
Questions
16.
Page 1 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Identify the Scripturesas authoritative
15.
Identify thecharacteristics ofPuritan plain style
16.
Interpret the theme of atex t
17.
Analyze an author'swriting style
18.
Analyze an author's useof allusion and classifyeach allusion as
eitherbiblical or classical
19.
Summarize passages oftext to aidcomprehension
20.
Evaluate an author'sperspective on thetheme of
divineprovidence
21.
Analyze an author's useof types and typology
22.
Analyze an author'swriting style andpurpose
23.
Examine theargumentativestructure of a text,including
claims,counterclaims, proofs,and conclusions
24.
Evaluate Winthrop'sview of liberty andcompare it with themodern
Americandefinition
25.
Identify characteristicsof the captivity narrative
26.
Analyze the sequenceof event in a narrative
27.
Determine the themeand didactic purpose ofa text
28.
Determine theauthor's tone andanalyze its relationshipto the
author's diction
29.
Evaluate an author'slanguage for bias
30.
Evaluate an author'spersonal perspectivefrom a
biblicalworldview
31.
A Model of ChristianCharity
22.
"Two Hostages Die inAttempted Rescue inMindanao"
23.
Martin and GraceBurnham: MissionaryStory
24.
Pequot War25.King Philip's War26.The History ofRedemption
Rock
27.
Mary Rowlandsonbiography
28.
"Introduction to TheDuston Family"
29.
Hannah Duston: Heroineor Villain?
30.
Captivity Narrative TitlePage
31.
Captivity Narrative TitlePage 2
32.
Think and Discuss Answerspp. 17-18, 22, 29-30, 37-38,45, 52
7.
Themes in American CultureAnswer - p. 30
8.
Teaching Helps 1A-1U9.Supplemental Texts 1A-1G10.Chapter 1
Review Answers -pp. R1-R3
11.
Chapter 1 Test12.
Page 2 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 2:Literature ofReligiousExperience
(updated 5/17/19)
Students wil l :Discern betweenerroneous and accurateviews of
Puritanism
1.
Identify some of thebasic beliefs ofPuritanism
2.
Apply authorbackground knowledgeto understand a text
3 .
Analyze the meter of apoem, describing it interms of its
dominantpoetic foot and thenumber of feet per line
4 .
Define common meterand analyze its use inpoetry
5 .
Analyze figurativelanguage in poetry
6 .
Interpret a poem'sthemes
7.
Evaluate an author'sworldview and contrastit with Puritan
teaching
8.
Analyze figurativelanguage in poetry,including metaphor,simile,
personification,and apostrophe
9.
Paraphrase lines ofpoetry to improvecomprehension
10.
Determine a poem'stheme
11.
Evaluate a poem'sability to communicateeffectively bycomparing
it to anotherpoem
12.
Evaluate thestereotypical view ofPuritans with evidenceof the
human dimensionin Puritan poetry
13.
Identify thecharacteristics ofmetaphysical poetry
14.
Analyze metaphysicalpoetry for its use ofconceit, metaphor,
andparadox
15.
Analyze a poem for itsallusions and theirrelationship to
thepoem's theme
16.
Determine the theme ofa metaphysical poem
17.
Literature of ReligiousExperience
Roger Williams/The BayPsalm Book
from A Key into theLanguage of America
1.
Psalm 23 from The BayPsalm Book
2.
1 .
Anne Bradstreet The Author to Her Book1.from
Contemplations2.Here Follows SomeVerses upon theBurning of Our
House
3.
To My Dear and LovingHusband
4.
2 .
Edward Taylor Meditation 6 (FirstSeries)
1 .
Huswifery2 .from God'sDeterminations: ThePreface
3.
Upon a SpiderCatching a Fly
4 .
3 .
Jonathan Edwards from Sinners in theHands of an Angry God
1.4 .
Two Responses to Religion Samson Occom - AShort Narrative of
MyLife
1 .
Red Jacket - The GreatSpirit Has Made Us All
2 .
5 .
Student Text pp. 54-971.Teacher Text pp. 54-972.Chapter 2
PowerPoint3 .Chapter 2 Art4 .Chapter 2 Test Key5.Chapter 2
Video
History vs. Literature1 .Reading from"Contemplations"
2 .
Reading from "Sinners inthe Hands of an AngryGod"
3 .
6 .
Weblinks Roger Williams1.The Bay Psalm Book2.All People That on
EarthDo Dwell
3 .
"Anne Bradstreet:America's First Poet"
4 .
"The Search for AnneBradstreet in EssexCounty, MA"
5 .
"Anne Bradstreet: ABrief Biography"
6 .
"In Reference to HerChildren, 23 June, 1659"
7 .
Bradstreet's Works8."Who Bowled The Sun?"9 ."The
Auction"10.Parts of Spinning Wheel11.The First GreatAwakening
12.
Jonathan Edwards Center13.Sinners in the Hands ofan Angry
God
14.
Samson Occom15."Revisiting Red Jacket,alias Cow Killer"
16.
7 .
Think and Discuss Answerspp. 60, 68-69, 75,85-86, 92-93, 96
8.
Themes in American CultureAnswer - pp. 60, 97
9.
Writing Lesson 1: NarrativeEssay - pp. W1-W2
10.
Teaching Helps 2A-2Q11.Supplemental Texts 2A-2C12.Chapter 2
Review Answers -pp. R4-R6
13.
Chapter 2 Test14.
Evaluate:View of Native Americans1.The human
dimension2.Worldview and aesthetics3 .The sinner's plight4 .Race
and religion5.
Shape Worldview:Perpetuating spiritual error1 .Puritans' view of
spousal lovepatterned upon Christ's love forthe church, correcting
one'sown biblical thinking
2.
Good religious poetry helpsbelievers grapple with andresolve
internal conflict
3 .
Necessity of heart knowledgefor genuine belief
4 .
Personal failings affectingothers' acceptance of the gospel
5 .
Motivate students toengage in the reading bymaking a list of
whatstudents think when theyhear the word Puritan
1.
Build a background bycomparing the Church ofEngland's view of
divinerevelation with thePuritans'
2 .
Have students pull ideasfrom the biography ofRoger Williams that
mayhave been threatening toboth the mission and hisexistence
3.
Compare Roger Williamsto controversial figurestoday
4.
Apply the Analyze, Read,and Evaluate strategy
5.
Have students practicefitting the Psalms todifferent tunes for
meterand rhyme
6.
Read and analyze poemsout loud
7.
Play various recordings ofdifferent hymns
8.
Have students color codethe different parts of eachpoem
9.
Listen to audio of poemsto hear meter
10.
Page 3 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
a metaphysical poemExamine a poem'sstanza form and meterand
explain how thesesupport the poem'ssubject matter andprogression of
ideas
18.
Evaluate the aestheticworth of a poem
19.
Create a poem thatuses a conceit
20.
Analyze the imagery ina sermon and explainhow it communicatesthe
author's message
21.
Determine the purposeand theme of a sermon
22.
Examine a sermon'sstructure
23.
Evaluate theeffectiveness of asermon's organizationand
imagery
24.
Evaluate an author'sideas from a biblicalworldview
25.
Define autobiographyand identify its featuresin a text
26.
Analyze repetition,parallelism, andrhetorical question in atex
t
27.
Determine an author'spurpose in a text
28.
Explain how theauthor's choice ofcontent and structuresupports
his purpose
29.
Compare the oral styleof a persuasive speechto the style of a
writtenargument
30.
Determine the theme ofa text
31.
Evaluate an author'sworldview and detectany bias in his
writing
32.
Evaluate theeffectiveness of anauthor's arguments
33.
Chapter 3:Literature ofRevolution
(updated 5/17/19)
Students wil l :Summarize the basictenets of deism
1.
Apply authorbackground knowledgeto understand a text
2 .
Literature of RevolutionBenjamin Franklin
from TheAutobiography
1.1 .
Patrick Henry Give Me Liberty, or1 .
2 .
Student Text pp. 98-1391.Teacher Text pp. 98-1392.Chapter 3
PowerPoint3 .Chapter 3 Art4 .Chapter 3 Test Key5.Chapter 3 Video 6
.
Evaluate: Moral example1 .Authority versus liberty2 .Discernment
in reading3.True freedom4.
Shape Worldview:
Give a pre-unit quiz toassess student knowledgebefore
reading
1.
During reading havestudents find main ideasin the paragraphs
and
2.
Page 4 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
to understand a textAnalyzecharacterization in atex t
3 .
Connect a text to itscultural context
4 .
Evaluate an author'sworldview and moralityfrom a
biblicalperspective
5 .
Apply authorbackground knowledgeto understand a speech
6.
Analyze a speech forthe following rhetoricalfigures:
parallelism,antithesis, rhetoricalquestion, and allusion
7.
Determine the effectscreated in the text byrhetorical
figures
8.
Practice fluent oralreading, givingattention to speed,rhythm,
and flexibil itywhile reading
9.
Compare two authors'views of liberty andauthority
10.
Evaluate an author'sworldview from abiblical perspective
11.
Analyze a text for itsuse of propaganda,including name
calling,glittering generalities,testimonial, transfer,bandwagon,
plain folks,and card stacking
12.
Determine an author'sperspective on religionand contrast
differingperspectives in two texts
13.
