Colleton County School District

Colleton County School District ELA Curriculum Grade 11

Strand: Reading Unit Title/Instructional Time Frame: Unit 4: Division, Reconciliation, and Expansion/(1 week)

Objectives:  Analyze elements of naturalism  Analyze dialect and local color  Analyze a writer's style  Identify examples of humor and irony from short stories  Comprehend short stories and themes  Discuss the emergence of realism  Predict Outcomes  Identify double negatives  Practice antonyms, root words  Analyze literary elements such as situational, verbal, and dramatic irony; climax, exposition, denouement, and context clues  Study grammar: fragments, punctuation, interjections, clauses Resources: Prentice Hall – American Experience (suggested selections):  Mark Twain's "The Celebrated Jumping Frog of Calaveras County"  Ambrose Bierce's "The Occurrence at Owl Creek Bridge  Kate Chopin's "Story of an Hour"  Willa Cather's "A Wagner Matinee"  Jack London's "To Build A Fire"  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Instructional Strategies:  Draw a cartoon containing local color, humor, and dialect, and write captions.  Write an obituary for the frog from Mark Twain's tall tale.  Write an analytic essay identifying literary elements in any of the short stories.  Write a mock interview with Mark Twain or Ambrose Bierce  Write a humorous anecdote and allow classmates to predict the outcome.  Find examples of double negative in Twain's "Frog" story

13 Assessment(s):: -Unit test -Essay -Cartoons -HOTS q & a -vocabulary -anecdotes -Obituary -Interview writing -grammar (double negatives) -journal entries Teacher resources

Sample Question(s) – PACT, PSAT, SAT, ACT, Exit Exam Use contextual analysis to determine the meaning of the underlined phrase: "I don't see no p'ints 'bout that frog that's better 'n any other frog!" a. This concerns the frog's weight c. The frog ate a pint of shot b. The frog is better than all the others d. This is about the "points" or qualities of the frog.

14 Colleton County School District ELA Curriculum Grade 11

Strand: Reading Comprehension, Literary Response and Analysis

Unit Title/Instructional Time Frame: Unit 2: A Nation is Born/(2 weeks)

Objectives: Unit 2 – Part I  Develop new vocabulary, understand word origins, prefixes, Word Choice  Use reading strategies to comprehend and analyze nonfiction, autobiographies, poetry, speeches, letters, essays, and historical documents  Increase knowledge of cultures/connect common elements across cultures  Practice synonyms, antonyms, root words, connotations, contexts, analogies  Write a precis  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: Pronoun Case, Parallel Structure, Subject and Verb Agreement, Double Negatives, Irregular Adverbs/Adjectives,  Analyze literary elements: styles, themes, charged words, persuasion, interpreting, Aphorisms, Fact vs. Opinion

Resources: Prentice Hall – American Experience (suggested selections):  Ben Franklin's works  Patrick Henry  Abigail Adams  Thomas Jefferson  Phillis Wheatley  John F. Kennedy  Thomas Paine  Noah Webster  Dr. Martin Luther King, Jr.  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Suggested Instructional Activities:  Write an advertisement for one of Franklin's books  Research the song "Yankee Doodle Dandy".

3  Write Aphorisms on banners or as a rap.  Write a Persuasive speech, editorial, or poem.  Create a newspaper containing articles dealing with the Revolutionary era.  Design a collage of Thomas Jefferson's or Ben Franklin's inventions.  Stage a mock Court trial - students argue for and against war with England  Write your own Personal Improvement Plan.  Draw or cut out pictures of images depicting today's America as a person.

Assessment(s): -Unit test -Writing -advertisements -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -research -journal entries -portfolios -essays -Aphorisms

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam "I proposed to myself, for the sake of clearness, to use rather more names (for virtue) with fewer ideas annexed to each, than a few names with more ideas: and I included under thirteen names of virtues all that occurred to me as necessary or desirable." Why did Franklin name more virtues instead of fewer? a. He wanted to be clear b. He wanted to measure the virtues of friends c. He thought 13 was a lucky number d. Only 13 virtues existed The answer is "a"

Materials: textbook, teacher resources, paper, pens, pencils, glue, poster board, construction paper, markers, overhead and cells, maps, computers, etc.

