PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

STANDARD 11.3 STRAND: READING ANALYSIS GRADE LEVEL 11

11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

STANDARD 11.4 STRAND: READING ANALYSIS GRADE LEVEL 11

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author’s intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader’s senses and experience. h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

STANDARD 11.5 STRAND: READING ANALYSIS GRADE LEVEL 11

11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

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ELEVENTH GRADE INSTRUCTIONAL READING LIST

Language Language Arts Author Holt Textbook Genre Context or Arts Instructional Focus Title, Challenge Cultural Objectives Level and/or Perspective Lexile Apply Language Arts Standards 11.3 a-g, as appropriate. Apply 11.4k and 11.5h (Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts) on all reading selections.

* VUS refers to Virginia and United States History Standards of Learning for Virginia Public Schools

Note: Critical questions for fiction and nonfiction are: What does it say? What does it mean? Why does it matter?

Instructors will use the following nonfiction for instructional examples. SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature Informational Exploring American Nonfiction: Reading text materials SOL 11.4d • Compare and contrast the development of American Literature in materials Literature: Informational to develop background SOL 11.5a historical context Introducing the knowledge SOL 11.5d • Use information from texts to clarify understanding of concepts Essentials SOL 11.5h • Recognize characteristics of major chronological eras pp. 1-18 • Relate literary works and authors to major themes, genres, and On level issues of eras Introduction: • Analyze the social and cultural function of American literature Questions of the • Use information from texts to clarify understanding of concepts Times; Historical Essay; Timeline: • Analyze and synthesize information Connecting Literature, • Draw conclusions and make inferences on explicit and implied History, and Culture; information using textual support The Legacy of the Era pp. 19-35 pp. 300-317 pp. 513-527 pp. 639-655 pp. 861-877 pp. 1144-1161 SOL 11.4b • Compare and contrast development of American literature in SOL 11.4c historical context Informational Text Analysis Nonfiction: Reading to develop SOL 11.4d • Recognize major literary forms and their elements materials Workshop: Expository background knowledge SOL 11.5a • Recognize the characteristics of major chronological eras On level Essay SOL 11.5d • Analyze the social and cultural function of American literature

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SOL 11.5h • Use information from texts to clarify understanding of concepts “Historical • Analyze and synthesize information Informational Narratives” Nonfiction: Reading to develop • Draw conclusions and make inferences on explicit and implied materials pp. 70-71 Expository background knowledge information using textual support Cont. “American Drama” Essay Cont. SOL 11.4b • Compare and contrast development of American literature in pp. 132-133 Cont. SOL 11.4c historical context “Persuasive Rhetoric” SOL 11.4d pp. 226-227 • Recognize major literary forms and their elements SOL 11.5a • Recognize the characteristics of major chronological eras “The Art of the SOL 11.5d Essay” • Analyze the social and cultural function of American literature SOL 11.5h pp. 366-367 • Analyze and synthesize information “Form and Content in • Use information from texts to clarify understanding of concepts Poetry” • Draw conclusions and make inferences on explicit and implied pp. 528-529 information using textual support “Realism” pp. 598-599 “Setting in Regional Literature” pp. 656-657 “Social Themes in Fiction” pp. 780-781 “Analytical Essay” pp. 834-835 “Modernism” pp. 934-935 “Persuasive Essay” pp. 1118-1119 “Voice in Contemporary Literature” pp. 1260-1261 SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature Momaday, N. Scott From The Way to Memoir Contemporary SOL 11.4c • Compare and contrast development of American literature in Rainy Mountain Native American SOL 11.4d historical context pp. 56-62 SOL 11.4h • Relate American literature to traditional and contemporary themes, On level (VUS.8a)* SOL 11.5a genres (memoir), universal characters SOL 11.5d • Analyze how context and language structures convey an author’s SOL 11.5h intent and viewpoint • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose

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• Analyze and synthesize information • Draw conclusions and make inferences on explicit and implied SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature Equiano, Olaudah From The Interesting Slave Narrative Early Colonial SOL 11.4c • Compare and contrast development of American literature in Narrative of the Life of SOL 11.4d historical context Olauday Equiano Reading primary SOL 11.4h • Relate American literature to traditional and contemporary themes, pp. 84-88 sources SOL 11.5a genres (slave narrative), universal characters SOL 11.5d • Analyze how context and language structures convey an author’s On level (VUS.3)* SOL 11.5h intent and viewpoint • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose • Analyze and synthesize information • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature Smith, John From The General Historical Early Colonial SOL 11.4c • Compare and contrast development of American literature in History of Virginia Narrative SOL 11.4d historical context pp. 94-99 Reading primary SOL 11.4h • Relate American literature to traditional and contemporary themes, sources SOL 11.5a genres (historical narrative), universal characters SOL 11.5d • Analyze how context and language structures convey an author’s More Challenging (VUS.2)* SOL 11.5h intent and viewpoint • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose • Analyze and synthesize information • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature Bradford, William From Of Plymouth Chronicle Early Colonial SOL 11.4c • Compare and contrast development of American literature in Plantation SOL 11.4d historical context pp. 104-120 Reading primary SOL 11.4h • Relate American literature to traditional and contemporary themes, sources SOL 11.5a genres (chronical), universal characters More Challenging SOL 11.5d • Analyze how context and language structures convey an author’s (VUS.2)* SOL 11.5h intent and viewpoint • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose • Analyze and synthesize information

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• Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4b • Recognize historical context and traditional theme: SOL 11.4c Revolutionary Period w/ theme of rebellion and protest Henry, Patrick "Speech to the Persuasive Colonial: 18th Century SOL 11.4d • Analyze the social or cultural role of this persuasive speech Virginia Convention" Speech American SOL 11.4e • Analyze how context and language structures convey an author’s 980L SOL 11.4h intent and viewpoint, esp. use of rhetorical devices pp. 230-234 (VUS.4c)* SOL 11.5ª • Explain how an author’s specific word choices (esp. rhetorical SOL 11.5d devices), syntax, tone, and voice support the author’s purpose Reading primary SOL 11.5g • Use information from texts to clarify or refine understanding of More challenging, sources SOL 11.5h concepts • Use information to clarify understanding of concepts • Analyze ambiguity, contradiction, paradox, irony, overstatement, or understatement as found in text • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4b • Recognize historical context and traditional theme: SOL 11.4c Revolutionary period w/ theme of rebellion and protest Jefferson, Thomas "The Declaration of Public Colonial:18th Century SOL 11.4d • Analyze the social or cultural role of American literature Independence" Document American SOL 11.4e • Analyze how language devices are used to convey viewpoints, 1390L SOL 11.4h esp. use of parallelism and other rhetorical devices Reading primary SOL 11.5a • Analyze how context and structures convey author’s viewpoint pp. 240-244 sources SOL 11.5g and intent More Challenging • Use information to clarify understanding of concepts (VUS.4c)* • Analyze explicit and implied information to make inferences and draw conclusions SOL 11.4b • Recognize historical context and traditional theme: SOL 11.4c Revolutionary period w/ theme of protest and rebellion Paine, Thomas From The Crisis Essay Colonial:18th Century SOL 11.4d • Analyze the social or cultural role of American literature pp. 250-255 American SOL 11.4e • Analyze how language devices are used to convey viewpoints, SOL 11.4h esp. use of parallelism and other rhetorical devices On level Reading primary SOL 11.5a • Analyze how context and structures convey author’s viewpoint sources SOL 11.5d and intent SOL 11.5h • Use information to clarify understanding of concepts (VUS.4c)* • Analyze explicit and implied information to make inferences and draw conclusions SOL 11.4b • Recognize historical context and traditional theme: Colonial SOL 11.4c period w/ theme of the cultural ideal Franklin, Benjamin Excerpts: The Autobiography Colonial: 18th Century SOL 11.4d • Analyze the social or cultural role of American literature Autobiography And American SOL 11.4e • Analyze how language devices are used to convey viewpoint 1400L Aphorisms