Distinguish legitimatepersuasion frompropaganda to
cultivatediscernment in reading
14.
Analyze a text for itsuse of deduction andfor its syllogistic
form
15.
Analyze anaphora in atex t
16.
Analyze the structure ofa text
17.
Compare two versionsof text and makeinferences about anauthor's
beliefs based
18.
Give Me Liberty, orGive Me Death!
1 .
Thomas Paine from The Crisis, No. 11 .from The Age ofReason
2.
3 .
Thomas Jefferson from Autobiography1.
4 .
Phillis Wheatley To the University ofCambridge inNew-England
1.
On Being Brought fromAfrica to America
2.
5 .
Chapter 3 Video Essay Review: BenjaminFranklin and the Shiftfrom
Puritanism
1.
History vs. Literature2 .
6 .
Weblinks Benjamin Franklin1 .11 Surprising FactsAbout Benjamin
Franklin
2 .
The Resolutions ofJonathan Edwards
3.
Benjamin Franklin'sVirtues
4.
Lesson Plan forFranklin's "Project forMoral Perfection"
5 .
Benjamin Franklin6 .Benjamin Franklin: In HisOwn Words
7.
Give Me Liberty, or GiveMe Death!
8 .
Patrick Henry'sResolutions
9.
Liberty! The AmericanRevolution
10.
The American Revolution11.Thomas Paine12.Thomas Paine
NationalHistorical Association
13.
The National ArchivesMuseum
14.
Rotunda for theCharters of Freedom
15.
The Stylistic Artistry ofthe Declaration ofIndependence
16.
John Locke PoliticalPhilosophy
17.
Locke's PoliticalPhilosophy
18.
How Does GovernmentSecure Natural Rights?
19.
John Locke: NaturalRights to Life, Liberty,and Property
20.
John Locke's TheoriesPut into Practice
21.
Review of PhillisWheatley: Biography ofa Genius in Bondage
22.
Slaves Waiting for Sale:Richmond Virginia (1861)
23.
Eyre Crowe's Image ofthe Slave Trade
24.
"Letter to ReverendSamson Occom"
25.
"A Funeral Poem on theDeath of C. E. and Infant
26.
7 .
Shape Worldview:Divine wisdom superior toconventional wisdom,
the harmof Franklin's immoral example,biblical evaluation of
theAmerican Dream, biblicalevaluation and clarification of"doing
good to man," biblicalevaluation of Franklin's plan formoral
perfection, discernmentof Franklin's religious views
1.
Use of name-calling unbiblical2 .Biblical evaluation of the
majorpremise of the Declaration ofIndependence
3.
in the paragraphs anddefine relationshipsbetween the
paragraphsAsk students to evaluatedifferentquotations' validity
3 .
Display maxims from anessay by Franklin entitled"The Way to
Wealth"
4 .
Implement the Analyze,Read, and Evaluate format
5 .
Have students definedifferent measures ofsuccess
6.
Read aloud vocabularywords and their definitions
7.
Relate vocabulary wordsto familiar words
8.
Emphasize the definitionof cultural context, andguide and model
as youread through the text
9 .
Page 5 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
on word choiceApply authorbackground knowledgeto understand
poetry
19.
Identify keycharacteristics ofneoclassical writing,including its
emphasison didacticism, andanalyze their use inpoetry
20.
Analyze the meter andrhyme scheme of poetry
21.
Determine whether apoem is written inheroic couplets or
blankverse
22.
Examine an author'sperspective and thediction used tocommunicate
theperspective
23.
Evaluate an author'sideas on slavery andfreedom from a
biblicalworldview
24.
of Twelve Months"Focus on Phillis Wheatley27.Jupiter Hammon's
Poemto Phillis Wheatley
28.
A Discussion of Slavery29.Is Slavery Christian?30.
Think and Discuss Answerspp. 109-111, 115-116, 125,133,
138-139
8.
Themes in American CultureAnswer - pp. 111, 139
9.
Teaching Helps 3A-3O10.Supplemental Texts 3A-3E11.Movie or
documentary ofRevolutionary War
12.
Current and datedadvertisements il lustratingpropaganda
13.
Pictures of NationalArchives and of its Rotundafor the Charters
of Freedom
14.
Chapter 3 Review Answers -pp. R7-R9
15.
Chapter 3 Test16.
Uni t Unit Objectives Unit Topics/Concepts Unit
ResourcesBiblical IntegrationConcepts
InstructionalStrategies
Quarter 2
Chapter 4:MinorRomantics
(updated 5/17/19)
Students wil l :Explain why scholarshave chosen 1820-65as the
dates forAmerican romanticism
1.
List the six majorromantic authors andexplain why each
issignificant
2 .
Explain how nationaltensions fueled andundermined nationalopt
imism
3.
Define the four mainromantic emphases anddistinguish them
fromthe key characteristicsof rationalism andPuritanism
4.
Identify thecontributions made tothe development of theshort
story and novelgenres
5.
Evaluate Unitarianism6.
Minor RomanticsWashington Irving
Rip Van Winkle1 .1 .
James Fenimore Cooper from The Deerslayer1 .
2 .
William Cullen Bryant Thanatopsis1 .To a Waterfowl2 .
3 .
Henry WadsworthLongfellow
A Psalm of Life1 .Mezzo Cammin2.
4 .
John Greenleaf Whittier Ichabod1.First-Day Thoughts2 .
5 .
James Russell Lowell from A Fable for Critics1 .The Courtin'2
.
6 .
Oliver Wendell Holmes Old Ironsides1.The ChamberedNautilus
2 .
7 .
Student Text pp. 140-1931.Teacher Text pp. 140-1932.Chapter 4
PowerPoint3 .Chapter 4 Art4 .Chapter 4 Test Key5.Chapter 4
Video
A Cutting from "Rip VanWinkle"
1 .
Essay Review: The NewEngland School Poets -Were They
Biblical?
2 .
Essay Review:Washington Irving's "RipVan Winkle"
3 .
History vs. Literature,Part 1
4 .
History vs. Literature,Part 2
5 .
Mark Twain CriticizesJames Fenimore Cooper
6 .
Old Ironsides7.The Courtin'8 .
6 .
Weblinks "The Book that Changedthe World"
1 .7 .
Evaluate:Racial and cultural differences1.Nature as teacher2
.The brevity of life3 .Inner light4 .Spiritual self-improvement5
.
Shape Worldview:Biblical evaluation of romanticemphases
1.
Christ, the best source ofescape from life's
pressures;description of Rip's farmattesting to truth of
Scripture
2 .
Proper motivationsundergirding the golden rule
3 .
Evaluating the eternal value ofone's work
4 .
Utilize mapping softwareto motivate studentsbefore reading
1.
Instruct students tomonitor theircomprehension by usingfamiliar
symbols toindicate their level ofunderstanding
2.
Distribute Teaching HelpPages
3.
Lead students into groupdiscussion using pointedquestions
4.
Have students distinguishthe first three romanticemphases using
a graphicorganizer
5 .
Compare and contrastliterary renaissance textwith biblical
text
6 .
Utilized Visual Analysistechniques
7.
Enrich the readingexperiments by having
8.
Page 6 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
and transcendentalismfrom a biblicalperspective and assesstheir
impact onAmerican cultureDescribe howDarwinism and the CivilWar
underminedromantic optimism
7.
Distinguish theKnickerbockers fromthe New England Schooland
identify the groupto which each authorbelongs
8.
Explain factorscontributing tothe emergence of adistinctive
Americanliterature
9 .
Determine whethercharacters in a shortstory are round or flatand
sympathetic orunsympathetic
10.
Trace four emphases ofliterary romanticismthroughout a short
story
11.
Identify some of thedistinctly Americancharacteristics in ashort
story
12.
Evaluate an author'scharacterization from abiblical
worldview
13.
Apply authorbackground knowledgeto understand a text
14.
Identify keycharacteristics of theromance novel and ofthe
romantic hero, andanalyze their use in atex t
15.
Recognize one of thelegendary heroes ofAmerican literature
16.
Make predictions aboutwhat is going to happenin a story based
onevidence from the text
17.
Evaluate a character'sperspective on racefrom a
biblicalworldview
18.
Apply authorbackground knowledgeto understand a poem
19.
"Charles Darwin'sTheory of Evolution andthe Intellectual
Fermentof the Mid- andLate-Victorian Periods"
2 .
"The Influence of Darwinon Literature"
3 .
"Darwinism in Literature"4 .American Romanticismin Art
5 .
Kindred Spirits6 .The Catskill Mountains7 .Catskills8 .The
Hudson River School9 .Thomas Cole NationalHistoric Site
10.
Explore Thomas Cole11.The Clove, Catskills12.Falls of the
Kaaterskill13.The Sketch Book14."The Legend of SleepyHollow"
15.
Sunnyside, Tarrytown,NY
16.
Washington Irving'sSunnyside
17.
Rip Van WinkleIllustrations
18.
Rip Van Winkle19.N. C. Wyeth biography20.N. C. Wyeth biographyby
National Museum ofAmerican Illustration
21.
The Great AmericanWest
22.
The American West23.Lewis and Clark: GreatJourney West
24.
Lewis and ClarkExpedition
25.