Strand: Reading/ Writing Unit Title/Instructional Time Frame: Unit 4: Division, Reconciliation, and Expansion/(2 weeks)

Objectives:  Develop new vocabulary  Use reading strategies to comprehend nonfiction, autobiographies, historical fiction, poetry speeches,  Songs, and eye witness accounts.  Increase knowledge of cultures/connect common elements across cultures  Practice synonyms, antonyms, root words, connotations, contexts, analogies  Analyze journals, letters, speeches, and diaries  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: Capitalization, Parallel Structure, semicolons, Correlative Conjunctions, correct use of "like/as"  Analyze literary elements: styles and themes, point of view, diction

Resources: Prentice Hall – American Experience (suggested selections):  Stephan Crane story  Spirituals  Frederick Douglass  Abraham Lincoln  Mary Chestnut  Bull Run account  Chief Joseph  Cowboy account  selected poetry  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Suggested Instructional Activities:  Create and design a Civil War newspaper or scrapbook.  Write an editorial on the poor sanitary conditions of Civil War hospitals.  Compare/contrast attitudes revealed in different accounts.

11  Write an antislavery speech or editorial.  Research other spirituals from the Civil War era.  Design a collage of the progression of African-Americans in history.  Stage a mock Supreme Court trial in which students argue state's rights.  Create a model of Gettysburg.

Assessment(s): -Unit test -Writing -Editorials -articles -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -songs -research -journal entries -portfolios -essays

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam "With a nervous tremor convulsing my system, and my heart thumping, I stood before the door of the recruiting office." In this passage, the word convulsing most nearly means: a. shaking b. settling c. straightening d. deadening The answer is "a"

Strand: Listening and Speaking/Writing

Unit Title/Instructional Time Frame: Unit 2: A Nation is Born/(1 week)

Objectives: Unit 2 continued……  Develop new vocabulary, Word Choice  Use listening strategies to comprehend and analyze speeches and essays.  Write critiques of speeches.  Understand connotations, contexts, fact vs opinion, fallacies  Write a persuasive essay on a controversial topic  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: spelling, punctuation, word choice, fragments, run-ons, essay structure.  Analyze literary elements: styles, themes, charged words, persuasion, interpreting  Organize a Debate  Summarize a speaker's purpose and point of view and ask questions to draw interpretations of the speaker's content and attitude toward the subject  Use logical, ethical, and emotional appeals that enhance a specific tone and purpose

Resources: Prentice Hall – American Experience (suggested selections):  Ben Franklin  Patrick Henry  Thomas Jefferson  John F. Kennedy  Thomas Paine  Dr. Martin Luther King, Jr.  Prentice Hall – CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Suggested Instructional Activities:  Write a persuasive essay / speech on a controversial topic.  Research information for speeches using the Internet.  Write critiques on classmates' speeches.

5  Write a Persuasive speech and present it orally.  Create a visual aid that pertains to your speech.  Develop questions to ask classmates concerning their speeches and debates.  Stage a mock Debate - students choose sides on controversial issues.

Assessment(s): vocabulary -grammar -Teacher resources -HOTS q & a -posters -speeches -research -Debates -journal entries -portfolios -essays -Critiques

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Brought to America on a slave ship from West Africa when she was eight years old, Phillis Wheatley quickly learned to speak, read, and write English. She avidly read classic works s well as those by contemporary poets. When publishers didn't believe she wrote the poems she claimed to have written, they gave her a test. Phillis most likely -- Why did Franklin name more virtues instead of fewer? a. Failed the test b. Passed the test c. Refused to take the test d. Was too nervous to take the test The answer is "b"

Strand: Reading Unit Title/Instructional Time Frame: Unit 3: A Growing Nation/(2 weeks)

Objectives:  Develop new vocabulary, understand word origins, sentence completion and context clues, denotations, descriptions, Spatial Relationships  Use reading strategies to comprehend and analyze nonfiction, poetry, essays, writers' philosophies, persuasion, Poets' attitudes  Understand Transcendentalism  Practice synonyms, antonyms, root words, connotations, contexts, analogies  Analyze Gothic Literature  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: Commonly Confused words, Adjective Clauses, Inverted Word Order, Participles as Adjectives, varying sentence openers and length, Infinitives & phrases, Gerunds, Pronoun Antecedent and Agreement  Analyze literary elements: styles, themes, charged words, persuasion, interpreting, Tall Tales, Stanzas, summarizing, Single Effect, images

