Honors American Literature 5-30-13

SENECA VALLEY SCHOOL DISTRICT
CURRICULUM
Course Title:
Course Number:
Grade Level(s):
Periods Per Week:
Length of Period:
Length of Course:
Credits:
Faculty Author(s):
Date:
Honors American Literature

0140
11
5
42 Minutes
Full Year
1.0
Amanda Armor
May 30, 2013
COURSE DESCRIPTION:
This year-long Honors American Literature course uses various themes to discuss and analyze works by famous American authors
and poets. Students will begin to incorporate elements of American Literature into the writing process using fiction and nonfiction through the summer reading assignment. This assignment may be internet based or in the form of a dialectical journal.
This course offers an intense analysis of American literature, a comprehensive review of grammar and usage, completion of
various writing and speaking activities, a study of different genres of literature, and applying various literary techniques. Students
will be able to discuss literature according to its specific literary elements. Skills taught also include a rigorous application of the
writing process in connection with the draft writing of the Sr. Project research paper in the spring. The materials used and skills
addressed are intended to provide the student an introduction to advanced, college-level scholarship.
Students will also be able to trace the historical events, trends, and tendencies that influence traditional American literature and
current language usage. Students will begin to use writing as an analytical tool and will become proficient with standard grammar
and composition via research.
The following outline provides a general overview of the course content, not a chronological timetable. The weeks denoted for each area
provide an idea for the overall time spent working with a given topic throughout the school year. Proposed time may be adjusted to
accommodate for student needs.
The state has developed Common Core Standards in Reading Informational Text, Reading Literature, Writing,
Speaking and Listening. These include standards 1.2, 1.3, 1.4 and 1.5.
COURSEOUTLINE
I.Independent/SummerReading
Assignments
IndependentReading
NovelSelection
ExplanationofChoice
IndependentNoteTaking
DialecticalJournal(paperoption)
BlogandResponse(digitaloption)
ReviewofLiteraryTerms/
Devices
AnalysisandDiscussion
GroupDiscussion
Reflectiononnovels
PresentationandCreativeProject
OBJECTIVES
READING LIT:
CC.1.3.11-12.A- Determine and analyze the
relationship between two or more themes or
central ideas of a text, including the
development and interaction of the themes;
provide an objective summary of the text.
CC.1.3.11-12.B- Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
and conclusions based on and related to an
authors implicit and explicit assumptions and
beliefs.
CC.1.3.11-12.C - Analyze the impact of the
authors choices regarding how to develop and
relate elements of a story or drama.
CC.1.3.11-12.D - Evaluate how an authors
point of view or purpose shapes the content
and style of a text.
CC.1.3.11-12.E - Evaluate the structure of texts
including how specific sentences, paragraphs
and larger portions of the texts relate to each
other and the whole.
CC.1.3.11-12.F - Evaluate how words and
phrases
shape meaning and tone in texts.
CC.1.3.11-12.G - Analyze multiple
interpretations of a story, drama, or poem
(e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each
version interprets the source text. (Include at
least one play by Shakespeare and one play by
an American dramatist.)
CC.1.3.11-12.H - Demonstrate knowledge of
foundational works of literature that reflect a
variety of genres in the respective major
periods of literature, including how two or
more texts from the same period treat similar
themes or topics.
CC.1.3.11-12.J - Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grade level
reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.11-12.K- Read and comprehend literary
fiction on grade level, reading independently
and proficiently.
RESPONSE TO LIT:
CC.1.4.11-12.S - Draw evidence from literary or
PROPOSED
TIME/ACTUAL
TIME
1 Week
RESOURCES
Summer Reading Options:
The Glass Castle

Walden
Into the Wild
Frost: Collected Poems
The Thurber Carnival
Autobiography of a Face
To Kill a Mockingbird
The Help
Literary Terminology List

Independent Reading Novels As
selected by students and approved by
teacher.
Multimedia Resources
Quack Literary Devices