James Fenimore Cooper26.Writings of JamesFenimore Cooper
27.
Fenimore Cooper'sLiterary Offenses
28.
William Cullen Bryant29.Henry WadsworthLongfellow biography
30.
Henry WadsworthLongfellow website
31.
Funeral March32.Frederic Chopin'sFuneral March
33.
Dona Nobis Pacem:Dirge for Two Veterans
34.
Compromise of 1850:Primary Documents
35.
Compromise of 185036.
students research andreport on one of themajor
technologicaladvancements of theperiod
Page 7 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Analyze emjambmentand caesura in a poem
20.
Determine the meterand rhyme scheme of apoem
21.
Analyze apostrophe andsymbol in a poem
22.
Discern shifts in tone ina poem and determinehow those relate to
thepoem's structure
23.
Evaluate the romanticconcept of "nature asteacher" from a
biblicalperspective
24.
Evaluate a poem'stheme from a biblicalperspective
25.
Analyze dirge andbiblical allusion in apoem
26.
Connect an author'sbackground to thepurpose and content ofhis
writing
27.
Evaluate the Quakerdoctrine of the innerlight in a poem
28.
Define satire anddifferentiate its twoforms: Horatian
andJuvenalian
29.
Analyze a poem's use ofsatire to determine itspurpose or
form
30.
Decode dialect in apoem
31.
Evaluate theeffectiveness of humorin a poem
32.
Define occasional verse33.Analyze verbal irony ina poem and
explain itspurpose
34.
Analyze conceit in apoem
35.
Analyze and outline apoem's structure andcontent
36.
Infer a poem's tonefrom its structure andcontent
37.
Evaluate an author'sview of humanspirituality from abiblical
perspective
38.
Speech Costs SenatorHis Seat
37.
"When Malindy Sings"38.A Modest Proposal39."The Courtin'"
scans40."The Courtin'" audiorecording
41.
What is a heliotype?42.Winslow Homer43.A Fable for
Critics44."Praise Song for theDay" video
45.
"Praise Song for theDay" text
46.
USS Constitution47.USS ConstitutionMuseum
48.
Think and Discuss Answerspp. 161-162, 170-171,176-177, 180-181,
183-184,188, 192-193
8.
Themes in American CultureAnswer - pp. 162, 177
9.
Writing Lesson 2 -Persuasive Essay - W3-W4
10.
Teaching Helps 4A-4M11.Supplemental Texts 4A-E12.Writing Rubric
213.Writing Worksheets 2A-2B14.Pictures of the
CatskillMountains
15.
A video clip of the Americanwestern frontier
16.
A video clip of ElizabethAlexander reading "PraiseSong for the
Day"
17.
Chapter 4 Review Answers -pp. R10-R11
18.
Chapter 4 Test19.
Page 8 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 5:MajorRomantics
(updated 5/17/19)
Students wil l :Describe thephilosophicalbackground andprimary
tenets oftranscendentalism
1.
Distinguishtranscendentaloptimists
fromtranscendentalpessimists
2 .
Apply authorbackground knowledgeto understand a text
3 .
Analyze transcendentalideas in a text
4 .
Explain thecharacteristics of anauthor's prose style
5 .
Evaluatetranscendentalism froma biblical perspective
6 .
Identify essay as agenre and recognize itscommon traits
7 .
Analyze an essay forfigurative language andother stylistic
elements,such as surprise andallusion
8.
Compare the ideas ofone text to another toimprove
comprehension
9.
Evaluate self-relianceand an author'sapplication of it from
abiblical worldview
10.
Distinguish free versefrom traditional verse
11.
Analyze rhythm in freeverse
12.
Identify repetition andparallelism in poetryand explain their
effects
13.
Identify a poetic catalogand explain itssignificance to a
poem'stheme
14.
Analyze symbolism inpoetry
15.
Explain thecharacteristics of apoet's conversationaland informal
style
16.
Analyze an author'semphasis on equalityand democracy
17.
Evaluate an author's18.
Major RomanticsRalph Waldo Emerson
from Nature1 .from Self-Reliance2.
1 .
Henry David Thoreau from Civil Disobedience1.from Walden2.
2 .
Walt Whitman from Song of Myself1 .I Hear America Singing2.A
Noiseless PatientSpider
3 .
O Captain! My Captain!4 .
3 .
Edgar Allan Poe The Raven1.Annabel Lee2.The Cask ofAmontil
lado
3.
4 .
Nathaniel Hawthorne The Minister's BlackVeil: A Parable
1 .5 .
Herman Melville Bartleby, the Scrivener1 .
6 .
Student Text pp. 194-2811.Teacher Text pp. 194-2812.Chapter 5
PowerPoint3 .Chapter 5 Art4 .Chapter 5 Test Key5.Chapter 5
Video
Essay Review: TheNarrator in "Bartleby theScrivener"
1 .
Essay Review: Thoreau'sUse of FigurativeLanguage
2.
Excerpts from "Bartlebythe Scrivener"
3 .
History vs. Literature,Part 1
4 .
History vs. Literature,Part 2
5 .
Reading of "The Raven"6 .
6 .
Weblinks TranscendentalistWriters
1 .
The Roots ofPreservation: Emerson,Thoreau, and theHudson River
School
2 .
Ralph Waldo Emersonand theTranscendentalists
3 .
Ralph Waldo Emerson -an entry about thewriter and his
beliefs
4 .
Ralph Waldo Emerson -short biography
5.
Summary and Analysisof Nature: Prospects
6 .
Summary and Analysisof Self-Reliance
7.
InteractiveContemporary Map ofConcord
8.
List of National HistoricLandmarks inMassachusetts
9 .
Simeon Stylites10.Saint Simeon Stylites11.HowardHughes
Biography
12.
Howard Hughes13.Emily Dickinson'sBiography
14.
Emily Dickinson: Poetand Recluse
15.
Top 10 Most ReclusiveCelebrities
16.
The Walden WoodsProject
17.
Not Exactly a Hermit18.
7 .
Evaluate: Transcendentalism1.Applications of self-reliance2.The
self as divine3.Pessimistic view of man's nature4 .View of God and
man5.Man's responsibility fo man anddeterminism
6.
Shape Worldview:Interrogatingtranscendentalists'assumptions and
respondingbiblically, Scripture's denial ofEmerson's optimistic
vision ofthe future, unbiblical view ofchildren as exemplars
ofinnocence, Emerson's moralrelativism answered, Emerson'sargument
for the reliability ofintuition challenged
1.
The insufficiency of naturealone to convey truth,contrasting
Whitman'sexpression of equality with theBible's
2 .
The forfeiture of life for thoseguilty of premeditated
murder
3 .
The impossibility of hiding sinpermanently, separation fromGod
as the result of sin,prudence of preparing for deatheven as a young
person,Scripture's condemnation ofenvy
4.
Have students explainhow Edgar Allan Poe,Nathaniel Hawthorne,
andHerman Melville criticizedthe transcendentalisticmovement
1 .
Organize writers basedon the two branches
oftranscendentalism
2.
Compare and contrastGerman idealismand Neoplatonism
3.
Display the time found onpage 194 of student text
4 .
Discuss the vocabularyfound on p. 197
5.
Identify Latin prefixes6 .Differentiate instructionby assigning
differenttexts to outline
7 .
Lead a group discussionon the metaphors inEmerson's texts
8 .
Have students work inpairs on the Think andDiscuss questions 5
and 6
9 .
Evaluate the work ofvarious authors inthe romantic style
10.
Page 9 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Evaluate an author'sdeification of the selffrom a
biblicalperspective
18.
Analyze verbal anddramatic irony in ashort story
19.
Analyze alliteration andassonance in poetry
20.
Determine the mood ofa work
21.
Detect persona in awork
22.
Identify characteristicsin an author's writingthat support
hisclassification as atranscendentalpessimist
23.
Evaluate an author'spessimistic view ofman's nature from
abiblical perspective
24.
Analyze symbol, theme,and foreshadowing in ashort story
25.
Determine the theme ofa short story
26.
Interpret the symbols ina short story andexplain their
thematicsignificance
27.
Distinguish between apublic and a privatesymbol
28.
Examine the followingcharacteristics of anauthor's style:
allegory,ambiguity, andambivalence
29.
Interpret the allegoricalmeanings in a shortstory and explain
theiruniversal significance
30.
Identify an author as aromantic pessimist andevaluate the
validity ofhis worldview
31.
Analyze thecharacterization in ashort story todistinguish
betweenmajor and minorcharacters
32.
Determine the point ofview of the narrator in ashort story
33.
Analyze the dominant34.
Not Exactly a Hermit18.The Thoreau Society19.Statutes Enforced
by theVoting Section
20.
Thoreau Farm21.The Writings of Henry D.Thoreau
22.
The Thoreau Reader23.John Brown's HarpersFerry Raid
24.
A Plea for Captain JohnBrown
25.
John Brown - entry fromthe Library of Congress
26.
Walden Study Text27.Thoreau Money28.Fugitive Slave Act29.A Guide
to the MexicanWar
30.
Marion Greenwood Mural31.Marion Greenwood, the History of
Tennessee
32.
Greenwood Mural Picture33.Thomas Hart Benton'sAmerica Today
mural
34.
