Web viewTo examine and apply syntactic structures in the written word. ... Perhaps use close read of lyrics from soundtrack such as “Society” by Eddie Vedder

Grade 11Curriculum MapUnit 1: The American Dream (7 weeks)

Green/Bold=non-negotiable (instruction needed) Red/Bullets=negotiable (teacher choice) Orange/Asterisk=suggested modification

1: Writing a Definition Essay

2: Synthesizing the American Dream

Goals:To understand and define complex concepts such as the American Dream

To identify and synthesize a variety of perspectives

To analyze and evaluate the effectiveness of arguments

To analyze representative texts from the American experience

Genres: essays, poetry, a short story, a letter, speeches, historical documents, a drama excerpt, a nonfiction article

Key Texts: “The Preamble to the Constitution,” “The Bill of Rights,” “I Hear America Singing,” “The Declaration of Independence,” “I, Too, Sing America,” “The Four Freedoms,” excerpt from A Raisin in the Sun

Goals:To synthesize a variety of perspectives

Focus Areas: Expository, Argumentation, and Research

Focus Areas: direct quotations, transitions, syntax

Academic: primary source, defend, challenge, qualify

Literary: exemplification, imagery, personification, synecdoche

Gallery Walk Presentation of ResearchSharing and Discussing Textual EvidenceSocratic SeminarStructured Academic ControversyRead Aloud of PoetryCollaborative Writing Groups

How do writers use the strategies of definition to define a concept?

What is “the American Dream?”

Expository Writing Prompts: Activities1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.12, 1.14Argumentative Writing Prompts: Activities 1.13, 1.15, 1.16Timed Writing Prompt: Activity 1.5Citing Textual Evidence via Charts/Organizers: Activities 1.2, 1.3, 1.4, 1.6, 1.9, 1.10, 1.13, 1.14, 1.16Gallery Presentation of Research: Activity 1.8Socratic Seminar: Activity 1.9Structured Academic Controversy: Activity 1.18Reader/Writer Notebook and Key Ideas and Details Questions: ongoingUnit Assessment: online

LAFS.1112.RL.1.1, 1.2, 2.4, 2.5, 2.6, 3.9, 4.10; LAFS.1112.RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.9, 4.10;LAFS.1112.W.1.1, 1.2, 2.4, 2.5, 3.7, 3.9, 4.10;LAFS.1112.SL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6;LAFS.1112.L.1.2, 1.3, 2.4, 2.5, 2.6

Embedded AssessmentsReadingWriting and Research

Additional Assessment

Opportunities

Essential Questions

Speaking and Listening

Targeted Language Arts Florida Standards

Language and Writer’s Craft

Vocabulary

Grade 11Curriculum MapUnit 1 Pacing and Planning Guide

Dates SpringBoard Activities and Assessment Opportunities

Differentiation for Student Needs District Expectations and Opportunities for Additional Instruction

Adjust this column to add dates and/or instructional weeks based on the district calendar.

Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction.

Add modification plans to extend learning or strengthen support based on identified student needs.

Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross-curricular projects or strategies, etc.)

You might consider including SpringBoard Writing Workshops, Close Reading Workshops, or Literature Circles. Allow 1-2 weeks for each one added.

Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit.

1 period 1.1: Previewing the Unit - Unpack Embedded Assessment 1

**Prior to beginning the unit, create in-context vocab lists for the unit. Perhaps your grade level PLC members can all complete a unit. Use a vocabulary acquisition method such as 9 Squares to teach the words. Perhaps incorporate bi-weekly quizzes.

**Direct students to keep track of their responses to the various perspectives in the texts in the My Notes section for use in EA.This very important for successful completion of EA, which requires they use these perspectives from the unit in their definition essay. Since many perspectives are needed to write the paper, skipping any selections might impede them. It is recommended you expose them to each activity in this unit.

**Teacher can modify Check Your Understandings to meet needs of class.

**Scavenger Hunt of the book can familiarize students with features of text. A lesson on quotations and how to embed them into an essay at beginning of unit can aid writing EA and individual activities within the unit.


Examples are summaries or student driven graphic organizers, or lists.

