Buford High School CURRICULUM CALENDAR COURSE: American Literature SEMESTER: Fall 2012 TEACHER(S): Barton, Dills WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS (CCGPS, GPS, AP) Week 1 Friday, 8/3 Introductory Introductory Roll Course Outline, Expectations, Books, Discussion of Summer Reading Monday, 8/6 Literary Time Periods What are the time periods of American Literature and where did they come from? -Students will work in teams to produce an effective timeline for American Literature from 1600-present day -Each group of students will be given a particular time period to research using the IPAD -Students will be prompted to look for influential writers, important events, historical background, etc… -Students will complete timeline on large sheets of construction paper for display and presentation (timeline rubric, timeline info filler) ELACC11-RL10 ELACC11-RI7 ELACC11-W7, W8 Tuesday, 8/7 Literary Time Periods What are the time periods of American Literature and where did they come from? (Presentations) -Students will present their group findings for their particular time period in American Literature -Students will display their work to the class and vocally report on their findings (timeline rubric, timeline info filler) ELACC11-RL10 ELACC11-RI7 ELACC11-W7, W8 ELACC11-SL1 ELACC11SL2 ELCC11SL4 Wednesday, 8/8 Persuasive Writing What are the keys to writing effective persuasive -Students will be introduced to persuasive writing in preparation for the GHSGWT -Give students persuasive essay graphic ELACC11-W1, W4, W5 1
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Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 1 Friday, 8/3 Introductory Introductory Roll Course Outline, Expectations, Books, Discussion of Summer Reading
Monday, 8/6 Literary Time Periods
What are the time periods of American Literature and where did they come from?
-Students will work in teams to produce an effective timeline for American Literature from 1600-present day-Each group of students will be given a particular time period to research using the IPAD-Students will be prompted to look for influential writers, important events, historical background, etc…-Students will complete timeline on large sheets of construction paper for display and presentation(timeline rubric, timeline info filler)
ELACC11-RL10ELACC11-RI7ELACC11-W7, W8
Tuesday, 8/7 Literary Time Periods
What are the time periods of American Literature and where did they come from?(Presentations)
-Students will present their group findings for their particular time period in American Literature-Students will display their work to the class and vocally report on their findings(timeline rubric, timeline info filler)
What are the keys to writing effective persuasive documents?
-Students will be introduced to persuasive writing in preparation for the GHSGWT-Give students persuasive essay graphic organizer-Focus will be in effective introductions, thesis statements, and conclusions-Students will practice creating an effective thesis and introductory paragraph(ppt writing day 1; intro, conclusion, and thesis and persuasive essay graphic organizer)
ELACC11-W1, W4, W5
Thursday, 8/9 Persuasive Writing
What are the keys to writing effective persuasive documents?
-Review of persuasive writing techniques regarding thesis statements, introduction, and conclusion-Students will be introduced to persuasive writing techniques regarding body paragraphs and their purpose-Students will practice writing body paragraphs based upon
ELACC11-W1, W4, W5
1
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
the thesis statement and introduction they created the previous day(ppt writing day 2: body paragraphs)
Friday, 8/10 In Class Writing Test Practice
What are the keys to writing effective persuasive documents?
-Students will be given a persuasive writing prompt and they will create a persuasive essay in a timed environment to mimic the conditions of the GHSGWT(Sports Persuasive Document)
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3,
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 2 Monday, 8/13 Summer Reading Reading Comprehension Various Testing over Summer Reading material(summer reading tests)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6,
Tuesday, 8/14 Native American and Early American Writing(archetypes & creation myths)
What was Native American Literature and how did it influence the literature to come?
-Students will be introduced to Native American writing including literary devices such as archetypes, creation myths, pictographs, etc...-Students will read “The World on Turtle’s Back” aloud (Native American Literature PPT, Guided Note Taking, Native American Origin Myths)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
Wednesday, 8/15 Native American and Early American Writing(archetypes & creation myths)
How was the style used by Native Americans effective?
-Aloud, students will finish reading “The World on Turtle’s Back” -Discussion of important literary aspects to follow up (archetypes, creation myths, pictographs)-Students will finish Native American Origin Myths worksheet(Native American Origin Myths)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6,
Thursday, 8/16 Essay Revision (Workshop)
What can we do to strengthen our persuasive writing techniques?
-Students will be handed back their persuasive essays-Students will be encouraged to use peer revision in an effort to use collaboration to correct possible mistakes in their persuasive writing-Students will edit their essays and hand back in, revised and completed(BHS Rubric)
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3,
Friday, 8/17 Puritanism and Early American Writing
Who were the Puritans? Who were the settlers of the colonies? What
-Students will be introduced to early American lifestyle, Puritan lifestyle, beliefs, and literature-Discussion about possible themes, modes of writing, subject
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
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Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
types of writing did these early Americans produce?
matter, lifestyle and how these contributed to the Puritan way of writing and life-Students will begin reading John Smith, A Description of New England (handout) (Puritan ppt, guided notes, John Smith handout)
ELACC11-RI1, RI2, RI5, RI6, RI9
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 3 Monday, 8/20 SAT Vocabulary Learning new vocabulary and words in context
-Warm-up-Summarization of Native American and Puritan Literature (“The World on Turtle’s Back” and A Description of New England)-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #1)
ELACC-11-L4, L5, L6ELACC11-L5
Tuesday, 8/21 Puritanism and Early American Writing
Compare/ContrastHow can we compare two pieces of writing from the same time period?Which is more realistic?Which is more persuasive?Which paints a better picture of Early American life?