Mural Rediscovered35.The Story BehindBenton's
IncredibleMasterwork
36.
Lincoln's TravelingFuneral
37.
Walt Whitman: Song ofMyself and Other Poems
38.
The Walt WhitmanArchive
39.
"When Lilacs Last in theDooryard Bloom'd[1865]"
40.
Old Pictures41."The Heresy of theDidactic"
42.
Teaching the PersonaPoem
43.
"The Raven"44.Basil Rathbone Reads"The Raven"
45.
Pictures of Catacombs46.Talking Raven47.Nevermore!48.Terror of
the Soul: EdgarAllan Poe Biography
49.
Artist Profile: Edgar AllanPoe
50.
The Valley of the Lepers(1959)
51.
"The Wedding Knell"52.Alymer's Motivation in"The Birthmark"
53.
Page 10 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
symbol in a short storyand explain itssignificance to
thethemeIdentify instances ofhumor in a story anddetermine its
role
35.
Discern parallelsbetween Bartleby andChrist
36.
Determine a story'stheme and evaluate itfrom a
biblicalworldview
37.
Evaluate an author'sdeterminism - andresulting pessimism -from a
biblicalworldview
38.
Rewrite portions of astory to incorporate aredemptive theme
39.
"Neighbor Rosicky"54."My Last Duchess"55."'Bartleby,
theScrivener' by Melville:Absurdity, Divinity, andHumanity"
56.
"'Bartleby, theScrivener': A[ninteractive, annotated]story of
Wall Street"
57.
Study Webtext:"Bartleby, the Scrivener"
58.
Think and Discuss Answerspp. 201, 211, 217-218,230-231, 253-254,
379-381
8.
Themes in American CultureAnswer - p. 218
9.
Writing Lesson 2 -Persuasive Essay - W3-W4
10.
Teaching Helps 5A-5O, 3G11.Supplemental Texts 5A-5H12.Pictures
of American murals13.Simple masks14.Audio recording of
"TheRaven"
15.
Pictures of catacombs16.Pictures of people disfiguredby
leprosy
17.
Chapter 5 Review Answers -pp. R12-R14
18.
Chapter 5 Test19.
Chapter 6:Voices ofConflict
(updated 5/17/19)
Students wil l :Describe how the CivilWar influencedAmerican
literature andvice versa
1.
Apply authorbackground knowledgeto understand a text
2 .
Analyze the use oftricolon in a text
3 .
Analyze the structure ofa public address
4.
Evaluate an author'sspiritual analysis of theCivil War
5 .
Analyze an author'srhetoric on freedom
6.
Apply authorbackground knowledgeto understand a text
7 .
Analyzecharacterization,suspense,foreshadowing, andsituational
irony in a text
8 .
Examine flashback in a9 .
Voices of ConflictAbraham Lincoln
Address at theDedication of theGettysburg NationalCemetery
1 .
Second InauguralAddress
2.
An Occurrence at OwlCreek Bridge
3.
1 .
Ambrose Bierce An Occurrence at OwlCreek Bridge
1.2 .
Frederick Douglass from Narrative of theLife of
FrederickDouglass, anAmerican Slave
1.3 .
Negro Spirituals Go Down, Moses1.
4 .
Student Text pp. 282-3041.Teacher Text pp. 282-3052.Chapter 6
PowerPoint3 .Chapter 6 Art4 .Chapter 6 Test Key5.Weblinks
Timeline: The Civil Warand American Art
1 .
Don Troiani2 .These Maps Reveal HowSlavery ExpandedAcross the
United States
3 .
PresidentialInaugurations: AbrahamLincoln
4 .
Letter from EdwardEverett to Lincoln
5 .
A Reading of theGettysburg Address
6.
Gettysburg Addressfrom the movie SavingLincoln
7.
The Civil WarDocumentary: TheGettysburg Address
8.
The Devil's Dictionary -9 .
6 .
Evaluate:Brotherly love and divineprovidence
1.
Pessimism2.The humanity of slaves3.The Bible and slavery4 .
Lead students throughthe Think and Discussquestions
1.
Have students write theirown short stories using"voices of
conflict" andshare
2.
Build background bylooking at how the warchanged
Americanliterature
3 .
Host a debateabout Abraham Lincoln
4 .
Have students memorizeone of Lincoln's speechesand present in
class
5 .
Display vocabulary wordson board
6.
Identify words withcommon suffixes
7 .
Use the quotation byJulius Caesar in thestudent text to
modeltricolon
8.
Evaluate the ideas ofbrotherly love and divine
9.
Page 11 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Examine flashback in atext and evaluate itseffectiveness
9.
Evaluate an author'sworldview from abiblical perspective
10.
Apply authorbackground knowledgeto understand a text
11.
Analyze irony andantithesis in a text anddetermine their
effect
12.
Infer cultural attitudesby drawing on details ina text
13.
Evaluate from a biblicalperspective thetreatment of slaves inthe
antebellum South
14.
Apply backgroundknowledge of Negrospirituals, folk culture,and
historical contextto understand a text
15.
Analyze a Negrospiritual for itscall-and-responsestructure
16.
Analyze a Negrospiritual for its use ofrefrain and
biblicalallusions and determinetheir purpose in the text
17.
Evaluate a text'sresponse to Americanslavery from a
biblicalworldview
18.
The Devil's Dictionary -online version ofBierce's
cynicaldictionary
9 .
The Devil's Dictionary - ahypertext version by theUniversity of
Virginia
10.
Truss Bridge11.The Ambrose BierceProject
12.
Bierce and Biography:The Location of OwlCreek Bridge
13.
An Occurrence at OwlCreek Bridge
14.
Images of street orshopping signs
15.
Fisk Jubilee Singers16.Sweet Chariot: The Storyof the
Spirituals
17.
God's Trombones: SevenNegro Sermons in Verse
18.
Spirituals History19.Think and Discuss Answerspp. 288, 296-297,
301,304-305
7.
Themes in American CultureAnswer - p. 288
8.
Writing Lesson 3 - ShortStory - W5-W6
9.
Teaching Helps 6A-6B10.Writing Rubric 311.Writing Worksheet
312.Pictures of railroad trussbridges
13.
A video of a dramatization of"An Occurrence at OwlCreek
Bridge"
14.
Pictures of signs in a foreignlanguage
15.
Audio recordings ofspirituals by the Fisk Jubileesingers
16.
Chapter 6 Review Answers -pp. R15-R16
17.
Chapter 6 Test18.
brotherly love and divineprovidenceHave small groups
worktogether for a deepervisual Analysis of the:Fight for
Colors
10.
Distribute copies ofTeaching Help 6A
11.
Have students mark andlabel the speech's topicalstructure in
color
12.
Read Lincoln's speechand discuss hisspiritualization of war
andhow his languagereinforces his emphasis
13.
Uni t Unit Objectives Unit Topics/Concepts Unit
ResourcesBiblical IntegrationConcepts
InstructionalStrategies
Quarter 3
Page 12 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 7:Regionalists
(updated 5/17/19)
Students wil l :Explain how the CivilWar andindustrialization
openedthe door to new ways ofthinking and living inAmerican
society
1 .
Explain how businessrose to new prominencein American
life,bringing greaterprosperity andmaterialism and theneed for
reform
2.
Examine the broadinfluence of Darwinismon Americanintellectual
andreligious thought
3 .
Evaluate movementssuch as Darwinism,religious liberalism, andthe
social gospel from abiblical worldview
4.
Explain how realismand naturalism resultedfrom a new emphasison
rationalism, science,and Darwinism
5.
Describe the traits ofregionalism
6.
Apply authorbackground knowledgeto understand a text
7 .
Distinguish betweenrealistic and romantictraits in a story
thatexhibits both
8 .
Determine whether astory is more realistic orromantic
9 .
Identify elements oflocal color in a story
10.
Analyze sensory imagesin a poem, particularlyauditory images,
andthe devices used tocreate them
11.
Read aloud to deepenunderstanding ofauditory imagery anddialect
in poetry
12.
Evaluate a poem'stheme and thelegitimacy of usingpoetry for such
themes
13.
Explain why the authoris called a regionalist
14.
RegionalistsBret Harte
The Boom in the Calaveras Clarion
1.1 .
James Whitcomb Riley When the Frost Is onthe Punkin
1 .2 .
Sarah Orne Jewett A White Heron1.
3 .
Emily Dickinson This is my letter to theWorld
1 .
The Soul selects herown Society
2 .
Much Madness isdivinest Sense
3.
Hope is the thing withfeathers
4 .
There is no Frigatelike a Book
5.
I like to see it lap theMiles
6 .
She sweeps withmany-colored Brooms
7.
A narrow Fellow in theGrass
8.
The Bustle in a House9.Because I could notstop for Death
10.
I heard a Fly buzz -when I died
11.
4 .
Kate Chopin Désirée's Baby1.
5 .
Student Text pp. 306-3551.Teacher Text pp. 305-3372.Chapter 7
PowerPoint3 .Chapter 7 Art4 .Chapter 7 Test Key5.Weblinks
The Great Chicago Fire1 .When Weather ChangedHistory: The
GreatChicago Fire
2 .
George Bellows's NewYork
3 .
Great Works: New York(1911) by GeorgeBellows
4.