Resources: Prentice Hall – American Experience (suggested selections):  Edgar Allen Poe  Walt Whitman  Emily Dickinson  Henry David Thoreau  Ralph Waldo Emerson  Margaret Fuller  William Cullen Bryant  Nathaniel Hawthrone  Washington Irving  Selected Poets of Unit 3  Selected modern essays  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources Suggested Instructional Activities:  Create a board game to teach students the consequences of rash decisions.  Research the Faust legend and create and exhibit about what you have learned.  Create a graphic poster displaying "A Psalm of Life". Use photographs.  Write a Persuasive speech, editorial, or poem.  Write an analytical essay explaining the symbolic role of snow and the tide in he First Snowfall" and "The Tide Rises, The Tide Falls".  Design a Travel Advertisement for a sightseeing tour.  Watch a contemporary horror movie and analyze techniques used to create suspense and fear.  Write an obituary for Roderick Usher and his sister.  Develop a floor plan or model of the House of Usher  Write an essay on the pros and cons of conformity  Explain the phrase "To be great is to be misunderstood"  Create a collage of all workers in "I Hear America Singing"

Assessment(s): -Unit test -Writing -collages -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -research 7 -journal entries -portfolios -essays

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam A book reviewer says: "The plot of this mystery is unoriginal: Which statement offers the best support for that opinion? a. The detective learns who the murderer is on page 55, and the ending becomes obvious. b. The writing is imaginative and startling. c. The plot revolves around a crime committed one hundred years earlier. d. The characters are vivid and compelling. The answer is "a"

Strand: Reading a novel Unit Title/Instructional Time Frame: Unit 3:A Grown Nation/(1 ½ weeks)

Objectives:  Develop new vocabulary, understand word origins, sentence completion and context clues, denotations, descriptions  Use reading strategies to comprehend and analyze fiction, a writers' philosophies, an author's style and attitudes  Understand Anti-Transcendentalism  Practice analyzing symbolism, irony, foreshadowing, contexts, inference, assumptions, predicting, architypes, themes, and characterization  Analyze and apply elements of Gothic Literature  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage

Resources: Prentice Hall – American Experience (suggested selections):  The Scarlet Letter - Nathaniel Hawthorne  Keepers of the Earth - Joseph Bruchac  Walden - Henry David Thoreau  The Adventures of Huckleberry Finn - Mark Twain  My Antonia - Willa Cather  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources Instructional Activities:  Create a board game about the story.  Research Puritan rules or the Salem Witchcraft trials and report your findings.  Create a movie poster advertising a movie version of the novel  Write a speech, editorial, or poem about the story.  Write an analytical essay explaining the symbolism found in the story.  Compile a Double Entry Journal listing symbolism, irony, foreshadowing, etc., found in each chapter.  Watch the movie based on the story (if applies) and analyze techniques and differences from the novel. 9  Write an obituary for the main characters.  Develop model of a scene in the book.  Write an essay on the pros and cons of issues in the novel.  Choose a quote or passage from the novel and analyze it; apply it to a famous aphorism or cliche in modern life.  Create a collage of themes found in the novel.  Pretend you are a character from the novel, or the author, and dramatically read or act out a scene from the book.  Create a 26 line epic poem retelling the story.

Assessment(s): -Unit test -Writing -collages -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -research -journal entries -portfolios

PACT, Exit Exam, PSAT – SAT Correlations: (Samples) Read the sentence. Choose the group of words that correctly completes the sentence.

