American Literature Unit 2 Syllabus- Regular 11 th grade

Date

Items to complete Student learning targets Standards

10/8

Boardwork: vocabulary 4 a & b

Assign Movie Review (due 10/14)

Unit 2 Notes (pg 124-136)

(finish Unit 2 notes for homework)

be able to view various digital media to learn more about a certain time period in history.

be able to learn about another culture through video. be able to locate important information from non-fiction readings. be able to begin to understand the importance of historical events in

the written literature of the time period.

W. 11. 4,L. 11. 1, 2a-b, 6SL. 11. 2RIT. 11. 1, 3, 4, 10

10/9

Boardwork: vocabulary 4 c, d, & e

Read Benjamin Franklin: from the Autobiography and Poor Richard’s Almanack (pg 138-148)

be able to explain what the author’s purpose is and the importance of understanding it.

be able to draw conclusions by using supporting details. be about to understand what an autobiography is and the differences

that may occur in the piece of literature if it had been written in another point of view.

understand what an aphorism is and give specific examples.

RIT. 11. 1, 2, 3, 4, 5, 6, 9, 10L. 11. 4, 6SL. 11. 1

10/10

Boardwork: pg 138 find 10 important facts on Benjamin Franklin

Continue Franklin10/13

Boardwork: Extended Response: Some people consider leisure time important to a person’s good health, both mental and physical. The aphorism “doust thou love life? Then do no squander time, for that’s the stuff life is made of” seems to conflict with that view. Do you agree or disagree with the aphorism? Don’t forget to account for your interpretation of the aphorism as well as the value you place on leisure time.

Read The Declaration of Independence and The Crisis Number 1 (pg 156-164)

be able to explain what the author’s purpose is and the importance of understanding it.

be able to explain what persuasion is and why the author is trying to persuade the reader to believe.

be able to explain if the author is using emotional or logical appeals in their persuasive piece.

be able to explain what charged words are and what type of emotional response they are drawing.

understand what parallelism is and be able to cite examples in literary works.

Vocab. words: Students should be able determine a word’s meaning through the use of context clues.

Vocab. Words: Students will expand their knowledge of vocabulary for college bound tests through various activities that practice the use and/or meaning of the word.

RIT. 11. 1, 2, 3, 4, 5, 6, 9, 10L. 11. 4, 6SL. 11. 1

L. 11. 4a-d, 6RIT. 11. 4RL. 11. 4

10/14

Boardwork: vocabulary 5 a & b

Continue reading

10/15

Boardwork: pg 1470 10 important facts on Phillis Wheatley

Read Phillis Wheatley: An Hymn to the Evening and To His Excellency, General Washington (pg 170-176)

be able to clarify the meaning of a poem be able to explain what personification is and cite examples of its

usage.

Rl.11.1, 2, 4, 6, 9, 10L. 11. 4, 6SL. 11. 1

10/16

Boardwork: vocabulary 5 c, d, & e

Finish Wheatley reading

Read from Letter from Birmingham City Jail and Inaugural Address by J.F. Kennedy (pg 180-182 & pg 196-200)

10/20

Boardwork: Extended response: King was a well-known advocate of nonviolent protest. As he puts in his letter, “it is wrong to use immoral means to attain moral ends.” Do you agree with King’s opinion that it is never permissible to use immoral means to achieve a moral end?

Continue reading10/21

Boardwork: Extended Respnose: One of the most famous phrases in American oratory is Kennedy’s “Ask not what your country can do for you, ask what you can do for your country.” Argue whether this formula works as a guiding principle in today’s America. Using examples from your own life, describe the practical results of trying to live up to Kennedy’s vision.

Finish King & Kennedy

be able to explain what the author’s purpose is and the importance of understanding it.

be able to explain what persuasion is and why the author is trying to persuade the reader to believe.

be able to explain if the author is using emotional or logical appeals in their persuasive piece.

be able to explain what charged words are and what type of emotional response they are drawing.

understand what parallelism is and be able to cite examples in literary works.

RIT. 11. 1, 2, 3, 4, 5, 6, 9, 10L. 11. 4, 6SL. 11. 1

10/22

Boardwork: Extended response: Have you been to Washington, D.C.? What did you see or do? What is Washington, D.C. like today?

Read Adams (pg 205-207)

be able to explain what the author’s purpose is and the importance of understanding it.

be able to distinguish the differences between fact and opinion. be able to explain what a primary source document is and the

importance it plays in reflection upon the era.

RIT. 11. 1, 2, 3, 4, 5, 6, 9, 10L. 11. 4, 6SL. 11. 1

be able to explain what charged words are and what type of emotional response they are drawing.

understand what parallelism is and be able to cite examples in literary works.

10/23

Boardwork: Non-fiction summary reading on the Amistad case with questions

Introduction to the Amistad; reading the Amistad

Comparing and contrasting media and literary works on the same topic

Understanding historical relevance of the court case on slavery Understanding the attitudes of white Americans toward black

Americans and how these attitudes were perpetuated Understanding what facts and opinions and being able to explain

how they played a role in the Amistad case Understanding how the Amistad case affected the abolitionist

movement explain and cite how appearance plays a role in how someone is

viewed Understand and explain the various arguments of both sides and

explain which you believe to be the strongest with supports Explain and cite evidence of Cinque’s personality and why people

were drawn to him (would the case have been different if Cinque was not on the ship?)

Explain and support if you think the slaves were correct in their reactions/actions on the ship or if they should have been charged and tried of murder

To list and describe the various characters involved in the Amistad case and draw a simple timeline of events

L.11. 1, 2, 3, 4, 5, 6RL.11. 1, 3,4, 5, 6, 7, 9, 11SL.11.1,2W.11.1, 2, 4RIT.11.1, 2, 3, 4, 5, 6, 7, 8

10/24

Boardwork: vocabulary 6 a&b

reading the Amistad10/27

Boardwork: vocabulary 6 c, d, & e

reading the Amistad10/28

Boardwork: Extended response: Explain and cite how appearance plays a role in how someone is viewed

reading the Amistad10/29

Boardwork: Extended response: Understanding how the Amistad case affected the abolitionist movement

reading the Amistad10/30

Boardwork: create a chart with the various characters in the Amistad case, include personality and the role they played

reading the Amistad11/3

Boardwork: continue to create a chart with the various characters in the Amistad case, include personality and the role they played

reading the Amistad11/4

Boardwork: Create a timeline of Amistad events

Discussion on the Amistad11/5

Boardwork: vocabulary reviewTest on the Amistad

11/6

Boardwork: vocabulary review (1)

Viewing of the Amistad movie11/7

Boardwork: vocabulary review (3)

Viewing of the Amistad movie11/10

Boardwork: vocabulary review (4)

Viewing of the Amistad movie11/11

Boardwork: Extended response: Explain and cite evidence of Cinque’s personality and why people were drawn to him? Would the case have been different if Cinque was not on the ship?

Viewing of the Amistad movie11/12

Boardwork: Extended Response: Explain and support if you think the slaves were correct in their reactions/actions on the ship or if they should have been charged and tried of murder?

Viewing of the Amistad movie11/13

Boardwork: Extended response: Explain the various arguments of both sides and explain which you believe to be the strongest with supports

Test on Unit 1(wk2) vocabulary

Viewing of the Amistad movie

Binder may be used on Unit 2 Test and will be collected that day for a grade. Late binders will not be accepted.