George Bellows5.Ben-Hur: Chariot Race6.Regionalism and
LocalColor Fiction
7 .
Bret Harte - entry inAmerican NationalBiography Online
8.
Aspiration,Acculturation, andImpact: Immigration tothe United
States,1789-1930
9.
Bret Harte and His Life10.Bret Harte - a shortbiography
11.
California Gold Rush12.Exploring the CaliforniaGold Rush
13.
Newspapers14.18th and 19th CenturyAdvances in Printing
15.
Oakland Wiki: Bret Harte16.Pictures of sensoryimages
17.
Audio clips of sensoryimages
18.
A History of AmericanLiterature Since 1870
19.
Sarah Orne Jewett20.Great Egret - entry forthe Great Egret in
theCornell Lab ofOrnithology
21.
Great Egret - entry forthe Great Egret in theNational
AudubonSociety's online fieldguide
22.
Emily Dickinson's Life -biographical informationby Modern
AmericanPoetry
23.
Emily Dickinson -24.
6 .
Evaluate:Pleasure in ordinary life1 .Valuing animal life2 .Death
and immorality3 .The Bible and racism4.
Shape Worldview:Biblical treatment of neighbors,regardless of
their cultural orethnic identity; biblicalperspective on wealth;
biblicalperspective on individual worthand material wealth;
genuineChristianity versus mereconformity; scripturalmotivation
behind many reformefforts; benefits of readingrealists and
naturalists
1 .
The Christian and offensivelanguage
2.
Legitimacy of discernment inreligion, tempering Dickinson'sview
of the imagination withScripture's view
3.
Utilize Teaching Helps7A-7C
1.
Post images ofstreet-level andpanoramic views of smalltowns and
large cities
2 .
Show videos of thereconstruction anddiscuss how the
nationalscandals weakenedAmerica's trust in thenation's leaders
3 .
Have students make a listof how muchindustrialization
changedAmerica's way of thinking
4.
Have students relate theChristian Worldview tothe American
worldviewduring this period
5.
Differentiate instruction6.Enrich units byencouraging students
toindependent readingof Ben-Hur
7 .
Work through the Thinkand Discuss questions pp.324-25
8.
Utilize the EvaluateDuring Reading questionsthrough the
selections
9.
Draw attention to thevocabulary list and pointout prefixes and
suffixes
10.
Page 13 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
is called a regionalistDistinguish betweeninternal and
externalconflict
15.
Determine the centralconflict in a story
16.
Explain the narrativetechnique known asauthorial intrusion
anddetermine its effect in astory
17.
Evaluate an author'sperspective on thevalue of animal life
asseen throughthe story's protagonist
18.
Emily Dickinson -biography atPoetryFoundation.org
24.
Emily Dickinson Archive25."On Emily Dickinson
andTranscendentalism"
26.
Emily Dickinson Museum27."I Heard a Fly Buzz"28.Bayou29.William
Henry Buck30.William Henry BuckArtwork
31.
What Is the Curse ofCain?
32.
Kate Chopin: SelectedShort Stories
33.
Think and Discuss Answerspp. 324-325, 327, 336-337
7.
Teaching Helps 7A-7O8.Supplemental Text 3C9.Images (street-level
andpanoramic) of small townsand large cities
10.
Samples of food mentionedin the poem
11.
Audio and visualillustrations of farm life
12.
Images of white herons13.Chapter 7 Review Answers -pp.
R17-R18
14.
Chapter 7 Test15.Midterm Review16.Midterm Exam17.
Chapter 8:Realists andNaturalists
(updated 5/17/19)
Students wil l :Identify the masterrealists
1 .
Discern the philosophicfoundation of naturalism
2.
Identify the majorthemes of naturalism
3.
Apply authorbackground knowledgeto understand a text
4 .
Compare realism toidealism
5.
Analyze thepsychological realism ofcharacters in a text
6 .
Infer the significance ofcharacter names
7.
Analyze characterinteraction todetermine charactermotivat
ion
8.
Evaluate an author'sdepiction of moralsuperiority from a
9.
Realists and NaturalistsMaster Realists1 .Naturalism2.Henry
James3.
Student Text pp. 356-4331.Teacher Text pp. 356-4332.Chapter 8
PowerPoint3 .Chapter 8 Art4 .Chapter 8 Test Key5.Chapter 8
Videos
A Cutting from "Editha"1 .Essay Review:Contrasting StephenCrane
and Fanny Crosby
2.
Essay Review: Quotesand Characters
3 .
History vs. Literature,Part 1
4 .
History vs. Literature,Part 2
5 .
6 .
Weblinks Louvre: Visitor Talks1 .Louvre: Interactive
FloorPlans
2.
Louvre: Online Tours3 .Salon Denon Panorama4.Masterpiece
Theatre:The American
5.
7 .
Evaluate:Moral superiority1 .Moral dilemma2.Views on war3
.Naturalism4.Man as an animal5 .
Shape Worldview:Contrasting secular realisticfiction with
Christian realisticfiction
1 .
Reminder that life is not limitedto "under the sun" with
itsinherent frustrations buttranscends to eternity, God
notindifferent to human plight
2 .
Monitor comprehensionby having students stopand summarize
theirreading
1.
Scaffold instruction bymodeling close readingstrategies and
analyzingtex t
2 .
Have students work inpairs to analyze the textand answer
questions
3.
Encourage independentreading and writing
4 .
Activate prior knowledge5.Have students respond toliterature by
drawingillustrations
6.
Utilize graphic organizersto compare and contrastRealism and
Naturalism
7.
Page 14 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
superiority from abiblical perspectiveInterpret
colloquialdialect in a text
10.
Analyze an author's useof realism in the styleand content of
hiswri t ing
11.
Analyze the effects ofcharacter and narrativeviewpoint on
theme
12.
Examine an author'suse of satire
13.
Evaluate an author'smoral perspective onracism and
onChristianity
14.
Analyze static anddynamic, sympatheticand
unsympatheticcharacterization in astory
15.
Infer an author's beliefsfrom his work's theme
16.
Evaluate views on warfrom a biblicalperspective
17.
Analyze a text'sfigurative language,includingpersonification,
and itssymbols to determinewhat they communicateabout theme
18.
Compare a themeacross several works bythe same author
19.
Evaluate a text's themefrom a biblicalperspective
20.
Discern naturalism in atex t
21.
Identify with acharacter in a story togain a
broaderperspective
22.
The AmericanLibriVox: The American6.The Fictional 1007.Life on
the Mississippi8.Spark Notes: TheAdventures ofHuckleberry Finn
9.
The Adventures ofHuckleberry Finn - PDFeBook
10.
Huckleberry Finn - eBook11.Spanish-American WarPhotographs
12.
The Civil War Part 1: ThePlaces
13.
The Civil War Part 2: ThePeople
14.
World War I in Photos15.World War II: Photos WeRemember
16.
Behind the Picture:Liberation of Buchenwald
17.
World War II - variousphoto collections
18.
Pictures of World War II19.Tiger Lily20.About W. D.
Howells21.Steven Crane22.The Shipwreck,Discovery, andInvestigation
of the SS Commodore
23.
SS Commodore WreckSite
24.
Ten Interesting FactsAbout Jack London
25.
Jack London26."The Law of Life"27.Jack London Collection28.
Think and Discuss Answerspp. 375-376, 392-393,404-405,
424-425
8.
Themes in American CultureAnswer - p. 393
9 .
Writing Lesson 4: HistoricalReport - pp. W7-W8
10.
Teaching Helps 8A-8I11.Supplemental Text 8A12.Writing Rubric
413.Writing Worksheet 414.Pictures of the LouvreMuseum
15.
The Adventures ofHuckleberry Finn (1993 fi lm)
16.
Pictures of battlefields andmilitary functions
17.
Picture of a tiger lily18.Picture of SS Commodore19.
Page 15 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 8 Review Answers -pp. R19-R20
20.
Chapter 8 Test21.
Chapter 9:Modern Poetry
(updated 5/17/19)
Students wil l :Describe the mainperiods of socialupheaval in
earlytwentieth-centuryAmerica
1.
Trace the changes inthe national mood thatresulted from
theseupheavals
2 .
Explain the changingview of man offered bynew philosophers
suchas Freud and Marx
3 .
Evaluate thesephilosophies from abiblical worldview
4.
Trace newdevelopments inmodern America'sreligious light
5 .
Explain the definingcharacteristics of themodern literacy
spiritresulting from thesechanges
6.
Define the keycharacteristics ofImagism and theHarlem
Renaissance
7.
Apply authorbackground knowledgeto understand a text
8 .
Analyze the use andeffect of traditionalform in poetry
9 .
Determine the theme ofa poem
10.
Analyze a poet's use ofirony
11.
Analyze the use ofperspective to enhanceirony and theme
inpoetry
12.
Evaluate whether apoem portrays humancharacters and
conflictsrealistically
13.
Determine a poem'ssubject matter
14.
Analyze a poem for itsrealistic imagery
15.
Recognize traditionalforms such as blank
16.
Modern PoetryImagism/Harlem Renaissance
Edwin Arlington Robinson "Miniver Cheevy"1 ."Richard Cory"2
.
1 .
Robert Frost "The Gift Outright"1 ."The Road Not Taken"2 ."The
Death of theHired Man"
3 .