-Warm-up-Review specific points of A Description of New England (what was Smith’s purpose and how did he achieve it)-Students will begin reading William Bradford Of Plymouth Plantation-Students will be directed to actively take notes when they see similarities or differences between the two texts(Smith and Bradford text, compare/contrast worksheet)
Wednesday, 8/22 Puritanism and Early American Writing
Compare/ContrastHow can we compare two pieces of writing from the same time period?Which is more realistic?Which is more persuasive?
-Students will finish reading Of Plymouth Plantation-For 5-10 minutes, students may collaborate about ideas from their compare/contrast worksheet-Students will participate in an active class discussion comparing and contrasting the important points between Smith and Bradford-Included in this discussion are ideas about persuasive writing, ads, sales pitches (DQ video)
Which paints a better picture of Early American life?
-Possible pop quiz over Of Plymouth Plantation(Smith and Bradford text, compare/contrast worksheet)
Thursday, 8/23 Puritanism and Early American Writing
What was a Puritan sermon like? What techniques were used to convince the audience?
-Introduction to Puritan sermons and Jonathan Edwards-Students will read A Young Puritan’s Code and complete their own code (into mindset of Puritan minister)-Students will be given introductory worksheet over Jonathan Edwards and will complete individually(A Young Puritan’s Code, Jonathan Edwards Notes)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6,
Friday, 8/24 SAT Vocabulary,Puritanism and Early American Writing
Learning new vocabulary and words in contextWhat was a Puritan sermon like? What techniques were used to convince the audience?
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-Students will share their personal Puritan Codes-Students will begin reading “Sinners in the Hands of an Angry God” aloud and finish for homework-Quiz over “Sinners in the Hands of an Angry God” Monday(“Sinners” text, vocab #1 quiz)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 4Performance Essay
Monday, 8/27 Puritan Poetry and Plain Style
What is Puritan Plain Style and how did Anne Bradstreet use it? What are some of the earliest and most common poetic devices?
-Quiz over “Sinner in the Hands of an Angry God”-Students will be introduced to Anne Bradstreet and early American Poetry (Puritan Poetry)-Students will read “Upon the Burning of My House” and “To My Dear and Loving Husband”-While reading, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…(Puritan Poetry handout)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6ELACC11-L5
Tuesday, 8/28 Puritan Poetry and Plain Style
How can we describe Early American Literature (subjects, themes, devices, influence)?
-Students will hand in Puritan Poetry Handout-Students will be given a review guide to be completed individually in class in preparation for the Early American Writing Unit Test-Upon completion, there will be an active class discussion and review covering Early American Writing
EOCT Style Practice -Students will be introduced to the EOCT and what the test entails (types of questions, multiple choice, strategies)-Students will use IPADS to create and log in to USATestPrep.com-Students will take a 20 question practice exam, see immediate scores, receive immediate feedback on questions that they did not get correct-Students will have an opportunity to go back and correct the questions that they missed(USA Test Prep, possible quiz grade)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 5BenchmarkWeek#1
Monday, 9/3 LABOR DAY HOLIDAYTuesday, 9/4 LANGUAGE ARTS + FINE ARTS (Benchmark #1, be sure to have correct standards in place)
Wednesday, 9/5
Thursday, 9/6
Friday, 9/7
In Class Writing PracticePersuasive Writing
GHSGWT Practice What are the keys to writing effective persuasive documents?
-Students will be given a persuasive writing prompt and they will create a persuasive essay in a timed environment to mimic the conditions of the GHSGWT(Persuasive Prompt)
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3,
Persuasive Writing(Essay Workshop)
GHSGWT Practice What are the keys to writing effective persuasive documents?
-Students will have an opportunity to peer-edit and revise their in class essay (focusing on thesis statement, introduction, body paragraphs, conclusion, specific details, etc…)-Students will use highlighters to identify the above mentioned factors in their essays
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3,
American Drama What is special about American Drama? What are the common termsthat make up a modern day drama? Who was Arthur Miller and what influenced The Crucible?