DVD
LESSONREFLECTION
(i.e.instructionalmaterialsmeets
studentneeds;technologyusage;
studentengagement;informaland
formalassessments;teaching
strategies;and/oractivities)
COURSEOUTLINE
OBJECTIVES
informational texts to support analysis,

reflection, and research, applying grade level
reading standards for literature and literary
non-fiction.
COLLABORATIVE DISCCUSSION:
CC.1.5.11-12.A - Initiate and participate
effectively in a range of collaborative
discussions on grades level topics, texts, and
issues, building on others ideas and
expressing their own clearly and persuasively.
CRITICAL LISTENING:
CC.1.5.11-12.B - Evaluate how the speakers
perspective, reasoning, and use of evidence
and rhetoric affect the credibility of an
argument through the authors stance,
premises, links among ideas, word choice,
points of emphasis, and tone.
PRESENTATIONS:
CC.1.5.11-12.D - Present information, findings,

and supporting evidence, conveying a clear
and distinct perspective; organization,
development, substance, and style are
appropriate to purpose, audience, and task.
CC.1.5.11-12.E - Adapt speech to a variety of
contexts and tasks.
CC.1.5.11-12.F - Make strategic use of digital
media in presentations to add interest and
enhance understanding of findings, reasoning,
and evidence.
CC.1.5.11-12.G - Demonstrate command of the
conventions of standard English when
speaking based on grade 11- 12 level and
content.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
LESSONREFLECTION
COURSEOUTLINE
II.JourneysandDiscoveries
AnalysisofReading
EstablishingContext
(choosefrom):
a.
b.
c.
d.
Readingfromtext
ResearchProject
PowerPointSlides/
Lecture
Film/Multimedia
Presentation
StylesofNarrative
a.
b.
c.
Identifyinggenre
Identifyingpurpose
Identifyingperiod
(Realism/Regionalism/
Naturalism)
LiteraryTerms
(Elements/Devices):
a.
b.
c.
d.
e.
f.
Dialect
FiguresofSpeech
Satire
Foils
Foreshadow/Flashback
Rhetoric(Speaking)
Connectionsand
Reflections/Relevancy
a.
b.
c.
RelatetoPersonal
Experience
RelatetoHistory
RelatetoModern
OBJECTIVES
INFORMATIONAL TEXT:
CC.1.2.11-12.A - Determine and analyze the
relationship between two or more central ideas
of a text, including the development and
interaction of the central ideas; provide an
objective summary of the text.
CC.1.1.11-12.B - Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
and conclusions based on and related to an
authors implicit and explicit assumptions and
beliefs.
CC.1.2.11-12.C - Analyze the interaction and
development of a complex set of ideas,
sequence of events, or specific individuals over
the course of the text.
CC.1.1.11-12.D - Evaluate how an authors
point of view or purpose shapes the content
and style of a text.
CC.1.2.11-12.E - Analyze and evaluate the
effectiveness of the structure an author uses in
his or her exposition or argument, including
whether the structure makes points clear,
convincing, and engaging.
CC.1.1.11-12.F - Evaluate how words and
phrases shape meaning and tone in texts.
CC.1.2.11-12.G - Integrate and evaluate
multiple sources of
information presented in different media or
formats (e.g. visually, quantitatively) as well as
in words in order to address a question or
solve a problem.
CC.1.1.11-12.H- Analyze seminal texts based
upon reasoning, premises, purposes, and
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
3 Weeks
Beginnings to 1800: Elements

of Literature Fifth Course (p 296)
Native American Stories

Of Plymouth Plantation
Narrative of Frederick
Douglass
Mary Rowlandson
Olaudah Equiano
America Claude McKay
The Way to Rainy
Mountain N. Scott
Momaday
New Africa Andra Lee
Jonathan Edwards
Sinners in the Hands of an
Angry God
Anne Bradstreet poems
Edward Taylor poems
Rise of Realism: Elements of