"Stopping by Woodson a Snowy Evening"
4 .
"Mending Wall"5 ."Birches"6 .
2 .
Edna St. Vincent Millay "Sonnet CXVI"1 .
3 .
ImagistsEzra Pound
"In a Station of theMetro"
1 .1 .
William Carlos Williams "The RedWheelbarrow"
1 .2 .
H. D. "Heat"1 .
3 .
Archibald MacLeish "Ars Poetica"1 .
4 .
T. S. Eliot "Journey of the Magi"1 .
5 .
Carl Sandburg "Chicago"1 ."Fog"2 ."Grass"3 .
6 .
E. E. Cummings "somewhere i havenever travelled"
1 .
"in Just-"2 ."r-p-o-p-h-e-s-s-a-g-r"3 .
7 .
Theodore Roethke "My Papa's Waltz"1 ."Dolor"2 .
8 .
Harlem Renaissance PoetsClaude McKay
"If We Must Die"1 ."America"2 .
1 .
Countee Cullen "Yet Do I Marvel"1 .
2 .
Langston Hughes "Harlem"1."I, Too"2 ."Dream Variations"3 .
3 .
Student Text pp. 434-4931.Teacher Text pp. 435-4932.Chapter 9
PowerPoint3 .Chapter 9 Art4 .Chapter 9 Test Key5.Chapter 9
Videos
Essay Review: Themesfrom Frost's Poetry
1 .
History vs. Literature2 .
6 .
Weblinks A Brief Guide to Imagism1.Preface to Some ImagistPoets
(1915)
2 .
Harlem Renaissance3.The Harlem Renaissance4.EdwinArlington
Robinson -biography atPoetryFoundation.org
5 .
Edwin ArlingtonRobinson - Virtual Tourof Robinson's
Gardiner,Maine
6.
Gardiner Maine VintagePostcards
7.
Tomb of the Medici8 .The Gift Outright9 .Poet Robert Frost
atPresident JFK'sInauguration
10.
The Poem Frost Wantedto Read at JFK'sInauguration
11.
"The Road Not Taken"by Robert Frost
12.
Robert Frost Reads "TheRoad Not Taken"
13.
"The Death of the HiredMan"
14.
Edna St. Vincent MillaySociety
15.
Edna St. Vincent Millay16."Time does not bringrelief" (Sonnet
II)
17.
"Love is Not All" (SonnetXXX)
18.
Ezra Pound - biographyat PoetryFoundation.org
19.
Ezra Pound - includesbiographical details
20.
Definition of Haiku21.Haiku: Poetic Form22.William Carlos
Williams:Reading at Columbia
23.
7 .
Evaluate:Modern themes1.Worldview2.Love and beauty3
.Disillusionment ortransformation
4.
Socialistic view of the commonman
5.
Theme6.Responses to social injustice7 .
Shape Worldview:American attitude towardwealth in the 1920s
1.
Discerning good and evil2 .Understanding the heart3 .Evaluating
Marxist theory fromScripture
4 .
Biblical injunction to avoidcomparison with others
5 .
The truth that God directs thepath of a Christian
6 .
The Christian and war7 .Work given to man by God8.
Have students write theirown poetry based onthemes of love
andbeauty anddisillusionment ortransformation
1.
Have students analyzeother classmates' poetry
2 .
Build background byreviewing society shiftsdiscussed in Unit
3
3 .
Utilize Teaching Helppages and topic outlines
4.
Coordinate with theschool's US historyteacher to give studentsan
overview of this era
5 .
Outline the text toorganize the timeline
6.
Lead a discussion on theeffects of the GreatDepression and how
theliterature of this periodrepresents the internalstruggles of
Americansociety and its democracy
7.
Compare the influence ofFreud and Marx
8 .
Have students writeessays on the use ofimagism in modern
poetry
9 .
Have students puttogether a portfolio of onemodern poet
10.
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Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
forms such as blankverseAnalyze a poem forparadox
17.
Infer an author'simplied meaning fromtextual evidence, suchas
symbolism, imagery,and sound devices
18.
Evaluate an author'sworldview from abiblical perspective
19.
Determine the theme ofa poem
20.
Analyze the sonnetform and rhymescheme and how theysupport the
poem'stheme
21.
Analyze the speaker'sperspective in a poem
22.
Evaluate Millay'sconcept of love from abiblical perspective
23.
Analyze a poem'sappeal to the fivesenses to createconcrete
imagery
24.
Evaluate a poem'seffectiveness infulfil l ing the tenets
ofimagism
25.
Define dramaticmonologue as a genre
26.
Analyze a poem'ssymbols and allusions
27.
Identify polysyndeton ina work
28.
Infer characteristics ofthe speaker from ananalysis of a
dramaticmonologue
29.
Evaluate varyinginterpretations of apoem and determine
itstheme
30.
Analyze how thepoem's form, style, andsubject matter
aredistinctly modern
31.
Compare the subjectmatter and style of apoem to the poetry
ofother poets andmovements todetermine theirinfluence on a
poet'swork
32.
Reading at Columbia(1942)William Carlos Williams:"The Red
Wheelbarrow"
24.
William Carlos Williams25.Hilda Doolittle26.Archibald MacLeish
-biography and severalpoems atPoetryFoundation.org
27.
Archibald MacLeish -biography and literarycrit icism
28.
"My Last Duchess"29."Journey of the Magi"30.The Day Carl
SandburgDied
31.
"I(a": A Brief Analysis ofCummings's Poem
32.
An Analysis of TwoPoems by E.E. Cummings
33.
"somewhere i havenever traveled"
34.
E. E. Cummings35.On "r-p-o-p-h-e-s-s-a-g-r"36.E. E.
Cummings:Selected Poems
37.
Theodore Roethke:Essential American Poets
38.
"My Papa's Waltz"39.The Mama and Papa40.Harlem
Renaissance41.About Countee Cullen'sLife and Career
42.
"Ozymandias"43."Harlem" by LangstonHughes
44.
Jazz Poetry & LangstonHughes
45.
Think and Discuss Answerspp. 447, 460-461, 463, 468,471,
476-477, 482, 485,492-493
8.
Themes in American CultureAnswer - p. 477
9.
Teaching Helps 9A-9N10.Pictures of Gardiner, Maine,during
Robinson's lifetime
11.
Pictures of Camelot12.Pictures of the MediciChapel to illustrate
theirpatronage of the arts
13.
Video of Frost reading atJFK's inauguration
14.
Recording of Frost reading"The Gift Outright"
15.
Recording of Frost reading"The Death of the Hired
16.
Page 17 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Evaluate an author'sview of man and societyfrom a
biblicalperspective
33.
Analyze a poem'smetaphors, identifyingthe tenor and vehicle
34.
Analyzesynesthesia andoxymoron in a poem
35.
Analyze a poet's use oftypography to enhancea poem's message
36.
Evaluate theeffectiveness of a poet'susing nonstandardtechniques
to enhancehis message
37.
Examine a poet's use ofrhythm to enhance apoems message
38.
Analyze the effect ofdiction on a poem'stone and meaning
39.
Compare and contrasttwo poems by differentpoets written on
thesame subject
40.
Evaluate a poem'stheme
41.
Analyze a poem'sfulfi l lment of thestructural and
thematicrequirements of theEnglish sonnet form
42.
Examine a poem's useof blues and jazz poeticform
43.
Compare how poems bydifferent poets addressthe same theme
indifferent ways
44.
Evaluate a poet'sresponse to socialinjustice from a
biblicalworldview
45.
Man"A round fruit, a medallion, aflower on a stem
17.
Pictures of a subway18.Recording of Williamsreading "The
RedWheelbarrow"
19.
Recording of Eliot reading"Journey of the Magi"
20.
Pictures of the HenryVarnum Poor mural
21.
Pictures of current-daybattlefields
22.
PBS American Mastersepisode
23.
Whitman's "I Hear AmericaSinging" and "Song ofMyself," section
6
24.
Video of fog25.A long-stemmed rose onlypartially opened
26.
Recording of Robert Burns'spoem "A Red, Red Rose" inScottish
dialect
27.
Copy of E. E. Cummings'spoem "I(a"
28.
Picture of the mythologicalgod Pan
29.
Audio recording of Roethkereading "My Papa's Waltz"
30.
Short video introducing theHarlem Renaissance
31.
Copy of Percy ByssheShelley's "Ozymandias"
32.
Chapter 9 Review Answers- pp. R21-R23
33.
Chapter 9 Test34.
Uni t Unit Objectives Unit Topics/Concepts Unit
ResourcesBiblical IntegrationConcepts
InstructionalStrategies
Quarter 4
Page 18 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 10:Modern Prose
(updated 5/17/19)
Students wil l :Summarize the originsand worldview ofwriters in
"the lostgeneration"
1 .
Describe the idealisticresponse of many1930s writers tothe
social problems oftheir day
2.
Apply authorbackground knowledgeto understand a text
3 .
Demonstrate how awork qualifies as aninformal essay
4.
Determine the thesis ofan essay
5.
Evaluate an author'sview on human equalityfrom a
biblicalperspective
6 .
Apply authorbackground knowledgeto understand a text
7 .
Analyze a story'sconflicts and use ofirony
8.