-Students will be introduced to American drama with a review of literary devices associated with drama-Students will be given information about Arthur Miller (bio) and how this influenced his writing of The Crucible-Students will participate in a web search for background knowledge of McCarthyism (show McCarthyism cartoons from old newspaper publications)(Arthur Miller Bio, Crucible McCarthyism internet search Handout, McCarthyism cartoons non-fiction, Salem Witch Trials handout)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 6 Monday, 9/10 American Drama and The Crucible
Who was Arthur Miller and what influenced The Crucible? Why are we talking about the Salem Witch Trials and
-Students will be introduced to the concept and layout of Arthur Miller’s The Crucible (themes, terms, vocabulary)-Students will receive a character chart handout to help them take notes on the characters-Students will also be given their Crucible Character Diary
McCarthyism? assignment (requires students to write in multiple modes including descriptive, narrative, persuasive, and reflective)-assignment will be due the day following completion of the play(The Crucible ppt, themes handout, character chart handout, Crucible character diary assignment)
W3, W4, W5, W10
Tuesday, 9/11 American Drama and The CrucibleStory Outline and Note Taking
What is the plot and who are the characters of The Crucible?
-Students will be given study guides with drama terms attached for note taking while reading The Crucible-Students will begin reading The Crucible aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class(study guides for acts 1-4, The Crucible text)
Wednesday, 9/12 American Drama and The CrucibleStory Outline and Note Taking
What is the developing conflict for the characters in The Crucible?
-Students will actively participate in summarizing the important characters and plot events from the previous day’s reading-Aloud in class, student will finish reading Act I-View video clips from the play-Upon finishing, students will have an opportunity to complete the Act I study guide in preparation for a quiz over Act 1 the next day(video clips)
Thursday, 9/13 American Drama and The CrucibleStory Outline and Note Taking
How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America?
-Students will take a quiz over Act I of The Crucible-Students will receive the study guide for Act II-Students will begin reading Act II of The Crucible aloud and will engage in note taking and completing the study guide(Quiz Act 1)
Friday, 9/14 -American Drama and The Crucible-Story Outline and Note Taking
How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America?
-Students will finish reading Act II of The Crucible aloud in class-Students will be able to identify the characters, rising action, plot devices, etc...-Upon completion of Act II, students will take a reading comprehension quiz over Act II -Students will complete study guide for Act II for homework(Quiz Act II)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 7Performance Essay
Monday, 9/17 -Satire and Interpreting Political Cartoons
What is satire and how can political cartoons use this technique to get their point across?
-Students will participate in a discussion about satire and the effect s that it can have in both written and visual pieces-Students will be given IPADS to view old political cartoons about McCarthyism-For class and homework, students will be responsible for locating a political cartoon that interests them and answer interpretation questions about the visual(McCarthy cartoons created in the 1950’s, analyzing political cartoons pdf)
ELACC11-RI1, RI7
Tuesday, 9/18 -American Drama and The Crucible-Story Outline and Note Taking
How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America?
-Students will turn in their political cartoons sheets-Students will begin reading Act III aloud -Students will receive study guide for ACT III-While reading, students will be engaged in active note taking as well as completing information on their study guides
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
Wednesday, 9/19 -American Drama and The Crucible-Story Outline and Note Taking
How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America? Can you identify the characters, plot, and rising action? What is your prediction?
-Students will continue reading Act III aloud-Upon completion of Act III, students will be given time to work on study guides-Students will participate in an active discussion about their Crucible diaries andwhich style of writing they find easiest/toughest (also check on their progress)-view video clip of Act III(video clip of Act III)
Thursday, 9/20 -American Drama and The Crucible-Story Outline and Note Taking
What is the difference between this play and the actual historical actions of the characters? Should Miller have used a different method?
-Students will take part in a summarization of the play thus far-Students will take quiz over Act III for reading comprehension-Students will receive study guide for ACT IV-Students will begin reading Act IV aloud -While reading, students will be engaged in active note taking
as well as completing information on their study guidesFriday, 9/21 -American Drama
and The Crucible-Story Outline and Note Taking
How does Miller’s play reflect the American outlook in the 1950’s?
-Students will complete reading of Act IV aloud-View video clip-Students will complete their study guides and note taking sheets-Students will be reminded of the due date for their Crucible Diary (Tuesday)(Video Clip)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 8 Monday, 9/24 -SAT Vocabulary #2-Review of The Crucible
Learning new vocabulary and words in context.Summarization and preparation for exam over The Crucible.
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #2)-Students will participate in a review for The Crucible exam using the jeopardy game
Check for reading comprehension and understanding of Modern American Drama (The Crucible)
-Unit Exam over Arthur Miller’s The Crucible(Unit Exam for The Crucible)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
Wednesday, 9/26 Persuasive Writing
What are they looking for on the GHSGWT?