New technology is advancing faster than______can produce new______. a. manufacturers; products b. consumers; prices c. designers; ideas d. retailers; sales The answer is "a"

Strand: Reading/Writing Unit Title/Instructional Time Frame: Unit 5: Part One – Disillusion, Defiance, and Discontent/(1 week)

Objectives:  Develop new vocabulary, understand word origins, use a thesaurus, write descriptions, understand connotations  Use reading strategies to comprehend and analyze poetry and short stories  Increase knowledge of other cultures and to connect common elements across cultures  Be able to find synonyms, antonyms, root words, connotations, contexts, analogies, metaphors, similes, onomatopoeia, themes, figurative language.  Analyze strategies for reading and punctuating poetry  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the types of poetry  Analyze literary elements: styles, themes, charged words, characterization, interpreting, Stanzas, scansion, meter, summarizing, images

Resources: Prentice Hall – American Experience (suggested selections):  T. S. Eliot  Thomas Wolfe  Marianne Moore  Eudora Welty  Ernest Hemingway  Carl Sandburg  Robert Frost  Langston Hughes  Claude McKay  Selected Poets of Unit 5  Selected short stories  Prentice Hall – CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources Suggested Instructional Activities:  Create a Poetry Book containing poetry analyses and original poetry.  Memorize a poem and recite it for the class. 15  Research the Harlem Renaissance and present findings to the class.  Choose a scene from a short story and write or draw a description from your imagination of what a character in the story is seeing.  Write a speech for a memorial service for a character in a short story.  Imagine that you are a neighbor to one of the characters in a story. Tell the story or write a summary from your unusual point of view.

Assessment(s): -Unit test -Writing -reciting -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -research -journal entries -portfolios -essays -advertisements

Sample Questions(s) – PACT, PSAT, SAT, ACT, Exit Exam Choose the letter that best completes the sentence. Carl Sandburg's poems focus on the lives of the working classes. By writing about mills and factories, he honored the ______and hopes of the poor. a. cowardice b. avarice c. struggles d. idleness The answer is "c"

Strand: Technology/Writing: Writing Process/Research Papers Unit Title/Instructional Time Frame: Unit 5: Disillusion, Defiance, and Discontent/( ½ week)

Objectives:  Develop new vocabulary, Word Choice  Use reading strategies to comprehend and analyze nonfiction, biographies, poetry, speeches, letters, essays, and historical documents  Increase knowledge of cultures/connect common elements across cultures  Practice synonyms, antonyms, root words, connotations, contexts  Write a Research Paper/Career Paper, Outline, Bibliography  Plan, prepare, organize, edit, and proofread research papers  Increase knowledge of the rules of grammar and usage for Research papers, Outlines, and Bibliographies  Analyze literary elements: styles, themes, charged words, interpreting, Fact vs. Opinion, criticisms

Resources: Prentice Hall – American Experience Choose any author in the textbook  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources Instructional Activities:  Write a competent thesis statement and introductory paragraph.  Research an author and an example of his or her work.  Write a competent Research paper  Develop a correct bibliography.  Use literary criticism to analyze an author and his or her work.  Peer edit rough drafts of research papers.

-portfolios -essays Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Choose the best way to correct the sentence. Choose "correct as is" if no changes are needed.

17 When you think of a mammal, you usually do not think of aquatic life a. When you think of a mammal. You usually do not think of aquatic life. b. When you think of a mammal, you usually do not think of aquatic life. c. When you think of a mammal you usually do not think, of aquatic life. d. Correct as is The answer is "b"

Strand: Reading a novel Unit Title/Instructional Time Frame: Unit 6:Prosperity and Protest/(2 weeks)

Objectives:  Develop new vocabulary, understand word origins  Use reading strategies to comprehend and analyze a novel  Increase knowledge of other cultures and to connect common elements across cultures  Be able to use connotations, contexts, metaphors, themes, point of view  Analyze strategies for reading and analyzing a novel  Plan, prepare, organize, and present literary interpretations  Increase knowledge of modern literature  Analyze literary elements: styles, themes, modernism, characterization, interpreting, summarizing, images, irony, foreshadowing, symbolism

Resources: Prentice Hall – American Experience (suggested selections): Choose a novel; read and analyze  The Great Gatsby - F. Scott Fitzgerald  Ethan Frome - Edith Wharton  The Grapes of Wrath - John Steinbeck  The Kitchen God's Wife - Amy Tan  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Suggested Instructional Activities:  Create a board game about the story.  Create a movie poster advertising a movie version of the novel  Write a speech, editorial, or poem about the story.  Choose a scene from a short story and write or draw a description from your imagination of what a character in the story is seeing.  Write a speech for a memorial service for a character in a short story.  Imagine that you are a neighbor to one of the characters in a story. Tell the story or write a