Determine whether acharacter qualifies asan antihero
9 .
Determine whether acharacter issympathetic or not
10.
Evaluate the moral toneof a work's humor froma biblical
perspective
11.
Analyze and explain thegeneral characteristicsof a personal
essay
12.
Analyze an author's useof stream ofconsciousness narration
13.
Analyze theeffectiveness of sensoryimages and
figurativelanguage
14.
Infer a personal essay'stheme
15.
Evaluate an author'sperspective on the pastfrom a biblical
worldview
16.
Analyze both indirectand directcharacterization todetermine a
character'straits and motivations
17.
Infer a story's theme18.
Modern ProseThe Lost Generation/TheSocial Idealist/Zora
NealeHurston
"How It Feels to BeColored Me"
1 .
1 .
James Thurber "The Catbird Seat"1 .
2 .
E. B.White "Once More to theLake"
1 .3 .
F. Scott Fitzgerald "Winter Dreams"1 .
4 .
Ernest Hemingway "In Another Country"1 .
5 .
Thornton Wilder The Happy Journey toTrenton and Camden
1.6 .
John Steinbeck "Flight"1 .
7 .
Eudora Welty "A Worn Path"1 .
8 .
Student Text pp. 494-5771.Teacher Text pp. 494-5772.Chapter 10
PowerPoint3 .Chapter 10 Art4 .Chapter 10 Test Key5.Chapter 10
Videos
Table Reading for "TheHappy Journey toTrenton and Camden"(Part
1)
1 .
Table Reading for "TheHappy Journey toTrenton and Camden"(Parts
2 and 3)
2 .
6 .
Weblinks Zora Neal HurstonBiography
1.
Thurber's Cartoons2."The Night the Bed Fell"3 ."Catbird Seat"
Part 1,Part 2, and Part 3
4 .
Thurber House5."Andy"6 .The Elements of Style7.The Elements of
Style,Fourth Edition
8.
The Iron Lady: Feelingvs. Thoughts
9 .
The Iron Lady Quotes10.The Roaring Twenties11.The Great
Gatsby:Teacher's Guide
12.
The Future of RoboticLegs
13.
Hemingway Woundedon Italian Front
14.
Representational vs.Presentational Drama
15.
Our Town 1989 Opening16.Masterpiece Theatre:Our Town
17.
Gabilan Range18.Gabilan Mountains19.Salinas Valley20.Rock
Formation atPinnacles National park
21.
Large Rock Formationsat Pinnacles NationalPark
22.
The Bear GulchReservoir at Pinnacles
23.
High Peaks Trail atPinnacles
24.
John SteinbeckBiography
25.
How a Kind StrangerHelped a Paralyzed TeenBeat the Odds
26.
7 .
Evaluate:Ethnic identity and equality1 .Humor2
.Reminiscence3.The American Dream4.Echoes of Ecclesiastes5
.Traditional values6.Heroism7.
Shape Worldview:Evaluating differing responsesto injustice
1 .
The wrong of judging from thesubjective standard of feeling
2.
Scriptural truths and passagesrelated to adulthood
3.
Showing sensitivity to others4 .
Have students read andwrite independently
1 .
Utilize different modes ofreading - aloud byteacher, shared,
guidedby teacher, cooperative,and independently
2 .
Activate prior knowledgeby reviewing societalshifts discussed in
Unit 3
3 .
Discuss what is meant bythe term pessimism
4.
Have students respond toliterature via the use of ajournal as
they read
5.
Model analyzing the textto help students learn theprocess of
constructingmeaning and learningvarious structures andstrategies
involved indiscovering meaning inthe text
6 .
Utilize Teaching Helps 9Aand 9B
7.
Display a timeline of thisera
8 .
Compare and contrast"pessimistic" authors withpessimistic
prophets inthe Bible
9 .
Page 19 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Infer a story's themefrom details in the text,such
ascharacterization,narration, andexposition
18.
Determine an author'sview of the AmericanDream
19.
Evaluate an author'sview of the AmericanDream biblically
20.
Analyze an author'sstyle of its journalisticqualities and
emotionaldepth
21.
Analyze a story'ssymbols and interprettheir significance to
itstheme
22.
Compare a story'stheme to that ofEcclesiastes to evaluateits
validity in light ofbiblical truth
23.
Analyze theeffectiveness ofthe presentational stylein a
drama
24.
Examine a drama's useof archetypes andsymbols to
createmeaning
25.
Demonstrateknowledge of theelements and structureof a drama
andexamine how thesecontribute meaning
26.
Evaluate the valuesespoused by a drama'snormative character
inlight of biblical truth
27.
Analyze imagerythroughout a story todetermine its meaning
28.
Examine a story's plotstructure anddetermine its effect onthe
story
29.
Evaluate varyinginterpretations of astory and determine
itstheme
30.
Analyze motifs in astory and interpret theirsignificance
31.
Draw conclusions about32.
Beat the OddsNatchez Trace NationalScenic Trail
27.
Study for "A Worn Path"by Eudora Welty
28.
The Sunken Trace29.A Trail on the NatchezTrace
30.
The Phoenix31.Phoenix Drawing by F.J. Bertuch
32.
Eudora Welty Foundation33.Eudora Welty House andGarden
34.
Think and Discuss Answerspp. 499-500, 506-507,513-514, 531-533,
538-539,552-554, 567-569, 576-577
8.
Themes in American CultureAnswer - pp. 533, 539
9.
Teaching Helps 10A-10K10.Writing Lesson 5: Poetry -pp.
W9-W10
11.
A copy of The ThurberCarnival or images ofThurber cartoons
12.
Pictures of tehGabilan Mountains andPinnacles National Park
13.
Pictures of the mythologicalphoenix
14.
Images of paths in NatchezTrace
15.
Chapter 10 Review Answers- pp. R24-R25
16.
Chapter 10 Test17.
Page 20 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
a story's main characterbased on analysis ofthe character's
traitsand motivationsDetermine whether amain character qualifiesas
a hero
33.
Chapter 11:ContemporaryPoetry
(updated 5/17/19)
Students wil l :Explain the expansionof America'sinternational
role in thetwentieth century
1 .
Identify important socialchanges intwentieth-centuryAmerica
2.
Trace the changingmoral and religiouslandscape, especiallythe
rise of skepticism
3.
Describe the postwarpendulum swingsbetween traditional
andnontraditional poetrystyles
4 .
Recognize formalist,New Critic, Beat,confessional,
andidentity-based poetry
5 .
Analyze a poem's use ofvillanelle form or freeverse
6.
Examine how a poem'sstructure can conveythought progression
7.
Assess whether a poemis realistic or romanticin content and
style
8 .
Analyze a dramaticmonologue'sdevelopment ofcharacter
9 .
Analyze how imagery,diction, and sounddevices enhance toneand
theme
10.
Determine the poet'stone toward war andevaluate it
biblically
11.
Analyze a poem's lyricaland/or elegiaccharacteristics and itsuse
of personification toconvey theme
12.
Interpret the meaningof a poem by examiningits literary
features,
13.
Contemporary PoetryContemporary AmericanPoetry
Elizabeth Bishop "The Fish"1 ."One Art"2 .
1 .
Randall Jarrell "The Death of the BallTurret Gunner"
1 .2 .
William Stafford "With Kit, Age 7, atthe Beach"
1 .
"Bess"2 .
3 .
African American PoetsLaureate
4 .
Robert Hayden "Frederick Douglass"1 .
5 .
Gwendolyn Brooks "Life for my child issimple, and is good"
1 .
"The Explorer"2 .
6 .
Rita Dove "Rosa"1 .
7 .
Sylvia Plath "You're"1 ."Stil lborn"2 .
8 .
Billy Collins "Introduction to Poetry"1 .
9 .
Li-Young Lee "Eating Alone"1 ."Eating Together"2 .
10.
Student Text pp. 578-6091.Teacher Text pp. 578-6092.Chapter 11
PowerPoint3 .Chapter 11 Art4 .Chapter 11 Test Key5.Weblinks
The Family FalloutShelter
1 .
When Home FalloutShelters Were All theRage
2.
The Family FalloutShelter
3 .
Teaching withDocuments,Photographs, andPamphlet About
NuclearFallout
4 .
Duck and Cover5 .Vintage Household Adsof the 1950s
6.
American Women inWorld War II
7 .
Rosie the Riveter8 ."We Can Do It!"9 .Newton's
CradleDemonstration
10.
About Elizabeth Bishop11.Elizabeth Bishop12.Villanelle: Poetic
Form13.Aircraft Gunnery BallTurret
14.
Sperry Retractable BallTurret
15.
"How to Become a BallTurret Gunner"
16.
Operating a Ball Turretin the Collings B-24J
17.
B-17 Ball Turret Gunner18.B-17 Flying Fortress BallTurret
19.
Randall Jarrell20.The Poetry of RandallJarrell
21.
"With Kit, Age 7, at theBeach"
22.
William Stafford Archives23.William E. Stafford24."In Flanders
Fields"25."Frederick Douglass"26.
6 .
Evaluate:Response to war1 .Worldview2.
Shape Worldview:The Bible's perspective onmaterial goods
1.
Biblical response topostmodernism
2.
Biblical attitude toward sin andsinners
3 .