-Students will have the opportunity to view multiple examples of released GHSGWT samples-Students will be placed into groups of three or four and given four different examples-Students will then collaboratively discuss where they think each example stands on the levels of exceeds, meets, and does not meet-We will then look at the actual results as a class and discuss the examples together in further detail(GHSGWT pdf examples, GHSGWT Rubrics)
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3
Thursday, 9/27 Persuasive What are they looking -Students will have the opportunity to view multiple ELACC11-W1, W4,
9
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
Writing for on the GHSGWT? examples of released GHSGWT samples-Students will be placed into groups of three or four and given four different examples-Students will then collaboratively discuss where they think each example stands on the levels of exceeds, meets, and does not meet-We will then look at the actual results as a class and discuss the examples together in further detail(GHSGWT pdf examples, GHSGWT Rubrics)
ELACC11-W5, W10ELACC11-L1, L2, L3
Friday, 9/28 SAT VocabularyGHSGWT Prompts and Brainstorming
Learning new vocabulary and words in context.How do we quickly and effectively create ideas and outlines for essays?
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-We will take a look at previous GHSGWT prompts and work together to brainstorm ideas and effectively create an outline
What literary period began after Puritanism? How was it different than Puritanism? What caused these changes?
-Students will be introduced to the American Rationalism literary period (sometimes referred to as Early National or Colonial)(themes, modes, types of documents)-Students will be asked to engage in describing the differences between Rational writing and Puritan writing and discover what change in thought prompted these changes(Age of Reason ppt, Rationalism ppt, Puritans vs. Rationalist doc)
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
Tuesday, 10/2 Literary PeriodsAmerican Rationalism: Writers of the Revolution
What was Benjamin Franklin’s influence on American letters? What kind of text did Franklin engage in?
-Students will be introduced to Benjamin Franklin-Students will read The Autobiography excerpt and be able to distinguish between biography and autobiography-Students will also relate Franklin’s ideas in The Autobiography to Rationalist thinking(Benjamin Franklin handout)
Wednesday, 10/3 GHSGWT Thursday, 10/4 Literary Periods
American Rationalism (autobiography)
What currently produced document was created by Benjamin Franklin? What do we call these little witticisms?
-Students will read selections from Poor Richard’s Almanac-Students will work in groups to determine what the aphorisms (devices) are saying-Staying in the groups, students will participate in the aphorisms assignment where they will be asked to complete commonly heard aphorisms (will also read how children completed the aphorisms for fun)
How did Rationalist writers use writing to help the American Revolution?
-Students will be introduced to Thomas Paine and The Crisis-Students will examine the document for persuasive techniques used by the author (charged words, pathos, ethos, logos)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 10Benchmark Week #2
Monday, 10/8 LANGUAGE ARTS + FINE ARTSTuesday, 10/9 Writers of the
Revolution (political documents)
Thomas Jefferson and The Declaration of Independence. What influences from the time period can be seen in the DOI?
-Students will be introduced to The Declaration of Independence-Discussion will surround such elements as style, rhetoric, and purpose (summarize and identify persuasive techniques as well)-Upon completion of reading, students will be asked to develop a rhetorical précis for the document (to be completed for homework)(rhetorical précis example) (article, Legality of Declaration)
Wednesday, 10/10 Writers of the Revolution (Poetry)
Phillis Wheatley: Was all of the literature during the early national period
-Students will be introduced to Revolutionary War poetry and Phillis Wheatley (background, intelligence despite being a slave-Students will read “To His Excellency, General Washington”
ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9
11
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
political? and annotate the poem (focus on allusion, symbol, hyperbole, etc…) using the sheet provided (finished as homework(Wheatley interactive)
Thursday, 10/11 Benchmark Review and EOCT Practice
Reviewing Benchmark material and re-teaching missed concepts
-Students will have an opportunity to correct missed questions on Benchmark #2 and will participate in class discussions about missing concepts
Friday, 10/12 Professional Learning Day (Student Holiday)Monday, 10/15 FALL HOLIDAYTuesday, 10/16 Rationalism Mini-
TestBenchmark Review and EOCT Practice
Reviewing Benchmark material and re-teaching missed concepts
-Students will take a mini-exam covering concepts of Rationalism-students will have a short time to continue working on Benchmark #2 review-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material
Reviewing Benchmark and EOCT material as well as strategies for test taking
-students will log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions
Reviewing Benchmark and EOCT material as well as strategies for test taking
-students will log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 11 Monday, 10/22 Celebrating the Individual: American Romanticism
The four W’s and the H of American Romanticism: Introduction to the literary period.