19 summary from your unusual point of view.  Write an analytical essay explaining the symbolism found in the story.  Compile a Double Entry Journal listing symbolism, irony, foreshadowing, etc., found in each chapter.  Watch the movie based on the story (if applies) and analyze techniques and differences from the novel.  Write an obituary for the main characters.  Develop model of a scene in the book.  Write an essay on the pros and cons of issues in the novel.  Choose a quote or passage from the novel and analyze it; apply it to a famous aphorism or cliche in modern life.  Create a collage of themes found in the novel.  Pretend you are a character from the novel, or the author, and dramatically read or act out a scene from the book.  Create a 26 line epic poem retelling the story.

Assessment(s): -Unit test -Writing -reciting -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -speeches -research -journal entries -portfolios -essays -advertisements

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Choose the letter that best completes the sentence. Saul began his intriguing story about his summer adventure, but then he _____ into a strange account about his backpack. a. progressed b. transferred c. digressed d. dipped The answer is "c"

Strand: Reading: Literary Response and Analysis Unit Title/Instructional Time Frame: Unit 6: Prosperity and Protest/(1 week)

Objectives:  Develop new vocabulary, root words,"epiphany", Word choice,  Use reading strategies to comprehend fiction, poetry, details for technical writing, and essays  Increase knowledge of cultures/connect common elements across cultures  Practice synonyms, antonyms, root words, connotations, contexts  Analyze essays, poems, and short stories  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: Subjunctive Mood, use of "who/whom", Adverb Clauses, modifiers,  Analyze literary elements: styles and themes, Character Analysis, elaborating, analyzing a symbol, creating atmosphere, Creative Response, foreshadowing, Cause/Effect, Sensory details, participial phrases, Appositives, Restrictive/Nonrestrictive Adjective clauses

Resources: Prentice Hall – American Experience (suggested selections):  Flannery O'Connor  Multicultural poems  Bernard Malamud  John Updike  Anne Tyler  Joy Harjo  Ian Frazier  James Baldwin  Multicultural short stories  Multicultural Essays  John Hersey  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

21 Suggested Instructional Activities:  Write a missing persons report for Lucynell Crater to circulate in the community.  Research body language and present your findings.  Write a moral analysis on a deceitful character; comment on his/her actions.  Complete a chart on "Identifying with the Characters" (pg. 900)  Create an anthology of personal photographs and accompanying anecdotes.  Write out your favorite recipe in your own words and correct order.  Design a flowchart; chart characters' choices and the effects/action from each.  Write a newspaper article based on the "Coyote vs Acme".  Compile and write your resume.  Research the Harlem of today with the Harlem of the 1930s.  Research Hiroshima before and after August 1945.  Prepare a world Map that shows major locations of WW II.  Research the "Manhattan Project"

Assessment(s): -Unit test -Writing -Editorials -articles -essays -vocabulary -grammar -Teacher resources -HOTS q & a -posters -poetry -research -journal entries -portfolios

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Correct the error in punctuation. Feld is a shoemaker. Who immigrated to America from Poland. a. shoemaker who immigrated. b. shoemaker --who immigrated c. shoemaker; who immigrated d. Correct as is The answer is "a"

Strand: Reading: Literary Response and Analysis of a Play/Drama Unit Title/Instructional Time Frame: Unit 6: Prosperity and Protest/(1 week)

Objectives:  Develop new vocabulary  Use reading strategies to comprehend historical information in a Drama  Increase knowledge of cultures/connect common elements across cultures  Practice using synonyms, prefixes, antonyms, root words  Analyze a Play/Drama  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: Pronoun Case in Incomplete Constructions, Sentence Completion  Analyze literary elements: styles and themes, characters' motives, dialogue, stage directions

Resources: Prentice Hall – American Experience (suggested selections):  Drama: The Crucible  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources Suggested Instructional Activities:  Write a News Account of the events in Salem as if it were the 1600s.  Working in groups, rehearse and perform an act from the play.  Compare/contrast attitudes revealed in different accounts.  Write a speech or editorial trying to prevent the "witch hunt"  Write a character sketch of Mary Warren describing her personality.  Research the McCarthy era and present your findings.  Apply the witch-hunt to a modern situation.  Stage a mock trial in which you determine whether Danforth and Hathorne are guilty of murder.  Analyze how the title of the play is appropriate to its themes and content.  Design a memorial dedicated to those killed in the witch trials.