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SOL 11.4h • Analyze how context and structures convey author’s viewpoint pp 268-274 (VUS.4)* SOL 11.5a and intent More challenging SOL 11.5d • Explain how an author’s specific word choices, syntax, tone, and SOL 11.5h voice support the author’s purpose Cont. and Poor Richard’s • Use information to clarify understanding of concepts Almanac • Draw conclusions and make inferences on explicit and implied p. 275 information using textual support Less challenging SOL 11.4b • Recognize historical context and traditional theme: th SOL 11.4c Transcendental period w/ themes of harmony with nature and Emerson, Ralph From “Nature” and Classic Essay 19 Century SOL 11.4d self-reliance Waldo “Self-Reliance” Transcendentalism SOL 11.4h • Analyze the social or cultural role of American literature 960L SOL 11.5a • Analyze how language devices are used to convey viewpoint (VUS.6)* SOL 11.5d • Analyze how context and structures convey author’s viewpoint pp. 370-374 SOL 11.5h and intent • Explain how an author’s specific word choices, syntax, tone, and On level voice support author’s purposes • Use information to clarify understanding of concepts • Analyze information to make inferences and draw conclusions SOL 11.4b • Recognize historical context and traditional theme: th SOL 11.4c Transcendental period w/ themes of harmony with nature and Thoreau, Henry Excerpts: Walden Classic Essay 19 Century SOL 11.4d self-reliance David 1190L Transcendentalism SOL 11.4h • Analyze the social or cultural role of American literature pp. 380-387 SOL 11.5a • Analyze how language devices are used to convey viewpoint (VUS.6)* SOL 11.5d • Analyze how context and structures convey author’s viewpoint On level SOL 11.5h and intent • Explain how an author’s specific word choices, syntax, tone, and voice support author’s purposes • Use information to clarify understanding of concepts • Analyze information to make inferences and draw conclusions SOL 11.4b • Recognize historical context and traditional theme: th SOL 11.4c Transcendental period w/ themes of nonconformity, protest, Thoreau, Henry From “Civil Essay: 19 Century SOL 11.4d citizen’s responsibilities with international consequences David Disobedience” Influential Transcendentalism SOL 11.4h • Analyze the social or cultural role of American literature 1050L document SOL 11.5a • Analyze how context and structures convey author’s viewpoint pp. 390-396 Primary source SOL 11.5c and intent SOL 11.5d • Explain how an author’s specific word choices, syntax, tone, On level (VUS.6d,e)* SOL 11.5h and voice support author’s purposes • Use information to clarify understanding of concepts Gandhi, Mohandas “On Civil • Analyze information to make inferences and draw conclusions K. Disobedience” Speech: Contemporary India pp. 400-401 • Generalize ideas from selections to make predictions about other Influential Response

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texts On level SOL 11.4b • Recognize historical context and traditional theme: Ante- SOL 11.4c bellum South w/ themes of search for freedom, suffering of Douglass, Frederick From Narrative of the Slave Narrative Mid-19th Century SOL 11.4d slavery Life of Frederick American SOL 11.4e • Analyze the social or cultural role of American literature Douglass, An SOL 11.4h • Analyze how context and structures convey author’s viewpoint American Slave (VUS.7a)* SOL 11.5ª and intent pp. 560-569 SOL 11.5c • Explain how an author’s specific word choices, syntax, tone, SOL 11.5d and voice support the author’s purpose OR OR SOL 11.5h • Use information to clarify understanding of concepts • Generalize ideas from selections to make predictions about other Jacobs, Harriet From Incidents in the texts Life of a Slave Girl • Analyze information to make inferences and draw conclusions pp. 574-579 On level SOL 11.4b • Recognize historical context and traditional themes: Civil War Speech: SOL 11.4d w/ themes of meaning of freedom and its worth Lincoln, Abraham The Gettysburg Influential Mid-19th Century SOL 11.4e • Analyze the social or cultural role of American literature Address document American SOL 11.4h • Analyze how context and structures convey author’s viewpoint p. 586 SOL 11.5ª and intent (VUS.7c)* SOL 11.5c • Explain how an author’s specific word choices, syntax, tone, AND Primary source SOL 11.5d and voice support the author’s purpose SOL 11.5h • Use information to clarify understanding of concepts The Emancipation • Generalize ideas from selections to make predictions about other Proclamation texts pp. 588-589 • Analyze information to make inferences and draw conclusions SOL 11.4b • Recognize historical context and traditional themes: life on the SOL 11.4c frontier Twain, Mark From The Autobiography, Nineteenth Century SOL 11.4d • Analyze the social or cultural role of American literature Autobiography of Memoir American SOL 11.4e • Analyze how context and structures convey author’s viewpoint Mark Twain SOL 11.4h and intent pp. 660-669 SOL 11.5ª • Explain how an author’s specific word choices, syntax, tone, OR SOL 11.5c and voice support the author’s purpose From Life on the SOL 11.5d • Use information to clarify understanding of concepts Mississippi SOL 11.5h • Generalize ideas from selections to make predictions about other pp. 674-681 texts On level • Analyze information to make inferences and draw conclusions

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SOL 11.4d • Analyze the social or cultural role of American literature: SOL 11.4e journalism as literature Hemingway, Ernest “A New Kind of War” Journalism as 20th Century American SOL 11.4h • Analyze how context and structures convey author’s viewpoint pp. 1096-1101 Literature: SOL 11.5ª and intent OR OR News dispatch, SOL 11.5c • Explain how an author’s specific word choices, syntax, tone, and “A Book of Great book review or SOL 11.5d voice support the author’s purpose Parker, Dorothy Short Stories” essay SOL 11.5h • Use information to clarify understanding of concepts 1106-1109 • Generalize ideas from selections to make predictions about other OR OR texts “The Duty of • Analyze information to make inferences and draw conclusion White, E. B. Writers” pp.1114-1115 On level SOL 11.4b • Recognize historical context and traditional themes: 1960’s SOL 11.4c racial unrest and themes of protest, rebellion, disillusionment King, Jr., Martin From "Letter from Letter 20th Century African SOL 11.4d • Analyze the social or cultural role of American literature Luther Birmingham Jail" American SOL 11.4h • Explain language devices used to convey viewpoint: tone, word 1330L SOL 11.4e choice On level (VUS.14)* • Use information from texts to clarify understanding of concepts • Analyze explicit and implied information to make inferences and draw conclusions SOL 11.4a • Recognize contributions of different cultures to the (Choose two of the SOL 11.4b development of American literature following essays): Essay Contemporary America SOL 11.4d • Recognize historical context and traditional and contemporary “How It Feels to Be SOL 11.4e themes Hurston, Zora Neale Colored Me” (VUS.15)* SOL 11.4h • Analyze the social or cultural role of American literature pp. 900-904 SOL 11.5ª • Analyze how context and structures convey author’s viewpoint OR OR SOL 11.5c and intent From Coming of Age SOL 11.5.d • Explain how an author’s specific word choices, syntax, tone, and Moody, Anne in Mississippi SOL 11.5g voice support the author’s purpose pp. 1140-1246 SOL 11.5h • Use information to clarify understanding of concepts OR OR • Generalize ideas from selections to make predictions about other “Mother Tongue” texts Tan, Amy pp. 1264-1269 OR • Analyze information to make inferences and draw conclusions OR “In Search of our • Analyze ambiguity, contradiction, paradox, irony, overstatement, Walker, Alice Mothers’ Gardens” or understatement as found in text. pp. 1280-1284 OR OR “Straw into Gold: The Cisneros, Sandra Metamorphosis of the Everyday” pp. 1288-1292 on level

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Instructors will use the following poetry for instructional examples.