-Students will be introduced to American Romanticism using PP presentation and a guided notes handout for the PP-For a historical context, students will also read from pages 297-305 in the textbook to complete the Celebrating the Individual: American Romanticism worksheet(worksheet, PP Presentation, PP Guided Notes)
Washington Irving and the early elements of Romanticism
Identification of Romantic elements within a work of fiction.Lecture, notes, group reading
-Present biography of Washington Irving pre-reading on “The Devil and Tom Walker”
http://www.wiziq.com/tutorial/50453-The-Devil-and-Tom-walker -Begin “The Devil and Tom Walker” -Conduct end of class discussion - elements of romanticism in “The Devil and Tom Walker” -complete reading of “The Devil and Tom Walker” for homework
ELACC11-RL2, RL3ELACC11-SL2, SL3ELACC11-L1
Wednesday, 10/24 American Romanticism: Identification of literary era
Foundational Concepts - Discuss homework results: elements of romanticism in Tom Walker - Discuss how this text and its concepts are different from texts in Rationalism -Require mini-literary analysis on “The Devil and Tom Walker”: How does Irving employ diction, syntax, tone, imagery, and figurative language? What is the overall affect achieved? (Allow students to attempt this analysis on their own - it will be reviewed in the context of re-teaching the terms in the next task)
Thursday, 10/25 American Romanticism and Literary Elements
Understanding of literary terms such as diction, syntax, tone, figurative language,
- Review basic literary terms used in analysis: Diction, syntax, tone, figurative language, imagery, audience, purpose -Model examples of each from texts under consideration and
construct an informal rubric -allow students to review literary analyses for corrections or additional content
Friday, 10/26 American Romanticism: Nathaniel Hawthorne
Visual TextLiterary bio and elements of dark romanticism
- Introduce Nathaniel Hawthorne, give back ground info on The Scarlet Letter (Hawthorne’s connection to Salem) -introduction of literary terms (allegory, extended metaphor, metaphor, etc…)-begin reading “The Minister’s Black Veil”-finish reading for weekend homework and questions(minister’s black veil questions)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 12Performance Essay
Monday, 10/29 SAT Vocabulary #3
Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #3)-Discussion of “The Minister’s Black Veil” including summarization of elements of Romanticism and literary terms(minister’s black veil questions)
ELACC11-L4, L5, L6ELACC11-RL9, RL5
Tuesday, 10/30 Introduction to American TranscendentalismAuthor biography
Lecture Notes, Guided Note Taking, Foundational Concepts of Ralph Waldo Emerson
-Introduction of Transcendentalism including author bio of Emerson and Thoreau and show pictures from Concord(Transcendentalism PP, guided notes, photos from Concord)-Begin reading excerpt from Emerson’s Nature
ELACC11-RI5, RI6, RI7
Wednesday, 10/31 American Transcendentalism
Close Reading, Discussion, Rhetorical Précis (Emerson)
-Conclude Emerson’s Nature and discuss elements of Transcendentalism-Begin reading excerpt from “Self Reliance” and review necessaries for a rhetorical précis-student will complete reading for homework and have rhetorical précis finished for next class
ELACC11-RI2, RI3,RI6ELACC11-W9, W2
Thursday, 11/1 American Transcendentalism: Henry David Thoreau and Walden
Close Reading, Rhetorical Purpose
-turn in rhetorical précis-summarize notes and background information about Henry David Thoreau-handout Walden books-begin close group reading of “Economy” from Walden -complete five pages from day’s finish point for homework
ELACC11-RI2, RI3, RI5, RI6, RI7
Friday, 11/2 SAT Vocabulary #3
Learning new vocabulary and words in contextIntroduction to Walden and Non-Fiction writing
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-Assign students Walden chapter assignment and hand out due dates for chapter readings-Continue close group reading of Walden
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 13 Monday, 11/5 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-“Economy” chapter finished- group discussion covering important parts and Romantic/Transcendentalism elements- reading quiz over “Economy”(reading quiz)
-introduction to Ralph Waldo Emerson and the background to Transcendental thought-students will participate in close group reading of “Self Reliance” and Nature- students will work together in small groups to formulate a rhetorical précis for both works
-if needed, students will conclude their close group reading of “Self Reliance” and Nature-students will then share their findings from the text in their rhetorical précis-students will participate in an active class discussion to determine what Emerson’s influences were on Thoreau
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 14Benchmark Week #3
Monday, 11/12 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-“Sounds” and “Solitude” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-reading quiz of material thus far
-introduction to the Fireside Poets (themes, structure, ideas, etc…)(Fireside Poets ppt)-review of poetic elements (structure, elements, etc…)(poetic elements handout)-read Holmes “The Chambered Nautilus” and “Old Ironsides”(Fireside Poets ppt)
ELACC11-RL4, RL7ELACC11-L3, L5
Wednesday, 11/14 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-“Visitors” and “The Bean Field” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements
-review of Fireside Poets (themes, structure, ideas, etc…)-read Longfellow “A Psalm of Life” and “The Tide…”-students will fill out a graphic organizer for the Fireside Poets selections that we read(fireside graphic organizer)(Fireside Poets ppt)
ELACC11-RL4, RL7ELACC11-L3, L5
Friday, 11/16 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-Fireside Poets mini-test-“The Village” and “The Ponds” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements(mini test over Fireside Poets)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 15Performance Essay
Monday, 11/26 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-“Baker Farm” through “The Pond in Winter” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-reading quiz over chapters that were to be read over Thanksgiving Break
Tuesday, 11/27 EOCT Practice and Test and Benchmark Preparation
Review of EOCT material as well as strategies for test taking
-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions
Thursday, 11/29 EOCT Practice and Test and Benchmark Preparation
Review of EOCT material as well as strategies for test taking
-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions
Friday, 11/30 American Transcendentalists: Thoreau and Walden
Close Reading, Rhetorical Purpose
-“Conclusion” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-assignment to be due Monday following
Informational text and relation of rhetorical purpose
-computer lab-Students will be given the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)
Informational text and relation of rhetorical purpose
-computer lab-Students will continue the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)
Informational text and relation of rhetorical purpose
-computer lab-Students will complete the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)
ELACC11-RI5, RI6ELACC11-W1, W4, W3, W10
Thursday, 12/6 American Romanticism: Edgar Allan Poe and the Gothic Tradition
-introduction to Gothic Fiction (common elements, themes, style, history, etc..)-“Illustrations Inspired by Poe” (lit cd for gothic images)-introduction to Edgar Allan Poe (works, themes, life, etc…)(Gothic Fiction ppt, Poe ppt)(guided notes)
ELACC11-SL1, SL2
Friday, 12/7 American Romanticism: Edgar Allan Poe and the Gothic Tradition
Close ReadingFoundational ConceptsGothic Literary ElementsHow can we compare the works of Poe and Hawthorne?