Literature Fifth Course
Follow the Drinking Gourd

(434)
Novel Selections:
The Adventures of
Huckleberry Finn- Mark
LESSONREFLECTION
COURSEOUTLINE
d.
Media/News
Relatetoother
Literature
VocabularyStudy(choose
oneorboth)
Incontext(Textbook)
SATPrep
WritingAssignmentsand
Activities
GroupprojectsandPresentations
Narrative/InformativeWriting
CharacterSketches
Journaling(LiteraryResponse)
Speeches
WebQuests
OBJECTIVES
arguments.
CC.1.2.11-12.I - Analyze foundational U.S. and
world documents of historical, political, and
literary significance for their themes, purposes,
and rhetorical features.
CC.1.2.11-12.L - Read and comprehend literary
non-fiction and informational text on grade
level, reading independently and proficiently.
VOCABULARY
CC.1.2.11-2.J - Acquire and use accurately
general academic and domain-specific words
and phrases, sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or phrase
important
to comprehension or expression.
CC.1.2.11-12.K- Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grade level
reading and content, choosing flexibly from a
range of strategies and tools.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
Additional Print Resources:
READING LIT:
INFORMATIVE WRITING:
CC.1.4.11-12.A - Write informative/
explanatory texts to examine and convey
complex ideas, concepts, and information
clearly and accurately.
CC.1.4.11-12.B - Write with a sharp distinct
focus
identifying topic, task, and audience.
CC.1.4.11-12.C - Develop and analyze the topic
thoroughly by selecting the most significant
and relevant facts, extended definitions,
concrete details, quotations, or other
Massey Harbison
(Captivity Narrative)
Merry Olde Middlesex
The Coming of the
Mayflower
Roanoke
Excerpt from NY Times

McCain Captivity
Narrative
Multimedia Resources:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
CC.1.3.11-12.G
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
Twain
Of Mice and Men John
Steinbeck
The Help Katherine
Stockett
Video of McCain Captivity

Narrative (check email
from Val for link)
Huck Finn (film)
Three Sovereigns for Sarah
(film)
LESSONREFLECTION
COURSEOUTLINE
OBJECTIVES
information and examples appropriate to the

audiences knowledge of the topic; include
graphics and multimedia when useful to aiding
comprehension.
CC.1.4.11-12.D - Organize complex ideas,
concepts,
and information so that each new element
builds on that which precedes it to create
whole; use appropriate and varied transitions
and syntax to link the major sections of the
text; provide a concluding statement or section
that supports the information presented;
include formatting when useful to aiding
comprehension.
CC.1.4.11-12.E - Write with an awareness of
the stylistic aspects of composition:
Use precise language, domain specific

vocabulary, and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic.
Establish and maintain a formal style

and objective tone while attending to
the norms of the discipline in which
they are writing.
Establish and maintain a formal style.

CC.1.4.11-12.F - Demonstrate a grade
appropriate command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and spelling.
NARRATIVE WRITING:
CC.1.4.11-12.M - Write narratives to develop
real or imagined experiences or events.
CC.1.4.11-12.N - Engage and orient the reader
by setting out a problem, situation, or
observation and its significance, establishing
one or multiple points of view, and introducing
a narrator and/or characters.
CC.1.4.11-12.O - Use narrative techniques
such as dialogue, description, reflection,
multiple plot lines, and pacing, to develop
experiences, events, and/or characters; use
precise words and phrases, telling details, and
sensory language to convey a vivid picture of
the experiences, events, settings, and/or
characters.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
LESSONREFLECTION
COURSEOUTLINE
OBJECTIVES
CC.1.4.11-12.P - Create a smooth progression

of experiences or events using a variety of
techniques to sequence events so that they
build on one another to create a coherent
whole and build toward a particular tone and
outcome; provide a conclusion that follows
from and reflects on what is experienced,
observed, or resolved over the course of the
narrative.
CC.1.4.11-12.Q - Write with an awareness of
the stylistic aspects of writing:
Use parallel structure.
Use various types of phrases and

clauses to convey specific meanings
and add variety and interest.

CC.1.4.11-12.R - Demonstrate a grade
capitalization, punctuation, and spelling.
RESPONSE TO LIT:
CC.1.4.11-12.S
CC.1.5.11-12.A
CRITICAL LISTENING:
CC.1.5.11-12.B
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
CC.1.5.11-12.G
EVALUATING INFO (MEDIA)