SOL 11.4b • Relate the historical, social, and cultural context to the poem th SOL 11.4d • Analyze how context and language structures convey an author’s Bradstreet, Anne “To My Dear and Poetry 18 Century American SOL 11.4e intent and viewpoint Loving Husband” SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, p. 116 (VUS.3)* SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the SOL 11.4h subject, mood, and theme On level SOL 11.4k • Explain how imagery and figures of speech appeal to the reader’s SOL 11.5d senses and experience • Explain how specific word choices, syntax, tone, and voice support theme/purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4b • Relate the historical, social, and cultural context to the poem th SOL 11.4d • Analyze how context and language structures convey an author’s Taylor, Edward “Huswifery” Poetry 18 Century American SOL 11.4e intent and viewpoint p. 120 SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, (VUS.3)* SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the Challenging SOL 11.4h subject, mood, and theme SOL 11.4k • Explain how imagery and figures of speech, inc. allusion, SOL 11.5d appeal to the reader’s senses and experience • Explain how specific word choices, syntax, tone, and voice support theme/purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4b • Relate the historical, social, and cultural context to the poem th SOL 11.4d • Analyze how context and language structures convey an author’s Bryant, William “Thanatopsis” Poetry 19 Century SOL 11.4e intent and viewpoint Cullen pp. 338-339 Romanticism SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the More challenging SOL 11.4h subject, mood, and theme SOL 11.4k • Explain how imagery and figures of speech appeal to the SOL 11.5d reader’s senses and experience • Explain how specific word choices, syntax, tone, and voice support theme/purpose • Draw conclusions and make inferences on explicit and implied information using textual support

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SOL 11.4b • Relate the historical, social, and cultural context to the poems th SOL 11.4d • Analyze how context and language structures convey an author’s Longfellow, Henry “A Psalm of Life” Poetry 19 Century SOL 11.4e intent and viewpoint Wadsworth OR Romanticism SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, “The Tide Falls” SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the OR pp. 344-346 SOL 11.4h subject, mood, and theme SOL 11.4k • Explain how imagery and figures of speech appeal to the Holms, Oliver “The Chambered SOL 11.5d reader’s senses and experience Wendell Nautilus” • Explain how specific word choices, syntax, tone, and voice OR support theme/purpose OR “Old Ironsides” • Draw conclusions and make inferences on explicit and implied pp. 350-352 information using textual support Lowell, James “The First Snowfall” Russell pp. 362-363 On level SOL 11.4b • Relate the historical, social, and cultural context to the poems SOL 11.4d • Analyze how context and language structures (free verse) convey Whitman, Walt “I Hear America Poetry 19th Century American SOL 11.4e an author’s intent and viewpoint Singing,” Realism SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, from “Song of SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the Myself,” “A Noiseless, SOL 11.4h subject, mood, and theme Patient Spider” SOL 11.4k • Explain how imagery and figures of speech appeal to the reader’s pp. 532-538 SOL 11.5d senses and experience (VUS.7)* • Explain how specific word choices, syntax, tone, and voice On level support theme/purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4b • Relate the historical, social, and cultural context to the poems SOL 11.4d • Analyze how context and language structures convey an author’s Dickinson, Emily "Because I Could Not Poetry 19th Century American SOL 11.4e intent and viewpoint Stop for Death," Realism SOL 11.4f • Explain how the sound of a poem (rhyme, meter - common “Much Madness,” SOL 11.4g hymn- , onomatopoeia, repetition, alliteration, assonance, and “My life Closed SOL 11.4h parallelism) supports the subject, mood, and theme Twice, SOL 11.4k • Explain how imagery and figures of speech appeal to the and SOL 11.5d reader’s senses and experience “I Heard a Fly Buzz” SOL 11.5g • Explain how specific word choices, syntax, tone, and voice pp. 548, 551, 553 support theme/purpose • Draw conclusions and make inferences on explicit and implied More challenging information using textual support • Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text

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SOL 11.4b • Relate the historical, social, and cultural context to the poems th SOL 11.4d • Analyze how context and language structures convey an author’s Hughes, Langston “Harlem,” “The Poetry 20 Century SOL 11.4e intent and viewpoint Negro speaks of African American SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, Rivers,” "I, Too" SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the pp.880, 882-883 (VUS.8c)* SOL 11.4h subject, mood, and theme SOL 11.4k • Explain how imagery and figures of speech appeal to the reader’s On level senses and experience • Explain how specific word choices, syntax, tone, and voice support theme/purpose SOL 11.4b • Relate the historical, social, and cultural context to the poems th SOL 11.4d • Analyze how context and language structures convey an author’s Frost, Robert “Nothing Gold Can Poetry, Lyric 20 Century SOL 11.4e intent and viewpoint Stay,” “Out, Out--,” and Narrative American SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, “The Death of the SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the Hired Man” SOL 11.4h subject, mood, and theme SOL 11.4k • Explain how imagery and figures of speech appeal to the SOL 11.5d reader’s senses and experience p. 940-941, 944-949 SOL 11.5g • Explain how specific word choices, syntax, tone, and voice support theme/purpose On level • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text SOL 11.4b • Relate the historical, social, and cultural context to the poems Robinson, Edgar “Richard Cory” th SOL 11.4d • Analyze how context and language structures convey an author’s Arlington p. 922 Poetry, Lyric 20 Century/ SOL 11.4e intent and viewpoint OR OR Contemporary SOL 11.4f • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, Williams, William “Spring and All,” American SOL 11.4g repetition, alliteration, assonance, and parallelism) supports the Carlos “This is Just to Say” SOL 11.4h subject, mood, and theme OR pp. 956-957 (VUS.15)* SOL 11.4k • Explain how imagery and figures of speech appeal to the reader’s OR SOL 11.5d senses and experience cummings, e.e. “anyone lived a pretty SOL 11.5g • Explain how specific word choices, syntax, tone, and voice how town” support theme/purpose p. 962 • Draw conclusions and make inferences on explicit and implied OR OR information using textual support Dove, Rita “Testimonial” p. 1304 • Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text OR OR Collins, Billy “Forgetfulness” p. 1309 On level

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Instructors will select one of the following dramas for instructional examples.

SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Miller, Arthur The Crucible Drama 17 Century SOL 11.4e • Discuss contemporary themes (e.g., community relationships 1300L American SOL 11.4h and responsibilities, mob mentality and fear) motifs, universal pp. 136-212 Colonialism/Puritanism SOL 11.4i characters setting/ Contemporary SOL 11.4j • Analyze how context and language structures convey an author’s More challenging drama SOL 11.4k intent and viewpoint, e.g., device of Colonial period language SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to (VUS.3)* support purpose • Analyze literary elements and dramatic conventions, i.e., stage directions, monologue, soliloquy, aside, verbal, situational, and dramatic irony • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Wilson, August Fences Drama Mid 20 Century SOL 11.4e • Discuss contemporary themes (e.g., family relationships and 101 pp Urban SOL 11.4h secrets, hopes and dreams, escaping past) motifs, universal 120 pp African American SOL 11.4i characters On level SOL 11.4j • Analyze how context and language structures convey an author’s (VUS.14)* SOL 11.4k intent and viewpoint SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Analyze literary elements and dramatic conventions, i.e., stage directions, monologue, soliloquy, use of music • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Hansberry, Lorraine A Raisin in the Sun Drama Mid 20 Century SOL 11.4e • Discuss contemporary themes (e.g., hopes and dreams, 660L African American SOL 11.4h escaping past, family relationships) motifs, universal characters Urban SOL 11.4i • Analyze how context and language structures convey an author’s 151 pp SOL 11.4j intent and viewpoint Less challenging (VUS.14, 15a)* SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5d support purpose • Analyze literary elements and dramatic conventions, e.g., stage directions, verbal, situational, and dramatic irony • Draw conclusions and make inferences on explicit and implied

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information using textual support SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Miller, Arthur Death of a Salesman Drama Mid 20 Century SOL 11.4e • Discuss contemporary themes (e.g., family relationships, loss 144 pp American SOL 11.4h of dignity, denial of reality) motifs, universal characters, SOL 11.4i • Analyze how context and language structures convey an author’s On level (VUS.15) SOL 11.4j intent and viewpoint SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5d support purpose • Analyze literary elements and dramatic conventions, e.g., stage directions, monologue, soliloquy, dramatic irony • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Wilder, Thornton Our Town Drama Early 20 Century small SOL 11.4e • Discuss contemporary themes (e.g. coming of age, cycle of life, 208 pp town SOL 11.4h universality of experience) motifs, universal characters Not in HM text American SOL 11.4i • Analyze how context and language structures convey an author’s SOL 11.4j intent and viewpoint On level Classic play SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to Very accessible SOL 11.5d support purpose (VUS.8)* • Analyze literary elements and dramatic conventions, e.g., stage directions, monologue, soliloquy, lack of sets, no “fourth wall,” stage manager as narrator • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Williams, Tennessee A Street Car Named Drama Mid 20 Century SOL 11.4e • Discuss contemporary themes (e.g. reality vs. fantasy, Old vs. Desire Southern SOL 11.4h New South, primitive vs. civilized) motifs, universal characters 111 pp American SOL 11.4i • Analyze how context and language structures convey an author’s SOL 11.4j intent and viewpoint Challenging (VUS.15) SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to (Mature content) SOL 11.5d support purpose • Analyze literary elements and dramatic conventions, e.g., symbols, stage directions, monologue, soliloquy, music • Draw conclusions and make inferences on explicit and implied information using textual support

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SOL 11.4c • Analyze the social or cultural role of American literature th SOL 11.4d • Read and analyze American dramatic selections Williams, Tennessee The Glass Menagerie Drama Mid 20 Century SOL 11.4e • Discuss contemporary themes (e.g. reality vs. fantasy, escape, 92 pp Southern SOL 11.4h coming of age, family relationships) motifs, universal characters American SOL 11.4i • Analyze how context and language structures convey an author’s On level SOL 11.4j intent and viewpoint (VUS.15) SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5d support purpose • Analyze literary elements and dramatic conventions, e.g., symbols, stage directions, monologue, soliloquy, music • Draw conclusions and make inferences on explicit and implied information using textual support Instructors will use the following short stories for instructional examples. (Additional short fiction may be used if time and circumstances permit.) SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Irving, Washington “The Devil and Tom Short Story Early 19th Century set in SOL 11.4c • Recognize historical context, universal characters, and traditional Walker” Colonial era SOL 11.4d themes (greed, bargains with the devil) 1130L SOL 11.4e • Analyze social or cultural function of this American text pp. 320-332 SOL 11.4h • Analyze how context and language structures convey author’s SOL 11.4j intent and viewpoint On level SOL 11.4k • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5d support purpose • Analyze use of situational and dramatic irony • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Poe, Edgar Allan “The Fall of the Short Story 19th Century American SOL 11.4c • Distinguish gothic genre, historical context, and traditional House of Usher” Romantic/Gothic SOL 11.4d themes (psychological terror, evil, madness) 1410L SOL 11.4e • Analyze social or cultural function of these American texts pp. 412-431 SOL 11.4h • Analyze how context and language structures convey author’s SOL 11.4k intent and viewpoint OR SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to “The Masque of the SOL 11.5g support purpose Red Death” • Draw conclusions and make inferences on explicit and implied pp, 446-452 information using textual support More challenging • Recognize and analyze use of ambiguity, situational irony

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SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Hawthorne, “The Minister’s Black Short Story 19th Century American SOL 11.4c • Distinguish gothic genre, historical context, and traditional themes Nathaniel Veil” Romantic/Gothic SOL 11.4d (presence of evil/guilt, temptation/damnation, hypocrisy) 1250L Set in Puritan New SOL 11.4e • Analyze the social or cultural role of this American text pp. 470-482 England SOL 11.4h • Analyze how context and language structures convey author’s SOL 11.4k intent and viewpoint Challenging (VUS.3)* SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5g support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity, situational irony SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Bierce, Ambrose “An Occurrence at Short Story 19th Century/Civil War SOL 11.4c • Distinguish historical context, and traditional themes Owl Creek Bridge” SOL 11.4d (psychological realism, inevitability of death) 1160L (VUS.7e)* SOL 11.4e • Analyze the social or cultural role of this American text pp. 604-614 SOL 11.4h • Analyze how context, narrative and language structures convey SOL 11.4k author’s intent and viewpoint On level SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5g support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity, dramatic and situational irony SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Twain, Mark "The Notorious Short Story: 19th Century SOL 11.4c • Distinguish historical context (regionalism), universal Jumping Frog of Western Tall Western America SOL 11.4d character (the trickster), traditional themes (shrewdness Calaveras County" Tale/Humor SOL 11.4e outwitted, the confrontation of East and West) 1560L (VUS.8a)* SOL 11.4h • Analyze the social or cultural role of this American text pp. 581-586 SOL 11.4k • Analyze how context, narrative and language structures convey SOL 11.5d author’s intent and viewpoint Accessible SOL 11.5g • Explain author’s specific word choices, syntax, tone, and voice to (regional dialect) support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize/analyze use of satire, ambiguity, situational irony