-students will read Poe’s “The Masque of the Red Death”-students will engage in group discussion determining whether or not the gothic traditions of Poe and Hawthorne are similar and whether or not Poe fits in the Romantic ideal
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 17 Monday, 12/10 SAT Vocabulary #4
Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday
ELACC11-L4, L5, L6
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Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
(vocab #4)
Tuesday, 12/11 Review of American Romanticism and Transcendentalism
Summarization, Review for Testing
-students will participate in active group discussion while reviewing the concepts of American Romanticism and Transcendentalism
ELACC11-SL1
Wednesday, 12/12 American Romanticism and Transcendentalism: Exam
Examination for understanding
-students will take the unit test covering American Romanticism and Transcendentalism
ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9
Thursday, 12/13 Semester Review of American Literature
Summarization, Review -students will be given a review guide for their Fall Final (Benchmark#4)-active group discussion of concepts throughout the fall semester
ELACC11-SL1
Friday, 12/14 SAT Vocabulary #4
Learning new vocabulary and words in context
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-students will continue to work on their reviews in preparation for the semester final
ELACC11-L4, L5, L6
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 1 Monday, 1/7 Professional Learning Day (Student Holiday)Tuesday, 1/8 Narrative Writing What are the keys to
writing effective narrative documents?
-Review of narrative writing techniques regarding thesis statements, introduction, and conclusion-Students will be introduced to narrative writing techniques regarding body paragraphs and their purpose-Students will practice writing body paragraphs based upon the thesis statement and introduction they create
ELACC11-W1, W4, W5
Wednesday, 1/9 In class narrative essay
What are the keys to writing effective narrative documents?
-Students will be given a narrative writing prompt and they will create a narrative essay in a timed environment (Sports Persuasive Document)
ELACC11-W1, W4, W5, W10ELACC11-L1, L2, L3,
Thursday, 1/10 Poetry: Walt Whitman
While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…(Whitman Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections
Students will read “I Hear America Singing” 510, “Song of Myself” (512) , possible other selections
personification, etc…Dickinson Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 2 Monday, 1/14 SAT Vocabulary #5
Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #5)
ELACC11-L4, L5, L6
Tuesday, 1/15 Poetry: Emily Dickinson
While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…Dickinson Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections
“Because I Could Not Stop for Death” (526) Begin Dickinson paraphrase activity, Review Whitman
Wednesday, 1/16 Walt loves Emily Walt loves Emily handout, Students will use Dickinson and Whitman poetry to compose a love letter
Whitman /Dickinson Mini-Quiz, finish W loves E ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5ELACC11-W1, W4,
22
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
from Walt to Emily or vice versa/create a narrative of their first date. Letters/Narratives must reflect personalities and writing styles of each poet.
W5
Thursday, 1/17 Type Walt loves Emily
Students will use Dickinson and Whitman poetry to compose a love letter from Walt to Emily or vice versa/create a narrative of their first date. Letters/Narratives must reflect personalities and writing styles of each poet.
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)
ELACC11-L4, L5, L6
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 3 Monday, 1/21 MLK HOLIDAYTuesday, 1/22 Introduction to
Realism -Introduction of Realism including author bios of authors, visuals (Realism PP, guided notes, photos)-Begin reading Interactive reading questions/guide
-Students will be introduced to American Realism using PP presentation and a guided notes handout for the PP-For a historical context, students will read pg. 538 Frederick Douglass, complete questions
Close ReadingFoundational Conceptsof RealismHow can we compare the works of Chopin, Bierce, and Twain?