CC.1.5.11-12.C - Integrate multiple sources of
information presented in diverse formats and
media (e.g. visually, quantitative, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and
accuracy of each source and noting any
discrepancies among the data.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
LESSONREFLECTION
COURSEOUTLINE
III.
Alienation
AnalysisofReading
EstablishingContext
(choosefrom):
Readingfromtext
ResearchProject
PowerPointSlides/Lecture
Film/MultimediaPresentation
LiteraryElements
OBJECTIVES
INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.1.11-12.B
CC.1.2.11-12.C
CC.1.1.11-12.D
CC.1.2.11-12.E
CC.1.1.11-12.F
CC.1.2.11-12.G
CC.1.1.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
PROPOSED
TIME/ACTUAL
TIME
4Weeks
RESOURCES
American Romanticism:
Elements of Literature Fifth
Course
Rip Van Winkle

Washington Irving (154)
Tell it Slant: Elements of

Poetry of Emily Dickinson

(371)
LESSONREFLECTION
COURSEOUTLINE
Plot
Setting
Character
Theme
PointofView
Stereotype
Symbolism
Satire
AuthorsStyle
Allusion
PoeticDevices/Figurative
Language
Analogy
RhymeandMeter
Alliteration
Assonance
Refrain
Apostrophe
StylesofNarrative
Identifyinggenre
Identifyingpurpose
Identifyingperiod
(Rationalism/Modernism/Rom
anticism)
Connectionsand
RelatetoPersonalExperience
RelatetoHistory
RelatetoModernMedia/News
RelatetootherLiterature
oneorboth)
Incontext(Textbook)
SATPrep
Activities
Informative/Persuasive/Creative
Writing
WebQuest
LetterWriting
OBJECTIVES
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
VOCABULARY
CC.1.2.11-2.J
CC.1.2.11-12.K
READING LIT:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
CC.1.3.11-12.G
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
CC.1.4.11-12.A
CC.1.4.11-12.B
CC.1.4.11-12.C
CC.1.4.11-12.D
CC.1.4.11-12.E
CC.1.4.11-12.F
PERSUASIVE WRITING:
CC.1.4.11-12.G - Write arguments to support
claims in an analysis of substantive topics.
CC.1.4.11-12.H - Write with a sharp distinct
focus identifying topic, task, and audience:
Introduce the precise, knowledgeable

claim.
CC.1.4.11-12.I - Distinguish the claim(s) from
alternate or opposing claims; develop claim(s)
and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each
while pointing out the strengths and limitations
of both in a manner that anticipates the
audiences knowledge level, concerns, values,
and possible biases.
I, Too, Sing America( Harlem

Renaissance): Elements of
The Weary Blues

Langston Hughes (761)
Tableau Countee Cullen
(747)
Contemporary Literature:
Course
Son John Updike (1070)

Daughter of Invention
Julia Alvarez (1077)
In Search of Our Mothers
Gardens Alice Walker
(1102)
Mirror Sylvia Plath
(1148)
Poet Laureate Rita Dove
The Satisfaction Coal
Company (1170)
Novel Options:
The Scarlet Letter

The Crucible
Additional Print Resources:
Young Goodman Brown

Nathaniel Hawthorne
CC.1.4.11-12.J - Create organization that
logically sequences claim(s), counterclaims,
reasons, and evidence; Use words, phrases,
and clauses as well as varied syntax to link the
major sections of the text create cohesion, and
clarify the relationships between claim(s) and
reasons, between reasons and evidence, and
between claim(s) and counterclaims; provide a
concluding statement or section that follows
from and supports the argument presented.
The Last of the Mohicans

(film)
The Crucible (film)
The Puritan Experience
(film Series)
Young Goodman Brown
(film)
LESSONREFLECTION
COURSEOUTLINE
OBJECTIVES
SelfAnalysis/Journaling
RewriteanEnding
Outline/StoryMapping
Hornbook/Primer
CC.1.4.11-12.K - Write with an awareness of

the stylistic aspects of composition:

Establish and maintain a formal style

and objective tone while attending to
the norms of the discipline in which
they are writing.
Establish and maintain a formal style.