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SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Harte, Bret "The Outcasts of Short Story: 19th Century SOL 11.4c • Distinguish historical context (regionalism), universal Poker Flat" The Western Western America SOL 11.4d character (misfit; rebel; innocent, lonely orphan; faithful 1160L Realism SOL 11.4e companion, the returned soldier), traditional theme (survival pp 592-602 SOL 11.4h of the fittest) (VUS.8a)* SOL 11.4k • Analyze the social or cultural role of this American text On level SOL 11.5d • Analyze how context and language structures convey author’s SOL 11.5g intent and viewpoint • Explain author’s specific word choices, syntax, tone, voice • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Crane, Stephen ”The Open Boat” Short Story Late 19th Century, SOL 11.4c • Distinguish historical context (naturalism), universal pp. 736-758 Naturalism SOL 11.4d character, traditional themes (survival of the fittest, SOL 11.4e indifference of nature, or cycle of life) OR OR (VUS.8)* SOL 11.4h • Analyze the social or cultural role of these American texts SOL 11.4k • Analyze how context and language structures convey author’s London, Jack “The Law of Life” SOL 11.5d intent and viewpoint pp. 770-776 SOL 11.5g • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Distinguish historical context and themes (women’s position, th SOL 11.4b search for self) Chopin, Kate “The Story of an Short Story Early 20 Century SOL 11.4c • Analyze the social or cultural role of these American texts Hour” American SOL 11.4d • Analyze how context and language structures convey author’s pp. 784-787 Emerging Women SOL 11.4e intent and viewpoint Authors SOL 11.4h • Explain author’s specific word choices, syntax, tone, and voice to OR OR SOL 11.4k support purpose “The Yellow (VUS.8d)* SOL 11.5d • Draw conclusions and make inferences on explicit and implied Gilman, Charlotte Wallpaper” SOL 11.5g information using textual support Perkins pp.798-813 • Recognize and analyze use of ambiguity, situational irony On level SOL 11.4a • Distinguish historical context, themes (facing death), and SOL 11.4b literary technique (stream of consciousness; flashback) Porter, Katherine “The Jilting of Short Story Early 20th Century SOL 11.4c • Analyze the social or cultural role of these American texts Anne Granny Weatherall” American SOL 11.4d • Analyze how context and language structures convey author’s 820L SOL 11.4e intent and viewpoint pp. 1036-1044 SOL 11.4h • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.4k support purpose On level

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SOL 11.5d • Draw conclusions and make inferences on explicit and implied SOL 11.5g information using textual support • Recognize and analyze use of ambiguity, situational irony SOL 11.4a • Distinguish historical context, themes, and genre (Southern th SOL 11.4b gothic with character grotesques) Welty, Eudora “A Worn Path” Short Story Early 20 Century SOL 11.4c • Analyze the social or cultural role of these American texts pp. 1050-1059 American SOL 11.4d • Analyze how context and language structures convey author’s SOL 11.4e intent and viewpoint OR OR 1930s South SOL 11.4h • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.4k support purpose O’Connor, Flannery “The Life You Save SOL 11.5d • Draw conclusions and make inferences on explicit and implied May Be Your Own” SOL 11.5g information using textual support pp. 1080-1089 • Recognize and analyze use of ambiguity, situational irony On level SOL 11.4a • Distinguish historical context; themes (small town relationships, SOL 11.4b men and women’s relationships, ambiguity, madness); Faulkner, William “Rose for Emily” Short Story Early 20th Century SOL 11.4c universal character (spinster); literary techniques 1120L American SOL 11.4d (psychological study); and genre (Southern gothic) pp. 1066-1074 Set during Southern SOL 11.4e • Analyze the social or cultural role of this American text Reconstruction SOL 11.4h • Analyze how context and language structures convey author’s On level SOL 11.4k intent and viewpoint (VUS.7e)* SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.5g support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity, situational irony, character grotesques SOL 11.4a • Distinguish historical context, themes (guilt, the subjection of SOL 11.4b truth to storytelling), genre (war story) O’Brien, Tim “Ambush” Short Story Contemporary SOL 11.4c • Analyze the social or cultural role of this American text pp. 1196-1199 SOL 11.4d • Analyze how context and language structures convey author’s (VUS.13c)* SOL 11.4e intent and viewpoint Less challenging SOL 11.4h • Explain author’s specific word choices, syntax, tone, and voice to SOL 11.4k support purpose • Draw conclusions and make inferences on explicit and implied information using textual support

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Instructors may select from the following for additional instructional examples in poetry, nonfiction, and fiction.

SOL 11.4b • Relate the historical, social, and cultural context to the text Poe, Edgar Allen th th SOL 11.4c • Discuss American literature as it reflects traditional and Neruda, Pablo Selections determined Poetry 19 and 20 Century SOL 11.4d contemporary themes, motifs, universal characters, and genres. Harper, Frances by teacher to reflect a American SOL 11.4e • Analyze how context and language structures convey an author’s Johnson, James W. variety of literary SOL 11.4f intent and viewpoint McKay, Claude periods and themes. SOL 11.4g • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, Cullen, Countee SOL 11.4h repetition, alliteration, assonance, and parallelism) supports the Toomer, Jean On level SOL 11.4k subject, mood, and theme Bontemps, Arna In H-M text • Explain how imagery and figures of speech appeal to the reader’s Masters, Edgar L. senses and experience Sandburg, Carl • Explain how specific word choices, syntax, tone, and voice Pound, Ezra support theme/purpose H.D. Moore, Marianne • Draw conclusions and make inferences on explicit and implied information using textual support Millay, Edna S. V. Eliot, T. S. Jarrell, Randall Randall, Dudley Giovanni, Nikki Brooks, Gwendolyn SOL 11.4a • Recognize and analyze elements of nonfiction appropriate to a de Vaca, Alvar th SOL 11.4b variety of sub-genres Edwards, Jonathan Selections determined Nonfiction: 16-20 Centuries SOL 11.4c • Use knowledge of effects of language, e.g., diction and syntax, to Wheatley, Phillis by teacher to reflect a Essay, SOL 11.4d comprehend and elaborate the meaning of texts Adams, Abigail variety of time periods, Primary (VUS.2, 4, 6, 8, SOL 11.5a • Recognize literary characteristics of the eras represented Fuller, Margaret genres, and themes in sources, 13, 14, 15)* SOL 11.5d • Compare forms and themes or issues between cultures and King, Stephen coordination with Speeches, SOL 11.5g time periods Doyle, Brian literary periods Biography, • Analyze social and cultural function of literature Morrison, Toni Autobiography, • Analyze two or more texts addressing the same topic to identify Steinbeck, John On level Letters, purpose and determine how authors reached similar or different Breslau, Karen In H-M text Memoir, conclusions Meagher, Ilona Book cover Levi, Primo Diary • Draw conclusions and make inferences on explicit and implied Baldwin, James information using textual support SOL 11.4a • Recognize and analyze elements of nonfiction appropriate to a Navasky, Victor Selections determined Nonfiction: th tst SOL 11.4b variety of sub-genres Miller, Arthur by teacher from Informational 16 -21 Century SOL 11.4c • Use knowledge of effects of language, e.g., diction and syntax, to Travers, Peter Reading for Reading: SOL 11.4d comprehend and elaborate the meaning of texts La Ferle, Cythnia Information Online article, (VUS.4, 6, 7, 8, SOL 11.5a • Recognize literary characteristics of the eras represented Butler, Carolyn Report, 13, 14, 15)*

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SOL 11.5d • Compare forms and themes or issues between cultures and Whitman, Walt to reflect a variety of Newspaper, SOL 11.5g time periods Dickinson, Emily genres in coordination magazine, and • Analyze social and cultural function of literature Lee, Robert E. with literary periods journal • Analyze two or more texts addressing the same topic to identify Ballou, Sullivan and genres articles, purpose and determine how authors reached similar or different Chesnut, Mary Movie review, conclusions Truth, Sojourner Selections found on Letters, • Draw conclusions and make inferences on explicit and implied Crane, Steven pp. 217-220, 224, 278, Speech, information using textual support Gilman, Charlotte 389, 540, 555, 592,594- Memoir, Steinbeck, John 596, 763-766, 814, Photo essay, Bristol, Horace 1027-1032, 1060, 1230, Govt. document Welty, Eudora 1272 Chávez, César SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Keillor, Garrison Selections determined Short fiction 19-21st Century SOL 11.4c • Distinguish historical context, themes, genre, literary Gómez, Magdalena by teacher to reflect a American SOL 11.4d techniques Cather, Willa variety of time periods, SOL 11.4e • Analyze the social or cultural role of these American texts Wharton, Edith genres, and themes in SOL 11.4h • Analyze how context and language structures convey an author’s Henry, O. coordination with SOL 11.4k intent and viewpoint Fitzgerald, F. Scott literary periods SOL 11.5d • Explain author’s specific word choices, syntax, tone, and voice to Hemingway, Ernest SOL 11.5g support purpose Oates, Joyce Carol On level • Draw conclusions and make inferences on explicit and implied Vonnegut, Kurt, Jr. In H-M text information using textual support Thurber, James • Recognize and analyze use of ambiguity, irony in text Instructors will select from the novels and narrative nonfiction below for instructional examples.

SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Fitzgerald, F. Scott The Great Gatsby Novel Early 20th Century SOL 11.4c • Distinguish historical context (Jazz Age, 20’s); themes 1190L American SOL 11.4d (American Dream, loss of innocence, hypocrisy, friendship,); 180 pp SOL 11.4e genre (Jazz- age novel of manners); universal character (VUS.10a)* SOL 11.4h (Hero/outsider); motifs (money, cars, colors, e.g., blue, yellow, On level SOL 11.4k green, silver, gold) SOL 11.5d • Analyze the social or cultural role of this American novel SOL 11.5g • Analyze how context and language structures convey an author’s intent and viewpoint • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity

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SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Hurston, Zora Neale Their Eyes Were Novel Early 20th Century SOL 11.4c • Distinguish historical context (Harlem Renaissance); themes Watching God Bildüngsroman African American SOL 11.4d (coming of age, loss, love, speech and silence, community); 1080L SOL 11.4e genre (Bildüngsroman); universal character (the seeker) 256 pp (VUS.7e, 8c) SOL 11.4h • Analyze the social or cultural role of this American novel SOL 11.4k • Analyze how context and language structures convey an author’s Accessible SOL 11.5d intent and viewpoint • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Ellison, Ralph Invisible Man Novel Contemporary America SOL 11.4c • Distinguish historical context (Post-modernism); themes 1400L Bildüngsroman SOL 11.4d (racism, identity, masks and subterfuge); universal character 608 pp (VUS 14)* SOL 11.4e (the seeker); genre (Bildüngsroman); motifs (blindness, SOL 11.4h invisibility, jazz/ blues music, puppets/marionettes) More challenging SOL 11.4k • Analyze the social or cultural role of this American novel SOL 11.5d • Analyze how context and language structures convey an author’s SOL 11.5g intent and viewpoint • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Chopin, Kate The Awakening Novel Early 20th Century SOL 11.4c • Distinguish historical context (Modernism); theme (the search 960L Bildüngsroman America SOL 11.4d for personal freedom); universal character (the seeker); genre 120 pp SOL 11.4e (Bildüngsroman); motifs (music, children, houses) (VUS.8d)* SOL 11.4h • Analyze the social or cultural role of this American novel On level SOL 11.4k • Analyze how context and language structures convey an author’s (Mature themes) SOL 11.5d intent and viewpoint SOL 11.5g • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity

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SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Twain, Mark The Adventures of Picaresque th SOL 11.4c • Distinguish historical context (Realism); themes (coming of Huckleberry Finn Novel 19 Century American SOL 11.4d age, appearance vs. reality, superstition, anti-slavery, racism, 990L SOL 11.4e truth/ lies, education, hypocrisy); universal character 376 pp SOL 11.4h (innocent; villain); genre (picaresque); motif (the river) SOL 11.4k • Analyze the social or cultural role of this American novel On reading level with Setting of 1840s SOL 11.5d • Analyze how context and language structures convey an author’s challenging content and SOL 11.5g intent and viewpoint themes (VUS.6e)* • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support • Recognize and analyze use of ambiguity and satire SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature O’Brien, Tim The Things They War Contemporary America SOL 11.4c • Distinguish historical context (Contemporary); theme (lost Carried Novel/Memoir SOL 11.4d innocence, storytelling and truth, fear of shame, survival, 880L (VUS.13c)* SOL 11.4e loneliness/ isolation); universal character (the returned 256 pp SOL 11.4h soldier); genre (war novel/memoir) SOL 11.4k • Analyze the social or cultural role of this American text Less challenging SOL 11.5d • Analyze how context and language structures convey an author’s reading level but intent and viewpoint challenging themes • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support SOL 11.4a • Relate contributions of different cultures to the development of SOL 11.4b American literature Hosseini, Khaled The Kite Runner Novel 20th Century SOL 11.4c • Distinguish historical context (Contemporary); theme 400 pp American/Afghan SOL 11.4d (betrayal, coming of age, courage, the immigrant experience, 830L SOL 11.4e the American Dream, parents, redemption, honor, love, evil) (VUS.15b)* SOL 11.4h • Recognize and analyze elements of the novel: plot, conflict, Less challenging SOL 11.4k characters, setting, themes, motifs, symbols, diction reading level but SOL 11.5d • Analyze the social or cultural role of this American novel challenging themes • Analyze how context and language structures convey an author’s intent and viewpoint • Explain author’s specific word choices, syntax, tone, and voice to support purpose • Draw conclusions and make inferences on explicit and implied information using textual support

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ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4c • Discuss American literature as it reflects traditional and SOL 11.4d contemporary themes, motifs, universal characters, and genres. Krakauer, Jon Into the Wild Biography 1990’s American SOL 11.4e • Analyze the social or cultural function of American literature. Wilderness/Travel SOL 11.4g • Analyze how context and language structures convey an author’s 202pp SOL 11.4h intent and viewpoint. 1270L SOL 11.4k • Explain how imagery and figures of speech appeal to the reader’s SOL 11.5a senses and experience. Challenging reading SOL 11.5c • Explain how an author’s specific word choices, syntax, tone, and level SOL 11.5h voice support the author’s purpose. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Use information from texts to clarify understanding of concepts. • Generalize ideas from selections to make predictions about other texts. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. SOL 11.4b • Compare and contrast the development of American literature in SOL 11.4c its historical context. Steinbeck, John Of Mice and Men Novel 1920’s Depression-era SOL 11.4d • Discuss American literature as it reflects traditional and America SOL 11.4e contemporary themes, motifs, universal characters, and genres. 112pp SOL 11.4g • Analyze the social or cultural function of American literature. 630L SOL 11.4h • Analyze how context and language structures convey an author’s SOL 11.4k intent and viewpoint. Less challenging SOL 11.5a • Explain how imagery and figures of speech appeal to the reader’s reading level SOL 11.5c senses and experience. SOL 11.5h • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Use information from texts to clarify understanding of concepts. • Generalize ideas from selections to make predictions about other texts. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