-students will read Kate Chopin – “The Story of an Hour” (760)
-students will engage in group discussion determining whether or not Chopin, Bierce and Twain are similar and how each reflects Realism characteristics
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Wednesday, 1/30Thursday, 1/31 Realism: Poetry How can we describe
Realism poetry/review Realism- While reading selected poems, students will focus on comprehension as well as be introduced to poetic devices employed by Realism poets(Realism Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections/Realism
-students will take the unit test covering American REalism
TEST: Realism short stories and Poems ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9
25
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 5Benchmark Week #1
Monday, 2/4 LANGUAGE ARTS + FINE ARTS
Tuesday, 2/5 MATH + FOREIGN LANGUAGE
American Modernism/ Fitzgerald The Great Gatsby
Lecture Notes, Guided Note Taking, Foundational Concepts of Modernism found in The Great Gatsby
Introduction to Modernism/The Great Gatsby, ch.1 & 2 by Wednesday-Students will be introduced to American Modernism using PP presentation and a guided notes handout for the PP-For a historical context, students will also read from pages in the textbook to complete the American Modernism worksheet(worksheet, PP Presentation, PP Guided Notes)
How does The Great Gatsby reflect the ideals of Modernism?
The Great Gatsby, ch.1 & 2 discussion,Quiz 1 & ,2, film clips, begin ch. 3 finish 3-5 for homework by Friday, reading guide for TGG
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Thursday, 2/7 SOCIAL STUDIES + CTAE
American Modernism/ Fitzgerald The Great Gatsby
The Great Gatsby poetry, news reports from 1920’s
Students will read two poems about the novel and analyze each for Modern elements/poetic devices, class discussion
Students read selected newspaper articles from 1920’s and discuss anti-modernism and modernism concepts presented in each.
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Friday, 2/8 SAT Vocabulary #6
Learning new vocabulary and words in context
Close reading of The Great Gatsby and reading guide discussion
Quiz ch. 3-5, Discuss ch. 3-5, Film Clip/ read chapter 6 (Finish for Homework)-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday 15th(vocab #6)
ELACC11-L4, L5, L6
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 6 Monday, 2/11 Modernism/The students will engage in Class discussion of ch. 6 ELACC11-RL1, RL3,
26
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
Great Gatsby group discussion determining how Fitzgerald and TGG reflect Modernism characteristics
Students will read ch. 7 and 8 for homework by Thursday.
Group activity with Modernism characteristics, worksheet, reading guide
RL5, RL7, RL9ELACC11-SL1
Tuesday, 2/12 Modernism/The Great Gatsby
Students will create a “found” poem from TGG
Found poem Handout,Students take a passage from TGG and following the guided found poem handout, will create a Gatsby found poem.
Wednesday, 2/13 Modernism Close reading of “Why Soldiers Won’t Talk”, Steinbeck and “The Death of the Ball Turret Gunner”, JarrellDiscussion of Modernism elements in both selections, compare/contrast
Students will read both selections and answer guided questions.Discuss in groups how Modernism is reflected in each and how the selections are similar/different
ELACC11-RL1, RL3, RL5, RL7, RL9
ELACC11-SL1,ELACC11- RL2, RL4, RL5, RL6,
Thursday, 2/14 Modernism/The Great Gatsby
Students will engage in Class discussion, group discussion of reading guides, close reading of Ch. 9, Review of TGG
Class discussion of Ch. 7 & 8Students read ch. 9 in classReview of The Great Gatsby, discussion groups and symbolism worksheet
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Friday, 2/15 SAT Vocabulary #6
Learning new vocabulary and words in context
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)Read ch. 7, discuss, finish novel over holiday
ELACC11-L4, L5, L6
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 7Performance Essay
Monday, 2/18 WINTER HOLIDAYTuesday, 2/19 WINTER HOLIDAYWednesday, 2/20 WINTER HOLIDAYThursday, 2/21 Modernism/The Examination for Explanation of Gatsby Assignment , The Great Gatsby test ELACC11-RL1, RL2,
27
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
SOCIAL STUDIES + CTAE
Great Gatsby understanding RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5
Friday, 2/22 The Great Gatsby Close reading, group discussions, Students will compare/contrast Modernism elements in TGG
Close ReadingFoundational ConceptsModernism Literary ElementsHow can we compare the works of Fitzgerald and Faulkner?
Faulkner – “ A Rose for Emily” (1018),Guided questions, group discussions
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Wednesday, 2/27 Modernism: Faulkner
Close ReadingClass discussion, group discussion of reading guides,Group activity Faulkner handout
Finish Faulkner: Modernism elements handout ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Thursday, 2/28 Modernism: O’Conner
Close ReadingClass discussion, group discussion of reading guides,
“A Good Man is Hard to Find” handout ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Friday, 3/1 Modernism: Cummings
“Anyone lived in a Pretty How town”“I Carry your heart”
Graduation test prep- While reading selected poems, students will focus on comprehension as well as be introduced to terms such as Symbolism, hyperbole, inversion, metaphor, personification,
Thursday, 3/14 Professional Learning (Student Holidays)Friday, 3/15Monday, 3/18 Modernism,
Harlem Renaissance: Hurston
Close ReadingFoundational Conceptsof the HR Literary ElementsHow can we compare the works of Hughes, Cullen and Hurston?