CC.1.4.11-12.L - Demonstrate a grade
capitalization, punctuation and spelling.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
NARRATIVE WRITING:
CC.1.4.11-12.M
CC.1.4.11-12.N
CC.1.4.11-12.O
CC.1.4.11-12.P
CC.1.4.11-12.Q
CC.1.4.11-12.R
RESPONSE TO LIT:
CC.1.4.11-12.S
CC.1.5.11-12.A
CRITICAL LISTENING:
CC.1.5.11-12.B
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
CC.1.5.11-12.G

CC.1.5.11-12.C
IV. Death of Innocence Stories of

War
Analysis of Reading
Establishing Context
(choose from):
Reading from text
Research Project
Powerpoint Slides/ Lecture
VOCABULARY
CC.1.2.11-2.J
CC.1.2.11-12.K
READING LIT:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
CC.1.3.11-12.G
4 Weeks
New American Poetry:

Course
Leaves of Grass Walt

Whitman (342-7)

The Battle with Mr. Covey
LESSONREFLECTION
COURSEOUTLINE
Film/ Multimedia Presentation

Styles of Narrative
Identifying genre
(realism/impressionism/regiona
lism/ magical realism)
Identifying purpose
Literary Elements
Conflict
Plot
Character
Symbolism
Tone/mood
Foreshadowing
Connections and
Reflections/ Relevancy
Relate to Personal Experience
Relate to History
Relate to Modern Media/ News
Relate to other Literature
Vocabulary Study (choose

one or both)
In Context (Textbook)
SAT Prep
Writing Assignments and

Activities
1.
Group projects and
Presentations
Informative/ Persuasive Writing
Web Quests
OBJECTIVES
PROPOSED
TIME/ACTUAL
TIME
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
RESOURCES
Frederick Douglass (424)
The Moderns: Elements of

INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.1.11-12.B
CC.1.2.11-12.C
CC.1.1.11-12.D
CC.1.2.11-12.E
CC.1.1.11-12.F
CC.1.2.11-12.G
CC.1.1.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
Soldiers Home Ernest

Hemmingway (653)
Make it New: Elements of

PERSUASIVE WRITING:
Chicago Carl Sandburg

(792-3)
Contemporary Literature:
Course
CC.1.4.11-12.G
CC.1.4.11-12.H
CC.1.4.11-12.I
CC.1.4.11-12.J
CC.1.4.11-12.K
CC.1.4.11-12.L
RESPONSE TO LIT:
The Death of the Ball

Turret Gunner Randall
Jarrell (932)
A Noiseless Flash excerpt
from Hiroshima John
Hersey (935)
Speaking of Courage Tim
OBrien (966)
Game Donald Barthelme
(956)
CC.1.4.11-12.S
CC.1.5.11-12.A
CRITICAL LISTENING:
CC.1.5.11-12.B
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
CC.1.5.11-12.G
Novel Options:
The Red Badge of Courage

Stephen Crane
CC.1.5.11-12.C
V. Tales of the Unexpected

Analysis of Reading
Establishing Context
(choose from):
Reading from text

Research Project
Powerpoint Slides/ Lecture
Film/ Multimedia Presentation
Styles of Narrative
VOCABULARY
CC.1.2.11-2.J
CC.1.2.11-12.K
READING LIT:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
4Weeks
Squanto (film)

Literature Fifth Course (p 408508)
A Pair of Silk Stockings

Kate Chopin (437)
An Occurrence on Owl
Creek Bridge- Ambrose
Bierce (468)
A Mystery of Heroism-
LESSONREFLECTION
COURSEOUTLINE
Identifying genre
(Romanticism/Regionalism)
Identifying purpose
Literary Elements
Point of View
Conflict
Character
Chronology
Plot
Atmosphere
Connections and
Reflections/ Relevancy
Relate to Personal Experience
Relate to History
Relate to Modern Media/ News
Relate to other Literature
Vocabulary Study (choose

one or both)
In Context (Textbook)
SAT Prep
Writing Assignments and

Activities
Group Projects and Presentations
Informative/ Persuasive Writing
Web Quests
OBJECTIVES
CC.1.3.11-12.G
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.1.11-12.B
CC.1.2.11-12.C
CC.1.1.11-12.D
CC.1.2.11-12.E
CC.1.1.11-12.F
CC.1.2.11-12.G
CC.1.1.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
PERSUASIVE WRITING:
CC.1.4.11-12.G
CC.1.4.11-12.H
CC.1.4.11-12.I
CC.1.4.11-12.J
CC.1.4.11-12.K
CC.1.4.11-12.L
RESPONSE TO LIT:
CC.1.4.11-12.S
CC.1.5.11-12.A
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
Realms of Darkness:
Course
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
CC.1.5.11-12.G