3 periods 1.2: Defining a Word, Idea, or Concept – Writing Prompt1.3: America’s Promise - Writing Prompts

4 periods 1.4: America’s Voices – Graphic Organizers, Writing Prompts1.5: Fulfilling the Promise - Graphic Organizer, Timed Writing Prompt

3 periods 1.6: Defining an American – Graphic Organizer, Writing Prompt1.7: A Hyphenated American- Writing Prompt

3 periods 1.8: Researching Images of America - TP-CASTT, Writing Prompt

**Implement a lesson on how to cite photos and other figures within an essay. Require them to use the citation on their Iconic Image project for the Gallery Walk.

**Show students SR District Resources such as Gale Databases where they can find iconic images and citations.

3 periods 1.9: What is Freedom? – Graphic Organizer1.10: Strategies for Defining Freedom - Group Definition

**1.9: Show Rockwell art illustrating Four Freedoms. **1.10: Teach students how to write an objective summary. Supplement transitions lesson with a list of effective transitions and how to use them.**Search online for resources to assist in extending on these skills.

2 periods Embedded Assessment 1: Writing a Definition Essay

**Consider focusing the grading of conventions specifically on transitions and quotations.

**Consider using the Writing Workshop on Information Essays as a guide for students as they write.

1 period 1.11: Previewing Embedded Assessment 2 and Synthesizing Ideas - Unpack Embedded Assessment 2

**Teach Rhetorical Triangle as aspect of argumentative writing. Use the internet or create a presentation.

2 periods 1.12: Annotating an Argumentative Text – Check Your Understanding1.13: The Structure of an Argument - Graphic Organizer, Writing Prompt

**Sample Differentiation Instruction Suggestion: Add SOAPSTone Analysis after reading the text

5 periods 1.14: Coming for the American Dream – Graphic Organizer, Writing Prompt1.15: Money and the American Dream – Writing Prompt1.16: Working Toward the Dream - Graphic Organizer, TP-CASTT, Writing Prompt

**1.15: Consider using visual examples of synecdoche. (nursery/funeral parlor)**1.16: Use student examples of faulty parallel structure from EA #1 (students will often have this in the thesis) and how to correct it.

4 periods 1.17: The Road to Success – Check your Understanding

**Sample Differentiation Instruction Suggestion: Evaluate the two argumentative


1.18: American Dream: Real or Imagined? Structured Academic Controversy - SOAPSTone; Thesis Statements

texts to determine who makes the better case about achieving success.

3 periods Embedded Assessment 2: Synthesizing the American Dream

**Consider using the Writing Workshop (or portions of) on Argumentative Essay as a guide for students as they write.


Grade 11 Curriculum MapUnit 2: The Power of Persuasion (Suggested Time: 7.5 weeks)


1: Writing a Definition Essay

2: Synthesizing the American Dream

Goals:To interpret a text in consideration of its context

Toanalyze an argument

To define the appeals and devices of rhetoric

To analyze a persuasive speech

To analyze syntactic structures

Genres: a drama, a sermon, historical documents, speeches, essays, articles, a fable, film excerpts

Key Texts:The Crucible, “Sinners in the Hands of an Angry God,” “The Trial of Martha Carrier,” “Why I Wrote The Crucible,” film clips from The Crucible, Lincoln’s “Second Inaugural Address,” “Speech to the Virginia Convention,” “The Gettysburg Address,” Roosevelt’s “First Inaugural Address,” Kennedy’s “Inaugural Address”

Goals:To create a dramatic scene about a societal issue

To apply the appeals and devices of rhetoric

To write a persuasive speech

To analyze and apply syntactic structures

Focus Areas: narrative and argumentation

Goals:To analyze and apply syntactic structures

Academic: social commentary, historical context, rhetoric, rhetorical context, vocal deliveryLiterary: foil, subtext, motif, dramatic, verbal, and situational irony, alliteration, syntax

Goals:To present a dramatic scene about a societal issue

To present a persuasive speech

How can artistic expression advance social commentary?How are the components of rhetoric applied to the creation and delivery of persuasive speeches?