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SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature. Hawthorne, Nathaniel The Scarlet Letter Novel 19th Century America; SOL 11.4c • Compare and contrast the development of American literature in Puritan SOL 11.4d its historical context. 148pp SOL 11.4e • Discuss American literature as it reflects traditional and 940L SOL 11.4g contemporary themes, motifs, universal characters, and genres. SOL 11.4h • Analyze the social or cultural function of American literature. Lexile leveling places SOL 11.4k • Analyze how context and language structures convey an author’s this below grade level, SOL 11.5a intent and viewpoint. but the language will SOL 11.5c • Explain how imagery and figures of speech appeal to the reader’s be challenging to SOL 11.5h senses and experience. today’s readers • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Use information from texts to clarify understanding of concepts. • Generalize ideas from selections to make predictions about other texts. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. SOL 11.4a • Describe contributions of different cultures to the development of SOL 11.4b American literature. McBride, James The Color of Water Autobiography/ 20th Century America; SOL 11.4c • Compare and contrast the development of American literature in Memoir Race and Religion SOL 11.4d its historical context. 295pp SOL 11.4e • Discuss American literature as it reflects traditional and 1240L SOL 11.4g contemporary themes, motifs, universal characters, and genres. SOL 11.4h • Analyze the social or cultural function of American literature. Challenging reading SOL 11.4k • Analyze how context and language structures convey an author’s level SOL 11.5a intent and viewpoint. SOL 11.5c • Explain how imagery and figures of speech appeal to the reader’s SOL 11.5h senses and experience. • Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Use information from texts to clarify understanding of concepts. • Generalize ideas from selections to make predictions about other texts.

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ELEVENTH GRADE INSTRUCTIONAL READING LIST

Synopses of Novels, Narrative Nonfiction, and Drama

A Glass Menagerie: In a play about a dysfunctional family, all the characters have fears that cripple them and their ability to achieve happiness. Amanda, the demanding mother abandoned by her husband; Laura, the shy, disabled daughter; and Tom, the son-narrator who only wants to escape, are caught in destructive patterns. Memorable characters, strong themes, and unconventional staging make this a notable American play.

A Raisin in the Sun: Winner of the New York Drama Circle Award in 1959, this play presents the Youngers, an African American family in Chicago dealing with poverty, racism, and their own internal family conflicts. Pride, hope for better things, and redemptive love make the drama a memorable and honest portrayal.

A Streetcar Named Desire: The play centers around Blanche DuBois, the haggard and fragile Southern beauty whose pathetic last grasp at happiness is cruelly destroyed by Stanley Kowalski, a sweat-shirted barbarian and crudely sensual brother-in-law who precipitates Blanche's tragedy, and Stella, who acts as mediator between her constantly conflicting husband and older sister. Vivid characters, New Orleans backdrop, intense dialogue, and detailed stage directions are hallmarks of this Pulitzer Prize-winning drama.

Death of a Salesman: This Pulitzer Prize play is a dramatic lesson in the individual tragedy of a man pursuing materialistic success at the expense of the higher values of personal, emotional growth, and fulfillment that can only be achieved by truly knowing oneself. A moralistic play, with Willy Loman as Everyman, we see we are all part of a system that pushes the lie that materialism measures the worth of people, but to exclude basic human values, knowledge, community, and love, is to court disaster, and in poor Willy Loman's case, self-destruction.

Fences: Troy Maxson, son of a Southern sharecropper, dominates this Pulitzer Prize-winning play in two acts. Troy’s back porch in an 1950s industrial city resounds with humor, common sense, betrayal, compassion, stories of the past, and his hard-won principles for living in a country that does not always give equal opportunity. His wife and his son don’t always understand his anger and fear, but they too have principles for living.

Into the Wild: In this biography Jon Krakauer attempts to shed light on the series of tragic events that led to the death of Christopher Johnson McCandless. In April 1992, McCandless donated $25,000 to charity, burned the remaining cash in his wallet, abandoned his car and set off towards the Alaskan wilderness with among other things: a bag of rice, a rifle, and a book on native plant life. He had no maps and his decomposed body was eventually found four months later by a hunter. The biography explores the themes of survival, man’s arrogance towards nature, and the relationship between fathers and sons.

Invisible Man: A classic from the moment it first appeared, Invisible Man chronicles the travels of its narrator, a young, nameless black man, as he moves through hellish levels of American intolerance and cultural blindness. Searching for a context in which to know himself, he exists in a very peculiar state. "I am an invisible man," he says in his prologue. Expelled from his Southern Negro college for inadvertently showing a white trustee the reality of black life in the South, the narrator becomes a spokesman for a mixed-race band of social activists called "The Brotherhood" and believes he is fighting for equality. Invisible Man is certainly a book about race in America, but it is also a book about the human race stumbling down the path to identity, challenged and successful to varying degrees.

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The Kite Runner: The Kite Runner follows the story of Amir, the privileged son of a wealthy businessman in Kabul, and Hassan, the son of Amir's father's servant. As children in the relatively stable Afghanistan of the early 1970s, the boys are inseparable. They spend idyllic days running kites and telling stories of mystical places and powerful warriors until an unspeakable event changes the nature of their relationship forever and eventually cements their bond in ways neither boy could have ever predicted. Even after Amir and his father flee to America, Amir remains haunted by his cowardly actions and disloyalty. In part, it is these demons and the sometimes impossible quest for forgiveness that bring him back to his war-torn native land after it comes under Taliban rule.

Of Mice and Men: Set in California during the Great Depression, John Steinbeck’s novel Of Mice and Men chronicles the unlikely friendship/”family” of George and Lennie. This classic explores many themes including friendship and the pursuit of the American dream. It also delves heavily into the concepts of innocence and justice.

Our Town: Two families, the Gibbs and the Webbs in the small town of Grover's Corners, New Hampshire, live out the cycle of life in this three-act drama. The great milestones of life, such as first love, long-lasting love, birth, and death connect to the theme of the joy of life but our inability to recognize it for all that it means while we are experiencing it. The simplicity of plot, setting, and dialogue as well as the use of a narrator who breaks the “fourth wall,” help emphasize the theme of this unforgettable and groundbreaking American play, winner of the 1938 Pulitzer Prize for drama.

The Adventures of Huckleberry Finn: Huck has become an iconic figure in American literature in this coming of age novel, narrated by a teenaged misfit who finds himself floating on a raft down the Mississippi River with Jim, an escaping slave. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. The book's humor is also found in Huck's unique worldview and his way of expressing himself. Underlying the humor, however, is a dark undercurrent of cruelty and injustice and deep satire on antebellum America. Ernest Hemingway famously said: "All modern American literature comes from one book by Mark Twain called Huckleberry Finn….All American writing comes from that. There was nothing before. There has been nothing as good since."

The Awakening: The Awakening is a short novel first published in 1899 and widely considered a proto-feminist precursor to American modernism. Both a remarkable novel in its own right and a startling reminder of how far women in this century have come, the novel portrays the mind of Edna, a wife and mother, seeking fulfillment of her essential nature. Mature themes.

The Color of Water: In an attempt to understand himself, the author, James McBride, explores the relationship between past and present. This literary work is not only an autobiography but also a tribute to the author’s white mother. The narrative details the life of McBride’s mother spanning from the 1920’s through the 1990’s. It is a coming of age story that delves into the themes of exclusion due to race and religion and the concepts of self- motivation and self-reliance.

The Great Gatsby: A portrait of the Jazz Age in all of its decadence and excess, Gatsby captures the spirit of the author's generation and has earned itself a permanent place in American mythology. Self-made, self-invented millionaire Jay Gatsby embodies some of Fitzgerald's--and his country's-- most abiding obsessions: money, ambition, greed, and the promise of new beginnings. It's also a love story, of sorts, the narrative of Gatsby's quixotic passion for Daisy Buchanan. Events unfold with all the tragic inevitability of a Greek drama, with detached, cynical neighbor Nick Carraway acting as chorus throughout.