CC.1.5.11-12.C
The Fall of the House of

Usher Edgar Allan Poe
(263)
A House Taken Over
Julio Cortazar (291)
The Raven Edgar Allan
Poe (282)
The Ministers Black Veil
Nathaniel Hawthorne (299)
Excerpts from Moby Dick
Herman Melville (311)

CRITICAL LISTENING:
CC.1.5.11-12.B
Stephen Crane (487)

To Build a Fire Jack
London???(496)
The Secret ife of Walter

Mitty James Thurber
(625)
The Life You Save May Be
Your Own Flannery O
Connor (672)
A Rose for Emily William
Faulkner (713)
America Claude McKay
(744)
Print Resources:
Rappaccinis DaughterNathaniel Hawthorne

The Birthmark Nathaniel
Hawthorne
The Outcasts of Poker Flat
Bret Harte
LESSONREFLECTION
COURSEOUTLINE
OBJECTIVES
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
VI. TheAmericanDream
AnalysisofReading
EstablishingContext
(choosefrom):
Readingfromtext
ResearchProject
PowerpointSlides/Lecture
Film/MultimediaPresentation
StylesofNarrative
Identifyinggenre
(surrealism/transcendentalism
/romanticism/seminaltext)
Identifyingpurpose
LiteraryElements
Theme:WhatistheAmerican
Dream?
Style
Rhetoric
AuthorsIntention
Character
Symbolism
PointofView
Flashback/Foreshadowing
HistoricalAllusion
Moral
Ambiguity
Irony
Speech
ClaimsandCounterclaims
Syntax,sequenceandtransition
Logicalandemotionalappeals
Anticipationofaudiencebias,
knowledgeandconcerns
Diction
INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.1.11-12.B
CC.1.2.11-12.C
CC.1.1.11-12.D
CC.1.2.11-12.E
CC.1.1.11-12.F
CC.1.2.11-12.G
CC.1.1.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
VOCABULARY
CC.1.2.11-2.J
CC.1.2.11-12.K
READING LIT:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
CC.1.3.11-12.G
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
PERSUASIVE WRITING:
CC.1.4.11-12.G
CC.1.4.11-12.H
CC.1.4.11-12.I
CC.1.4.11-12.J
CC.1.4.11-12.K
CC.1.4.11-12.L
NARRATIVE WRITING:
CC.1.4.11-12.M
CC.1.4.11-12.N
CC.1.4.11-12.O
CC.1.4.11-12.P
4Weeks
An Occurrence at Owl
Creek Bridge (film)
The Legend of Sleepy
Hollow(film)
The Examined Life
The Autobiography Ben

Franklin (86)
Sayings of Poor RichardBen Franklin (95)
Excerpt from All I Really
Need to Know I Learned in
Kindergarten Robert
Fulghum (96)
The American Dream
Speech to the Virginia

Convention Patrick
Henry
The Crisis, No. 1
Thomas Paine
The Autobiography: The
Declaration of
Independence Thomas
Jefferson (116)
Transforming Imagination
(Romantic Poetry)
Thanatopsis William
Cullen Bryant
The Ropewalk Henry
Wadsworth Longfellow
Snow-Bound: A Winter
Idyll (182)
The Chambered Nautilus
Oliver Wendell Holmes
(189)
LESSONREFLECTION
COURSEOUTLINE
PoeticDevices
Extendedmetaphor
Analogy
Imagery
Connectionsand
RelatetoHistory
oneorboth)
OBJECTIVES
PROPOSED
TIME/ACTUAL
TIME
CC.1.4.11-12.Q
CC.1.4.11-12.R
RESPONSE TO LIT:
CC.1.4.11-12.S
Old Ironsides-Oliver
Wendell Holmes (190)
The Life Worth Living:

Course
CC.1.5.11-12.A
CRITICAL LISTENING:
CC.1.5.11-12.B
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
CC.1.5.11-12.G

CC.1.5.11-12.C
Incontext(Textbook)
SATPrep
RESOURCES
Activities
Nature Ralph Waldo