Expository Writing Prompts: Activities2.4, 2.8, 2.10, 2.13, 2.14Narrative Writing Prompts: Activities 2.7, 2.9, 2.15, 2.18Argumentative Writing: Activities 2.21, 2.24Timed Writing Prompt: Activity 2.17Citing Textual Evidence via Charts/Organizers: Activities 2.4, 2.5, 2.10Group Discussions: Activities2.5, 2.11, 2.16, 2.22Dramatic Performances/Speeches: Activities2.5, 2.12, 2.23, 2.25Reader/Writer Notebook and Key Ideas and Details Questions: ongoingUnit Assessment: online

LAFS.1112.RL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.9, 4.10;LAFS.1112.RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.9, 4.10;LAFS.1112.W.1.1, 1.2, 2.4, 2.5, 3.7, 3.9, 4.10;LAFS.1112.SL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6;LAFS.1112.L.1.1, 1.3, 2.4, 2.5, 2.6

Embedded AssessmentsReading Writing and Research


Opportunities

Essential Questions




Vocabulary

Grade 11 Curriculum MapUnit 2 Pacing and Planning Guide


Differentiation for Student Needs District Expectations and Opportunities for Additional

Instruction Adjust this column to add dates and/or instructional weeks based on the district calendar.







**Again, consider in-context vocab lists or even a list of terms related to studying a drama (dramatic exposition, stage directions, dialogue, passage of time, dramatic conventions, aside). **2.20-2.24: Consider dedicating Fridays to the reading of the speeches in the second half of the unit and any content related to persuasion. Allow for flexibility of the Check Your Understanding assignments.

**Allow for flexibility on this project. Encourage students to work alone or within groups to create a project that demonstrates understanding of social commentary. Examples are a drawing, comic, cartoon, video, skit, script, digital image, PowerPoint etc. (see EA#1)

2 periods 2.2: Preparing to Read The Crucible: Setting Context – Graphic Organizer2.3: Salem Society: Meet the Characters - Graphic Organizers

**2.2: Have students complete a KWL chart on the Puritans.**2.2: Supplement KWL with PowerPoint on Puritan values and definitions of CRUCIBLE. **Consider showing a video segment of the movie The Village by Shalaman, where the community is spooked by the danger of the woods. https://www.youtube.com/watch?v=GbJpJBKUf4k


https://www.youtube.com/watch?v=GbJpJBKUf4k

Relate this to the immense fear the Puritans had of the woods and the devil.**2.3: Maybe issue a character list to familiarize students with the many characters (especially all the “Goody” women.

3.5 periods 2.4: The Beginnings of Characterizations – Graphic Organizer, Writing Prompt2.5: Pivotal Scene 1: Considering Interpretations – Graphic Organizers, Exit Slips2.6: Analyzing the Elements of a Script - Graphic Organizers

3 periods 2.7: Illuminating Hysteria: Characters, Conflict, and Social Commentary – Graphic Organizer, Writing Prompt2.8: Conflicts in Salem – Graphic Organizer, Writing Prompt2.9: Speaking Like a Puritan - Graphic Organizer, Dialogue

**2.7: Show Youtube video that highlights real life examples of hysteria such as Pokemon seizures in Japan. Here is a link that shows 10 real life strange examples of hysteria:https://www.youtube.com/watch?v=J1GGvq8Sr4E

3 periods 2.10: Rising Action – Writing Prompt2.11: Pivotal Scene 2: Proctor and Elizabeth - Graphic Organizers, Discussion Summary

**2.10: Issue copy of blank plot charts that students can fill in after reading short selections.

5 periods 2.12: Courtroom Drama: Evidence and Confession - Scene and Script2.13: The Role of Irony in Climax – Graphic Organizers, Writing Prompt2.14: Speaking Out - Graphic Organizers, Writing Prompt

**2.13: Supplement with irony PowerPoint that gives examples from popular literature or films.**2.14: Consider requiring students to use anaphora in a CYU or EA.**2.14: Be flexible with the CYU prompt. Consider filling in a graphic organizer together as a class and supplementing with more details on McCarthyism.

5 periods 2.15: Integrity Rises to the Top: Writing Dialogue – Writing Prompt2.16: Comparing Interpretations, Arriving at Conclusions – Graphic Organizer2.17: Timed Writing – Timed Writing2.18: Contemporary Conflicts - Script Drafts

**2.18: Brainstorm the ideas for social commentary but be sure to address/revise the rubric and how it can reflect the additional options you are giving students on the performance task in EA 1.

4 periods Embedded Assessment 1: Creating and Performing a Dramatic Scene

**Allow for flexibility on this project. Encourage students to work alone or within groups to create a project that demonstrates understanding of


social commentary. Examples are a drawing, comic, cartoon, video, skit, script, digital image, PowerPoint etc.