Potential of confessional poemsfor believers
4 .
Post images of 1950sadvertisements aroundthe room for
reference
1.
Have students dress upas Rosie the Riveter
2 .
Motivate students bypracticing a "duck andcover" drill at school
toprepare for a nuclearattack
3 .
Utilize Teaching Help 11A4.Read through the TrumanDoctrine
5.
Highlight the postwareconomic boom and havestudents list the
economicconsequences
6.
Compare the varioussocial movements
7 .
Define cultural skepticism8.Display Newton's cradleand relate
Newton's thirdlaw of motion to thereaction oftwentieth-century
poetry
9 .
Page 21 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
its literary features,such as image andcharactersEvaluate an
author'sview of life and deathfrom a biblical worldview
14.
Examine a poem's useof repetition andparallelism to
createstructure and emphasis
15.
Analyze a poem's use ofenjambment andcaesura to createeffective
flow andemphasis
16.
Evaluate whether apoem has effectivelybalanced a clear
andforceful message withartistry of form andstyle
17.
Analyze a poem's use ofthe confessional mode
18.
Analyze a poem'smetaphor and its effecton the poem's message
19.
Determine a poem'stheme
20.
Analyze a poem's use ofimagery and figurativelanguage to convey
tone
21.
Compare how twopoems explore thesame topic usingdifferent styles
andperspectives
22.
Evaluate whether apoem conveys deepand lasting themesartful
ly
23.
Analyze a poem for theinfluence of imagism
24.
Compare two works bythe same author todetermine whetherthere is
similarity oftheme and subjectmat ter
25.
Examine a poet's workfor the influences of hiscultural
heritage
26.
Evaluate whether apoem transcends itsspecific setting toconvey
universalthemes
27.
"Frederick Douglass"26.Robert Hayden27.Gwendolyn Brooks
-biography
28.
Gwendolyn Brooks:Online Resources
29.
"Rosa"30.Rita Dove Homepage31.Rita Dove: OnlineResources
32.
"To My Favorite17-Year-Old High SchoolGirl"
33.
"Workshop"34.Poems in Motion: BillyCollins at TED2012
35.
A Conversation with BillyCollins
36.
Billy Collins37.Li-Young Lee38.
Think and Discuss Answerspp. 586-587, 588-589, 592,597-598, 601,
605, 609
7.
Major Themes in AmericanCulture Answer - p. 589
8.
Teaching Helps 11A-11H9.Recording of the Duck andCover film
10.
Images of 1950sadvertisements
11.
Picture of Rosie the Riveter12.A Newton's cradle13.Recording of
Staffordreciting "With Kit, Age 7, atthe Beach"
14.
Copy of the poem "InFlanders Fields"
15.
Recording of King's "I Havea Dream" speech
16.
Picture of Atlas17.Picture of an unborn baby inthe womb
18.
Diagram of a B-17 turret19.Video of Collins reading "ToMy
Favorite 17-Year-OldHigh School Girl"
20.
A slide carousel or picture ofone
21.
Actual color slides22.A picture of an ouroboros23.Chapter 11
Review Answers- pp. R26-R28
24.
Chapter 11 Test25.
Page 22 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Chapter 12:ContemporaryProse
(updated 5/17/19)
Students wil l :Recognize the partmulticulturalism andperson
identity play incontemporary l iterature
1 .
Recognize thecontinued influence ofmodernists'
minimaliststyle
2 .
Explain the broadthought behindexperimental l iteratureof the
Beats andpostmodernists
3 .
Apply authorbackground knowledgeto understand a text
4 .
Explain the strengths ofscience fiction as agenre
5.
Understandthe historical contextimpelling a work'sconflict
6 .
Evaluate a work's visionof the future in light of abiblical
worldview
7.
Analyze a character asa Christ figure
8 .
Make predictions abouta story's outcome anddetermine
whetherthose predictions wereaccurate
9 .
Analyze a story forforeshadowing
10.
Construct a tentativebiblical framework forthe use of
objectionableelements, and evaluatean author's work in thisl
ight
11.
Examine a story's use ofsymbol
12.
Analyze direct andindirectcharacterization anddraw conclusions
aboutcharacters
13.
Determine the author'stone toward his topic
14.
Evaluate a work's themefor accuracy to life andto biblical
worldview
15.
Determine thesignificance of the titleto a story's theme
16.
Analyze the effect of17.
Contemporary ProseContemporary AmericanProse
1.
Ray Bradbury "August 2026"1 .
2 .
Flannery O'Connor From A Prayer Journal1.
3 .
John Updike "Still of Some Use"1 .
4 .
Joyce Carol Oates "Murder"1 .
5 .
Alice Walker "My Mother's BlueBowl"
1 .6 .
Amy Tan "Two Kinds"1 .
7 .
Sandra Cisneros "Straw into Gold"1 .
8 .
Student Text pp. 610-6551.Teacher Text pp. 610-6552.Chapter 12
PowerPoint3 .Chapter 12 Art4 .Chapter 12 Test Key5.Chapter 12
Video
History vs. Literature1 .6 .
Weblinks Original 1962-63 JetsonsOpening and Closing
1.
"When Science FictionBecomes Reality"
2 .
Ray Bradbury, The Art ofFiction No. 203
3.
The Shadows ofHiroshima
4.
Flash Burns andShadows at Hiroshima
5.
Leonard Nimoy readsRay Bradbury's "ThereWill Come Soft
Rains"
6 .
There Will Come SoftRains
7 .
Weird Fantasy: ThereWill Come Soft Rains
8 .
Science Behind theAtomic Bomb
9.
Nuclear WeaponsTimeline
10.
Flannery O'Connor -biographical entry in the New
GeorgiaEncyclopedia
11.
Savannah: FlanneryO'Connor
12.
Flannery O'Connor -short biographical video
13.
Why Do We Read GoodBooks?
14.
Flannery O'ConnorChildhood Home
15.
The Flannery O'ConnorRepository
16.
John Updike Profile17.John Updike, The Art ofFiction No. 43
18.
Symptoms of PTSD19.Joyce Carol Oates Profile20.Alice
Walker21.Alice Walker (b. 1944)22.Alice Walker Audio23.Amy Tan
Profile24."Two Kinds"25.Sandra Cisneros CrossesBorders and
Boundariesin "A House of My Own"
26.
"House onMango Street"
27.
7 .
EvaluateThe end of the world1 .Worldview and aesthetics2
.Presentation of divorce3.View of possessions4.Actions of
characters5 .
Shape WorldviewThe importance of Scripture forwisdom in life
1 .
The importance of the HolySpirit for wisdom in life
2 .
Biblical injunctions againstgossip and persecution ofothers
3 .
Importance of understandingpeople who differ from you aspart of
the believer's mission
4.
Show videos to reinforceteaching techniques
1.
Compare and contrastthe work of Hemingway,Steinbeck, and
Faulkner
2 .
Have students list thecharacteristics ofminimalism
3.
Display the themes ofcontemporary Americanprose
4.
Show a video of the spacerace and explosion oftechnology in the
1950sand 1960s
5.
Have students readscience fictionindependently and sharetheir
summaries in smallgroups
6.
Using their independenttexts, have studentsdisplay context
sentencesfor the vocabulary wordsin their texts
7 .
Page 23 of 24
Curriculum Map - English Language Arts - Literature - American -
11th Grade (3rd Ed.)
-
Analyze the effect ofpoint of view on astory's themes and
tone
17.
Examine an author'suse of ambiguity tosuggest
multipleinterpretations of a work
18.
Examine long sentencescarefully to determinetheir meanings
19.
Evaluate how true tolife a work is in itsdepiction of the
maintopic
20.
Examine how an authoreffectively adaptspersonal essay to
herunique literary voiceand style
21.
Determine the effect ofa work's historicalcontext on its
themes
22.
Evaluate the author'sperspective on hertopics from a
biblicalworldview
23.
Examine the effect ofpoint of view on astory's
characterization
24.
Analyze a story'scharacters and theirmotivations
25.
Analyze an author's useof culturalcharacteristics in a story
26.
Evaluate characters'choices in light ofbiblical principles
27.
Analyze an author's useof allusion, analogy,and metaphor
toconvey her message
28.
Examine a work'scollection of anecdotesto find the
unifyingtheme
29.
Evaluate whether anauthor's stories ofpersonal identitysucceed
in reaching abroader audience
30.
Mango Street"Celebrates 25 YearsSandra Cisneros: EarlyLife
28.
Sandra Cisneros29.Think and Discuss Answerspp. 616-617,
626-627,631-632, 637, 640-641,649-650, 655
8.
Writing Lesson 6: LiteraryAnalysis Essay - pp.W11-W12
9.
Teaching Helps 12A-12G10.Writing Rubric 611.A copy of
Hemingway's"Hills Like White Elephants"
12.
Clip of The Jetsons13.Images of Hiroshimashadows
14.
Video clip of peacocks15.Map of Alabama16.List of PTSD
symptoms17.A personal keepsake18.Recordings of Schumann's"Pleading
Child" and"Perfectly Contented"
19.
Chapter 12 Review Answers- pp. R29-R30
20.
Chapter 12 Test21.Final Review22.Final Exam23.
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Curriculum Map - English Language Arts - Literature - American -
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