Emerson (219)
Self Reliance Ralph
Waldo Emerson (224)
Excerpt from Walden
Henry David Thoreau
(233)
Resistance to Civil
Government Henry David
Thoreau (249)
The Large Heart of Heroes:

Course
Informative/PersuasiveWriting
WebQuests
ConductPersonalInterviews
ImprovementJournal
MimicWriting
LiteraryAnalysis
SyllabaryProject
Playwriting
CastingProject
The Poetry of Walt

Whitman (347)

Winter Dreams F. Scott

Fitzgerald (587)
Novel Options:
The Great Gatsby F. Scott

Fitzgerald
VII.NewWorldsand
ContemporaryLiterature
VOCABULARY
CC.1.2.11-2.J
CC.1.2.11-12.K
4Weeks
The Great Gatsby (film)

Library of Congress
www.loc.gov/
No Time for Heroes:

LESSONREFLECTION
COURSEOUTLINE
A.
AnalysisofReading
EstablishingContext
(choosefrom):
Readingfromtext
ResearchProject
PowerpointSlides/Lecture
Film/MutimediaPresentation
StylesofNarrative
Identifyinggenre
Identifyingpurpose
LiteraryElements
PointofView
Character
Chronology
Plot
Atmosphere
PoeticDevices
DramaticDevices/Theatre
Connectionsand
RelatetoHistory
oneorboth)
InContext(Textbook)
SATPrep
Activities
Informative/PersuasiveWriting
WebQuests
OBJECTIVES
READING LIT:
CC.1.3.11-12.A
CC.1.3.11-12.B
CC.1.3.11-12.C
CC.1.3.11-12.D
CC.1.3.11-12.E
CC.1.3.11-12.F
CC.1.3.11-12.G
CC.1.3.11-12.H
CC.1.3.11-12.J
CC.1.3.11-12.K
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
Course
I, Too, Sing
America:Elements of
INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.2.11-12.B
CC.1.2.11-12.C
CC.1.2.11-12.D
CC.1.2.11-12.E
CC.1.1.11-12.F
CC.1.2.11-12.G
CC.1.1.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
CC.1.4.11-12.A
CC.1.4.11-12.B
CC.1.4.11-12.C
CC.1.4.11-12.D
CC.1.4.11-12.E
CC.1.4.11-12.F
PERSUASIVE WRITING:
CC.1.4.11-12.G
CC.1.4.11-12.H
CC.1.4.11-12.I
CC.1.4.11-12.J
CC.1.4.11-12.K
CC.1.4.11-12.L
RESPONSE TO LIT:
CC.1.4.11-12.S
CC.1.5.11-12.A
CRITICAL LISTENING:
CC.1.5.11-12.B
PRESENTATIONS:
CC.1.5.11-12.D
CC.1.5.11-12.E
CC.1.5.11-12.F
The Love Song of J. Alfred

Prufrock T.S. Eliot
Excerpt from: Dust Tracks

on a Road Zora Neale
Hurston
Make it New!: Elements of

Chicago Carl Sandburg

(793)
Why if a much of a which
of a wind E. E.
Cummings (797)
American Drama: Elements

of Literature Fifth Course
A Raisin in the Sun

Lorraine Hansberry (828)
LESSONREFLECTION
COURSEOUTLINE
OBJECTIVES
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
CC.1.5.11-12.G

CC.1.5.11-12.C.
VIII. ResearchWriting
GraduationProject
ResearchPaper
EvaluatingInternetSources
Proposalwriting
Collectingrelevantevidenceof
research
Forminganoutline
ParticipateinPeerEditing
Composeapersuasiveresearch
paper
Revisepaper
GuidedDrilland
PracticeofGrammar/
WritingConcepts
Focus
KnowledgableSupport
1.
2.
3.
4.
DescriptionandDetail
Reflection
Citations(In
Text/Parenthetical)
WorksCited/Annotated
Bibliography
Organization/Outlining
1.
2.
SentenceStructure
Transitions
Style
1.
2.
Audience
Introductionsand
Conclusions
Conventions
1.
2.
3.
4.
5.
Agreement
Punctuation
Tense
Varietyof
phrases/clauses
Redundancy/Repetition
Activities:
INFORMATIONAL TEXT:
CC.1.2.11-12.A
CC.1.1.11-12.B
CC.1.2.11-12.C
CC.1.2.11-12.D
CC.1.2.11-12.E
CC.1.2.11-12.F
CC.1.2.11-12.G
CC.1.2.11-12.H
CC.1.2.11-12.I
CC.1.2.11-12.L
PERSUASIVE WRITING:
CC.1.4.11-12.G
CC.1.4.11-12.H
CC.1.4.11-12.I
CC.1.4.11-12.J
CC.1.4.11-12.K
CC.1.4.11-12.L
PUBLISH
CC.1.4.11-12.T
Develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a
specific purpose and audience.
TECH AND PUBLICATION