1 periods 2.19: Previewing Embedded Assessment2 and Speaking Skills - Unpack Embedded Assessment 2, Graphic Organizer

**If you used Fridays to teach speeches, now students are ready for EA #2, so review the elements of persuasive writing to prepare them for writing EA #2.

4 periods 2.20: American Rhetoric: Historical Context – SOAPSTone2.21: The Power of Rhetoric – Writing Prompt2.22: The Appeal of Rhetoric - Speech Drafts

**If you have chosen to use Fridays the following sections will have already been taught. See above.

4 periods 2.23: Planning the Delivery – Check Your Understanding2.24: One Last Stand with Syntax – Check Your Understanding2.25: Vocal Delivery - Graphic Organizer, Check Your Understanding

N/A See above

2 periods Embedded Assessment 2: Writing and Presenting a Persuasive Speech

N/A See above


Grade 11 Curriculum MapUnit 3: American Forums: The Marketplace of Ideas (7 weeks)


1: Creating an Op-Ed News Project

2: Writing a Satirical Piece

Goals:To analyze editorial and opinion pieces

To identify and analyze fallacious reasoning in a text

To analyze how writers use logic, evidence, and rhetoric to advance opinions

To define appeals and devices of rhetoric

To analyze satirical techniques

To examine syntactic structures in the written word

Genres: primary document, informational texts, editorials, articles, satire, parody

Key Texts:First Amendment to the U.S. Constitution,“The Role of the Media in a Democracy,” “Advice to Youth,” “The War Prayer”

Goals:To create editorial and opinion pieces

To apply the appeals and devices of rhetoric

To apply satirical techniques

To examine and apply syntactic structures in the written word

Focus Areas: Opinion Pieces, Satire

Goals: To apply the appeals and devices of rhetoric

Focus Areas:evolving language, definitions and word patterns, loose and cumulative sentence patterns

Academic: reasoning, evidence, bias, editorial, fallacies, parody, caricatureLiterary: target audience, secondary audience, concession, refutation, slanters, satire, Horatian satire, Juvenalian satire, persona, objective tone, subjective tone

Goals:To apply examine and apply syntactic structures in the spoken word

How do news outlets impact public opinion or public perception?

How does a writer use tone to advance an opinion?

Expository Writing Prompts: Activities3.2, 3.3, 3.5, 3.6, 3.9, 3.16, 3.18Editorial Writing Prompts: Activities 3.10, 3.12, 3.13Writing a Parody: Activity 3.19Writing a Satire: Activity 3.22Citing Textual Evidence via Group Discussion: Activities 3.7, 3.9, 3.13, 3.21Citing Textual Evidence via Charts/Organizers: Activities 3.6, 3.8, 3.9, 3.10, 3.11, 3.12, 3.16Socratic Seminar: Activity 3.2, Reader/Writer Notebook and Key Ideas and Details Questions: ongoingUnit Assessment: online

LAFS.1112.RL.1.1, 1.3, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10;LAFS.1112.RI.1.1, 1.2, 1.3, 2.4, 2.5, 4.10;LAFS.1112.W.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.9, 4.10;LAFS.1112.SL.1.1, 1.2, 1.3, 2.4, 2.5;LAFS.1112.L.1.1, 1.2, 1.3, 2.4, 2.5, 2.6

Embedded AssessmentsReading Writing and Research


Opportunities

Essential Questions




Vocabulary











4 periods 3.2: Rights and Responsibility – Definitions, Writing Prompt3.3: Introducing the Media – Writing Prompt, Viewing Log3.4: Independent Reading: Newspapers - Quotation Summaries

6 periods 3.5: The Newspaper Debate – Graphic Organizers, Writing Prompt3.6: News or Views: A Closer Look – Graphic Organizer, Expository Writing Prompt3.7: The Bias of Rhetoric –Paraphrased Definitions3.8: Fair and Balanced - Graphic Organizers, SMELL

8 periods 3.9: How to Read an Editorial - Graphic Organizer, Writing Prompt3.10: How to Write an Editorial - Graphic Organizers, Writing Prompts3.11: Where’s Your Proof? - Graphic Organizers3.12: Reading and Writing a Letter to the Editor - Graphic Organizer, Writing Prompt3.13: Fallacies 101 - Revision Writing


Prompt3.14: How to Read and Write an Editorial Cartoon - Editorial Cartoon

3 periods Embedded Assessment 1: Creating a News Outlet

1 periods 3.15: Previewing Embedded Assessment 2 and Introducing Satire - Unpack Embedded Assessment 2