-students will read “How it feels to be colored me” -students will engage in group discussion determining whether or not Hughes, Cullen and Hurston are similar and they each reflect characteristics of the Harlem Renaissance
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Tuesday, 3/19 Modernism, Harlem R Summarization, Review for Testing
Wednesday, 3/20 SAT Vocabulary #7 Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday 29th(vocab #7)
ELACC11-L4, L5, L6
Thursday, 3/21 Early Release: Catch up and review days
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 11Performance Essay
MATH + FOREIGN LANGUAGE
Monday, 3/25 Harlem Renaissance
Examination for understanding
-students will take the unit test covering the Harlem Renaissance
ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9
Tuesday, 3/26 Post Modernism:A Raisin in the Sun
What is special about American Modern Drama? What are the common terms that make up a modern day drama? What were the major influences of A Raisin in the Sun?
Introduction to Post Modernism/ A Raisin in the Sun-Students will review the literary devices associated with drama-Students will be given information about A Raisin in the Sun (visuals: Prezi intro., guided notes)-Students will participate in a web search for background knowledge of Civil Rights movement(internet search Handout)
What is the plot and who are the characters of A Raisin in the Sun?
-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct I
Thursday, 3/28 Post Modernism: A Raisin in the Sun
What is the plot and who are the characters of A Raisin in the Sun?
-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct 2
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)A Raisin in the Sun Act 3
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 12Performance Essay
SCIENCE + HEALTH/PE
Monday, 4/1 Post Modernism: A Raisin in the Sun
What is the plot and who are the characters of A Raisin in the Sun?
-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct 4
What is the plot and who are the characters of A Raisin in the Sun?
-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct 5
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
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Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
Week 13 Monday, 4/15 Research Note taking and plagiarism/Becoming a critical researcher
Guided notes handout and powerpoint, students will participate in active group discussion of reliable and unreliable sources, plagiarism vs. originality, while reviewing the concepts
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 14 Monday, 4/22 SAT Vocabulary #8
Research
Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #8)
ELACC11-L4, L5, L6
ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4,
35
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
Media Center/Computer lab
Students utilize resources available to them in media center and computer lab to conduct researchType Paper
W5, W6, W7, W8, W9
Tuesday, 4/23 Research Media Center/Computer lab
Type Paper ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9
Wednesday, 4/24 Research Media Center/Computer lab
Final Draft Due-End of Class ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9
Friday, 4/26 SAT Vocabulary #8Research Due
Learning new vocabulary and words in context
-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)
ELACC11-L4, L5, L6
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 15Benchmark Week #3
SS + CTAE
Monday, 4/29
SAT vocabulary #9 Learning new vocabulary and words in context
-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Tuesday 7th(vocab #9)
ELACC11-L4, L5, L6
Tuesday, PostModernism Lecture Notes, Guided -Introduction of PostModernism including author bios of ELACC11-RI5, RI6,
36
Buford High School CURRICULUM CALENDAR
COURSE: American Literature SEMESTER: Fall 2012
TEACHER(S): Barton, Dills
MATH + FL
SCI + H/PE
4/30 Note Taking, Foundational Concepts of PostModernism
Close ReadingFoundational ConceptsPostModern Literary ElementsHow does Vonnegut reflect PostModern ideals?
-students will read “Adam”-students will engage in group discussion determining whether or not “Adam” and A Raisin in the Sun are similar and how “Adam” reflects PostModern characteristics
ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1
Friday, 5/3 PostModernism: MLK
Close ReadingFoundational ConceptsPostModern Literary Elements
Students view “I Have a Dream”, Group reading of “Letter from Birmingham Jail”Compare/contrast handout
Friday, 5/10 PostModernism How does the media influence our culture?
Our media driven culture, powerpoint, handout.In groups students discuss and determine media fiction vs. reality and ways education can determine influence.
ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
AP ExamsMonday, 5/6 – AP Chemistry (AM) and AP Psychology (PM)Wednesday, 5/8 – AP Calculus (AM) Thursday, 5/9 – AP English Literature (AM)Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)
Career Pathways TestingTuesday, 5/7Wednesday, 5/8Thursday, 5/9 (PM – Make-Up Exams)
WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)
Week 17 Monday, 5/13 PostModernism How is PostModernism reflected in our society today?
Students use iPads to research PostModernism today through our literature, art, society, etc.In small groups, create a Prezi that takes us on a journey through PostModernism today
for Testing -students will participate in active group discussion while reviewing the concepts of American Literature
Thursday, 5/16 EOCT review Summarization, Review for Testing
iPad review-students will participate in active group discussion while reviewing the concepts of American Literature
ELACC11-SL1
Friday, 5/17 EOCTs, Yearbooks, Carnival, Class NightAP ExamsMonday, 5/13 – AP Biology (AM) and AP Music Theory (AM)Tuesday, 5/14 – AP Government (AM) Wednesday, 5/15 – AP US History (AM)Thursday, 5/16 – AP Macroeconomics (AM) and AP World History (AM)Friday, 5/17 – AP Human Geography (AM)