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The Scarlet Letter: Nathaniel Hawthorne sets his novel about sin, hypocrisy, and revenge in the Puritan-ruled community of the Massachusetts Bay Colony. The story details the lives of Hester Prynne, Reverend Arthur Dimmesdale, and Roger Chillingworth. Hester Prynne births a child, Pearl, after a two-year absence from her husband. She refuses to denounce the father who is in fact the Reverend Arthur Dimmesdale. Prynne’s husband arrives in the community and begins the psychological torment of the guilt-ridden Reverend.

The Things They Carried: A finalist both for the Pulitzer Prize and the National Book Award, this book is neither memoir nor novel nor collection of short stories but rather an artful combination of all three. The narrator, Tim, went to a war he did not believe in, and his meditations on war, soldiers, and the weapons and good-luck charms carried by U.S. soldiers in Vietnam depict survival, lost innocence, and the war's interminable legacy.

Their Eyes Were Watching God: The novel follows the fortunes of Janie Crawford, a woman living in the black town of Eaton, Florida. The citizens of Eaton are inclined to judge Janie, who has married three men and been tried for the murder of one of them. Janie feels no compulsion to justify herself to the town, but she does explain herself to her friend, Phoeby. Hurston’s use of dialect and depictions of black life breathes humanity into both her men and women and allows them to speak in their own voices.

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Rationales, Controversial Content, and Alternative Text A Glass Menagerie, by Tennessee Williams

Rationale: Award-winning drama explores themes of illusion vs. reality, escape and memory, coming of age, family relations; unconventional staging and strong characterization invite exploration of dramatic conventions. Controversial Content: None

Alternative Text: Our Town, by Thornton Wilder

A Raisin in the Sun, by Lorraine Hansberry

Rationale: Award winning, presents topics/themes of racism in an uplifting/empowering manner, analyzes the social/cultural role of American literature, literary elements and dramatic conventions.

Controversial Content: Racial slurs/racism.

Alternative Text: The Piano Lesson, by August Wilson*

A Streetcar Named Desire, by Tennessee Williams

Rationale: Vivid setting and strongly-drawn characters explore central themes of illusion vs. reality, class tension, Old South/New South, and sexual/domestic violence. Invites study of the conventions of drama.

Controversial Content: Sexual references, spousal abuse, suicide.

Alternative Texts: A Glass Menagerie, by Tennessee Williams

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Fences, by August Wilson

Rationale: Drama focuses on themes of hope, family relationships, and the Black experience in America; significant dramatic conventions include dramatic speeches.

Controversial Content: Racial slurs/racism.

Alternative Texts: A Raisin in the Sun, by Lorraine Hansberry

Into the Wild, by Jon Krakauer

Rationale: Explores the themes of survival, man’s arrogance toward nature, and the relationship between fathers and sons; conventions of biography genre are evident.

Controversial Content: Accidental death.

Alternative Texts: Alive, by Piers Paul Read; In Cold Blood, by Truman Capote*

The Kite Runner, by Khaled Hosseini

Rationale: Memoir follows the story of the friendship between Amir and Hassan, which spans class distinction, until an act of violence and cowardice destroys the status quo and leads Amir back to Taliban-held Afghanistan. Explores themes of historical context, innocence/experience, shame, and survival.

Controversial Content: Sexually explicit language, rape, various forms of violence, possibly conflicting religious viewpoints.

Alternative Texts: All Quiet on the Western Front, by Erich Maria Remarque*

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The Great Gatsby, by F. Scott Fitzgerald

Rationale: A Jazz Age fictional novel which explores themes of the American Dream, loss of innocence, friendship; exploration of archetypes and universal character types. Use of ambiguity as a narrative tool.

Controversial Content: Adultery, promiscuity.

Alternative Texts: The Sun Also Rises, by Ernest Hemingway; McTeague, by Frank Norris*

The Things They Carried, by Tim O'Brien

Rationale: Contemporary American Vietnam war novel/memoir, exploration of topics/themes of loss of innocence, storytelling vs. truth, fear of shame, survival; archetype of the returned soldier.

Controversial Content: Suicide, war violence, profanity/strong language.

Alternative Texts: A Rumor of War, by Philip Caputo*, A Long Way Gone, by Ishmael Beah

Their Eyes Were Watching God, by Zora Neale Hurston

Rationale: Novel of the Harlem Renaissance that explores themes of coming of age, race, loss, love, speech vs. silence. Cultural archetype of the seeker.

Controversial Content: Spousal abuse, sexual content, violence, racism, sexism.

Alternative Texts: The Heart is a Lonely Hunter, by Carson McCullers; The Color Purple, by Alice Walker; Beloved, by Toni Morrison

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The Scarlet Letter, by Nathaniel Hawthorne

Rationale: Classic example of Romantic literature; historical novel about Puritan New England presenting themes of sin, hypocrisy and revenge.

Controversial Content: Adultery.

Alternative Texts: Billy Budd, by Herman Melville

The Awakening, by Kate Chopin

Rationale: Early 20th Century American modernist novel, covers topics/themes involving the search for personal freedom, gender conformity, and personal identity. Universal archetype of the seeker.

Controversial Content: Suicide.

Alternative Texts: Sister Carrie, by Theodore Dreiser; Ethan Frome, by Edith Wharton

The Adventures of Huckleberry Finn, by Mark Twain

Rationale: 19th Century Realist American novel, aids in teaching satire, themes of appearance vs. reality, superstition, anti-slavery, racism, truth/lies, education, and hypocrisy. Archetypes of the innocent and the villain.

Controversial Content: Racial slurs/racism

Alternative Texts: An Absolutely True Diary of a Part-Time Indian, by Sheman Alexie

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Our Town, by Thornton Wilder

Rationale: Simple, accessible plot explores the inability of the characters to be present in the joyful moments that comprised their lives; dramatic conventions of the narrator who breaks the fourth wall, soliloquy, minimalist staging. Themes include coming of age and the cycle of life.

Controversial Content: None.

Alternative Texts: The Glass Menagerie, by Tennessee Williams

Of Mice and Men, by John Steinbeck

Rationale: Explores themes, including friendship and the pursuit of the American dream, innocence and justice.

Controversial Content: Sexual innuendo, racial slurs/racism, vulgarity.

Alternative Texts: One Flew Over the Cuckoo's Nest, by Ken Kesey*

Invisible Man, by Ralph Ellison

Rationale: Post-modernist classic exploring racial and personal identity through the lens of a young African-American man circumscribed by intolerance and cultural blindness. Explores themes of racism, identity, and masks/subterfuge; archetype of the seeker.

Controversial Content: Racism.

Alternative Texts: Black Boy, by Richard Wright; Go Tell it on the Mountain, by James Baldwin

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Death of a Salesman, by Arthur Miller

Rationale: "Modern" tragedy exploring the intersection of materialism and personal fulfillment; exploration of the nature of identity in a society accustomed to defining individual worth by material success. Dramatic conventions include stage directions, monologue, soliloquy, and dramatic irony.

Controversial Content: Suicide.

Alternative Texts: The Piano Lesson, by August Wilson*

The Color of Water, by James McBride

Rationale: Autobiographical exploration of the author's own life and that of his mother; focus on racially motivated exclusion and concepts of self-motivation and self-reliance.

Controversial Content: Racism, religion.

Alternative Texts: Black Boy, by Richard Wright

*Vetting in progress

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