5 periods 3.16: Identifying the Elements of Satire - Graphic Organizer, Writing Prompt3.17: The Satirical Spectrum – Check Your Understanding3.18: The Tone of Satire - Writing Prompt3.19: Writing a Parody - Writing Prompt

5 periods 3.20: Need Some Advice? - Graphic Organizers, Writing Prompt, RAFT3.21: Twain in Twain – Check Your Understanding, SOAPSTone3.22: The Satirical Critique - Writing Prompt

2 periods Embedded Assessment 2: Writing a Satirical Piece


Grade 11 Curriculum MapUnit 4: The Pursuit of Happiness (6.5 weeks)


1: Writing a Personal Essay

2: Creating a Multi-Genre Research ProjectGoals:To analyze and evaluate the structural

and stylistic features of texts

Genres: essays, poetry, art, a biography, an article

Key Texts:Into the Wild, excerpt from Self-Reliance, excerpt from Walden, “In the Depths of Solitude,” “Remember,” “A Light Exists in Spring,” “A View from Mount Ritter”

Goals:To compose a personal essay that employs stylistic techniques

To use a variety of genres to express a coherent theme

Focus Areas:Reflective Writing, Multi-Genre Research

Focus Areas: antithesis, informal spelling and usage, relative pronouns and clauses, citing sources

Academic: genre conventionsLiterary: connotation, epigraph, coherence, motif

Collaborating to Research and PresentSharing and Discussing Textual EvidenceWriting GroupsSocratic Seminar

What does it mean to pursue happiness?

How can a writer use/manipulate genre conventions for effect?

Reflective Writing Prompts: Activities 4.2, 4.6Expository Writing Prompts: Activities4.2, 4.8Argumentative Writing Prompts: Activities 4.5, 4.12, 4.13, 4.18Creative Writing Prompts: Activities 4.9, 4.19Collaborative Poster Representing Transcendentalism: Activity 4.3Citing Textual Evidence via Group Discussion or Socratic Seminar: Activities 4.10, 4.18Citing Textual Evidence via Charts: Activities 4.2, 4.9, 4.10, 4.11, 4.12, 4.13, 4.15, 4.21, 4.22Reader/Writer Notebook and Key Ideas and Details Questions: ongoingUnit Assessment: online

LAFS.1112.RL.1.2, 2.5, 3.8, 3.9, 4.10;LAFS.1112.RI.1.1, 1.2, 1.3, 2.4, 2.5, 4.10;LAFS.1112.W.1.1, 1.2, 1.3, 2.4, 2.5, 3.7, 3.8, 3.9, 4.10;LAFS.1112.SL.1.1, 2.5;LAFS.1112.L.1.1, 1.2, 1.3, 2.5, 2.6

Embedded Assessments

Reading

Writing and Research


Opportunities

Essential Questions




Vocabulary



Differentiation for Student Needs District Expectations and Opportunities for Additional

Instruction Adjust this column to add dates and/or instructional weeks based on the district calendar.






1 period 4.1: Previewing the Unit - Unpack Embedded Assessment 1 – Graphic Organizer, Writing Prompt

**Consider in-context vocab list for each half of the unit.**Frontload information on Transcendentalism to assist student in their working definition.Students struggle with the “working definition.”

4 periods 4.2: Searching for Meaning – Writing Prompt, Graphic Organizer4.3: Re-Searching for Meaning - Group Synthesis Research Poster

**4.2: Consider substituting any Thoreau text, such as a portion of “Civil Disobedience” because Chapter3 alludes to this essay. Reading it will enhance their understanding to a crucial decision Chris makes and help them understand why he breaks the law. You can show this video to address the highlights of the essay, what people have taken influence from this essay, and some of its key quotations:https://www.youtube.com/watch?v=tCjtgWQR5RMThe band Rage Against the Machine took its name from this essay.

**4.3: To aid students in making connections between Transcendentalism and the poems, post a bulleted list of key idea and values of this movement. Post key quotes from the essays around


https://www.youtube.com/watch?v=tCjtgWQR5RM

the room. 3 periods 4.4: Linking the Past to the Present –

Creative/Reflective Writing Prompt4.5: Another Transcendental View - OPTIC, Writing Prompt

**4.4 Maintain use of bulleted list from 4.3 for students to refer to while making connections to poems in 4.4 and art in 4.5. Perhaps use close read of lyrics from soundtrack such as “Society” by Eddie Vedder.