CC.1.4.11-12.U
Use technology, including the
Internet, to produce, publish, and
update individual or shared
writing
products in response to ongoing
feedback, including new
arguments and information.
CONDUCTING RESEARCH
CC.1.4.11-12.V
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated
question) or solve a problem;
5Weeks
Educational Texts:
Write for College

Graduation Project Project
Junior Resource Manual
Elements of Language 5th
Course Workbook:
Grammar, Usage and
Mechanics
OWL Purdue University:

http://owl.english.purdue.e
du/owl/research.php
Wolfgram Memorial
Library Web Evaluation
Slideshow (attach source)
LESSONREFLECTION
COURSEOUTLINE
Writingdrillspractice,and
modeling,leadingto
compositionofwritingin
eachofthevariousmodes
Examinationofvariousliterary
examplesforwriting
SelfandPeerEditing
Activities
OBJECTIVES
narrow or broaden the

inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
VALIDITY:
CC.1.4.11-12.W Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess the
strengths and limitations of each
source in terms of the task,
purpose, and audience; integrate
information into the text
selectively to maintain the flow
of ideas, avoiding plagiarism and
overreliance on any one source
and
following a standard format for
citation.
RANGE OF WRITING:
CC.1.4.11-12.X Write routinely

over extended time frames (time
for research, reflection, and
revision) and shorter time frames
(a single sitting or a day or two)
for a range of discipline-specific
tasks, purposes and audiences.
PROPOSED
TIME/ACTUAL
TIME
RESOURCES
LESSONREFLECTION

Honors American Literature 5-30-13

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Honors American Literature 5-30-13

Hochgeladen von

Copyright:

Verfügbare Formate

SENECA VALLEY SCHOOL DISTRICT

Honors American Literature

CC.1.4.11-12.S - Draw evidence from literary or

Summer Reading Options:

The Glass Castle

Literary Terminology List

Quack Literary Devices

informational texts to support analysis,

CC.1.5.11-12.D - Present information, findings,

Beginnings to 1800: Elements

Native American Stories

Rise of Realism: Elements of

Follow the Drinking Gourd

Additional Print Resources:

Excerpt from NY Times

Video of McCain Captivity

information and examples appropriate to the

Use precise language, domain specific

Establish and maintain a formal style

Establish and maintain a formal style.

CC.1.4.11-12.P - Create a smooth progression

Use various types of phrases and

Use precise language, domain specific

EVALUATING INFO (MEDIA)

Rip Van Winkle

Tell it Slant: Elements of

Poetry of Emily Dickinson

Introduce the precise, knowledgeable

I, Too, Sing America( Harlem

The Weary Blues

Son John Updike (1070)

The Scarlet Letter

Additional Print Resources:

Young Goodman Brown

The Last of the Mohicans

CC.1.4.11-12.K - Write with an awareness of

Use precise language, domain specific

Establish and maintain a formal style

Establish and maintain a formal style.

EVALUATING INFO (MEDIA)

IV. Death of Innocence Stories of

New American Poetry:

Leaves of Grass Walt

Rise of Realism: Elements of

The Battle with Mr. Covey

Film/ Multimedia Presentation

Vocabulary Study (choose

Writing Assignments and

Frederick Douglass (424)

The Moderns: Elements of

Soldiers Home Ernest

Make it New: Elements of

Chicago Carl Sandburg

The Death of the Ball

EVALUATING INFO (MEDIA)

The Red Badge of Courage

V. Tales of the Unexpected

Reading from text

Rise of Realism: Elements of

A Pair of Silk Stockings

Vocabulary Study (choose

Writing Assignments and