2 periods 4.6: Drafting My Credo – Graphic Organizer, Writing Prompt4.7: Writer’s Craft: Revising My Credo - Graphic Organizer, Writing Prompt

5 periods 4.8: Framing the Subject - Writing Prompt4.9: Meeting Christopher McCandless - Graphic Organizers, Writing Prompt4.10: Literary Connection - Graphic Organizers, Check Your Understanding4.11: Shedding Light - Graphic Organizer4.12: Meaning Through Structure - Writing Prompt, Graphic Organizer

**4.8: Point out that Author’s note admits to a bias in the novel yet challenges the reader to form his or her own opinion – students need to remember the importance for the reader to form his or her OWN opinion. Focus on the divergent points of view in P8 and instruct students to have an opinion and evidence to support their point-of-view by the end of the novel.

4 periods 4.13: A Personal Perspective - Graphic Organizer, Writing Prompt4.14: Writer’s Craft: A Personal Perspective on Style - Graphic Organizer4.15: Reflecting on Life Experiences - Graphic Organizer, Revised Freewrite4.16: Making Your Choice - Graphic Organizer

2 periods Embedded Assessment 1: Writing a Personal Essay

**Consider focusing heavily on the various syntactic structures taught in the unit (polysyndeton, asyndeton…) and require your students to include uses of each. This may require you to modify the rubric.

1 period 4.17: Previewing Embedded Assessment 2 and Style - Unpack Embedded Assessment 2, Graphic Organizer

**Project could be about Chris McCandless/Transcendentalist or any other person or event related to transcendentalism,Show student samples from previous years or multi-genre research project in general.

2 periods 4.18: Searching for the Author - Writing Prompt4.19: Many Ways of Showing - Writing Prompt, Graphic Organizer

4 periods 4.20: Nuts and bolts of the Multi-Genre Research Project – Graphic Organizer 4.21: Exploring, Recording, and

**4.21-4.24: These activities go through the process of completing the multi-genre research project for practice; however, students will return to


Imagining Research – Graphic Organizer4.22: Melding Facts, Interpretation, and Imagination- Graphic Organizers, Check Your Understanding

McCandless (or their own research topic) in 4.25.**4.21: Strong instruction on MLA formatting is needed in this activity. Consider showing students district resources, such as Gale Database, where citations are given. Citation Machine can be a valuable resources.

**4.21: Consider writing thesis statements in groups and picking class winner.

**4.22: Supplement the lesson dangling/misplaced modifier practice ACT/SAT questions to familiarize students with format of tests.

3 periods 4.23: Meeting in the Middle - Graphic Organizer4.24: Thematic Threads to Create Flow – Graphic Organizer4.25: Organizing the Multi-Genre Research Paper – Check Your Understanding

See 4.21

2 periods Embedded Assessment 2: Creating a Multi-Genre Research Project

**Project could be about Chris McCandless/Transcendentalist or any other person or event related to transcendentalism, Show student samples from previous years or multi-genre research project in general.


Grade 11 Curriculum MapUnit 5: An American Journey (Suggested Time: 8 weeks)


1: Presenting a Literary Movement: The Harlem Renaissance

2: Writing an Analytical EssayGoals:To explore the concept of “journey”

To analyze a writer’s complex writing and stylistic choices

Genres: informational texts, poetry, literary criticism, an essay, a short story, a novel, a film, art

Key Texts: “The Harlem Renaissance,” “Usward,” “Lift Every Voice and Sing,” “How It Feels to Be Colored Me,” “Sweat,” Their Eyes Were Watching God

Goals:To research and synthesize information about a literary era

To create a multimedia presentation

Focus Areas:Research, Literary Analysis

Focus Areas:annotated bibliography, thesis statements, levels of diction

Academic: renaissance, annotated bibliographyLiterary: internal coherence, external coherence, dialect, indirect characterization, extended metaphor, folk tale, book review

Collaborating to Research and PresentSharing and Discussing Textual EvidenceViewing and Creating Diverse MediaDrafting and Revising Writing with Peers

How do cultural movements such as the Harlem Renaissance reflect and create people’s attitudes and beliefs?

How is one writer’s work both a natural product of and a departure from the ideas of a specific literary movement in American literature?

Expository Writing Prompts: Activities5.3, 5.6, 5.12, 5.13, 5.14Argumentative Writing Prompts: Activities5.9, 5.11, 5.17Citing Textual Evidence via Group Discussion: Activities 5.2, 5.15 Citing Textual Evidence via Charts: Activities 5.3, 5.4, 5.5, 5.8, 5.9, 5.10, 5.13, 5.14Reader/Writer Notebook and Key Ideas and Details Questions: ongoingUnit Assessment: online

LAFS.1112.RL.1.1, 1.2, 1.3, 2.4, 2.5, 3.7, 3.8, 3.9, 4.10;LAFS.1112.RI.1.1, 1.2, 1.3, 2.4, 3.7, 4.10;LAFS.1112.W.1.1, 1.2, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10;LAFS.1112.SL.1.1, 1.2, 2.4, 2.5, 2.6;LAFS.1112.L.1.2, 1.3, 2.4, 2.5, 2.6

Embedded Assessments

Reading

Writing and Research


Opportunities

Essential Questions

Speaking and ListeningTargeted Language Arts Florida Standards


Vocabulary










1 period 5.1: Previewing the Unit -Unpack Embedded Assessment 1

**Consider in-context vocab list for each half of the unit.Schedule computer lab time for the following accordingly.**Modify CYU as needed.**Team with members from other departments to create a cross-curricular lesson. For example, art instruction could discuss the genre features of this movement, History could cover significant moments. Culinary could feature soul foods.

4 periods 5.2: Developing Research Questions – check Your Understanding5.3: The Historical Context of the Harlem Renaissance - Levels of Questions - Graphic Organizer, Writing Prompt

**5.2: Supplement with visual representations of artistic contributions made during the HR.

4 periods 5.4: Synthesizing Facts, Interpretation, and Media Formats – Graphic Organizer5.5: Documenting Your Sources - Writing Prompt5.6: Finalizing Research - Graphic Organizer, Writing Prompt

3 periods Embedded Assessment1: Presenting a **Consider limiting the number of media


Literary Movement: The Harlem Renaissance

sources to 3-5.Allow groups to pick from a hat to determine which media forms their groups will create. This ensures a variety of media forms and eliminates the repetition of just one particular form (the kids might all pick the easiest one.)

1 period 5.7: Previewing Embedded Assessment 2 - Unpack Embedded Assessment 2

**In lieu of in-context terms that come from SB selections, consider a list of words that represent Neale’s rich metaphors and use of jargon (Coondick or Massa).

5 periods 5.8: “A Unity of Opposites” – Graphic Organizer5.9: The Traditions of Dialect - Graphic Organizer, Writing Prompt

**5.9: Pull an example of strong dialect from a novel, such as Jim’s speech in The Adventures of Huckleberry Finn, and give students the opportunity to try to read the dialect out loud to the class. This might help them understand how difficult dialect can be to read and understand. They might enjoy seeing each other mutilate the language.

4 periods 5.10: Janie’s Return Home – Check Your Understanding5.11: Nanny’s Story - Writing Prompt, Check Your Understanding5.12: Nanny, Janie, and Logan - Writing Prompt

**5.10: Class must have read Chapter 1 to complete this activity. It might benefit the student to read a few chapters ahead and not break momentum. Each activity in SB relates to a specific chapters.

5 periods 5.13: Janie’s New Life - Graphic Organizer, Writing Prompt5.14: Jane’s “Route of Tradition” - Graphic Organizers, Writing Prompt

**5.13: Supplement with a PowerPoint on motif V. symbol and how they relate to theme. Remind students about the motifs they incorporated into their multi-genre research projects.

5 periods 5.15: Discussion Groups - Discussion Summary

**5.15: Independent Reading of the rest of the novel begins at this point. Adjust according to class understanding of dialect and various learning styles and levels.

5 periods 5.16: The End of a Long Journey - Check Your Understanding5.17: Reviewing the Reviews – Check Your Understanding5.18: Oprah Winfrey Presents - Graphic Organizers, Check Your Understanding

**5.18: This requires showing the last 28 min. of the film.

2 periods Embedded Assessment 2: Writing an Analytical Essay

Bring back the list created in 5.2 that identifies aspects of the Harlem Renaissance and scaffold students with how Neale’s


writing deviates from these features.


Documents

Web viewTo examine and apply syntactic structures in the written word. ... Perhaps use close read of lyrics from soundtrack such as “Society” by Eddie Vedder