Assessment(s):

23 -Unit test -Writing -Editorials -articles -vocabulary -grammar -Teacher resources -HOTS q & a -posters -research -journal entries -portfolios -essays

Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Choose the best way to rewrite the underlined portion of the sentence: "I wish you were able to help her and me, but I understand why you can't." a. she and me b. she and I c. her and I d. Correct as is The answer is d

Strand: Reading: Literary Response and Analysis (Writing) Unit Title/Instructional Time Frame: Unit 7: Connections to World Literataure/(1 week)

Objectives:  Develop new vocabulary, learn secondary definitions and precise meanings, connotations, homophones  Use reading strategies to comprehend fiction, essays, poetry, and editorials  Increase knowledge of cultures/connect common elements across cultures  Practice using synonyms, prefixes, antonyms, root words, Critical Thinking  Analyze writings from other cultures  Plan, prepare, organize, and present literary interpretations  Increase knowledge of web sites on the Internet, historic memorandum, anecdotal history, credibility of sources, comparing languages  Analyze literary elements: styles and themes, logic, faulty persuasion,  Prepare for the final exam

Resources: Prentice Hall – American Experience (suggested selections):  Connections to World Literature selections (poetry, stories)  Analyzing Real World Text selections (editorials, essays)  Literature in Translation selections (English/Foreign languages)  Prentice Hall CD ROM Resource Pro  Vocabulary for Enrichment  Writer’s Choice 11  Personal sources

Instructional Strategies: Use this unit to compare to selections taught in Units 1-6. These selections in Unit 7 can coordinate with previously taught units and also help study and prepare for the final exam.

Assessment(s): -Unit test -Writing -Editorials -articles -vocabulary -grammar -Teacher resources -HOTS q & a -poetry -speeches -myths -research

25 -journal entries -portfolios -essays Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam Choose the correct letter that best completes the analogy. ALIEN : FOREIGN :: a. key : unlock b. greedy : avaricious c. telephone : dial d. money : earnings The answer is b

Strand: Reading: Literary Response and Analysis Unit Title/Instructional Time Frame: Unit 1:Beginnings/(2 weeks)

Objectives:  Develop new vocabulary  Use reading strategies to comprehend nonfiction, autobiographies, historical fiction, poetry, and a sermon  Increase knowledge of cultures/connect common elements across cultures  Practice using synonyms, prefixes, antonyms, root words  Analyze journals  Plan, prepare, organize, and present literary interpretations  Increase knowledge of the rules of grammar and usage: adjective/adverbs, Direct Address, Active/Passive voice, verb tense, compound/complex sentences  Analyze literary elements: styles and themes Resources: Prentice Hall – American Experience (suggested selections):  Native American stories  Columbus  Olaudah Equiano  John Smith  Alvar Nunez Cabeza de Vaca  William Bradford  Anne Bradstreet  Jonathan Edwards  Prentice Hall CD ROM Resource Pro  Vocabulary for Achievement  Writer’s choice 11  Personal sources Instructional Strategies:  Rewrite Columbus’ journal from your point of view.  Write/illustrate an original myth about your life.  Compare/contrast attitudes revealed in different accounts.  Write an antislavery speech or editorial  Research Amnesty International on the Internet; report your findings.  Write a news article about Pocahontas’s life.  Create a poster advertising life in the New World.  Rewrite Puritan poetry/sermon using your own words. Assessment(s):

-Unit test -Writing -Editorials -articles 1 -vocabulary -grammar -teacher resources -HOTS q & a -posters -poetry -speeches -myths -research -journal entries -portfolios -essays Sample Question(s) - PACT, PSAT, SAT, ACT, Exit Exam “de Vaca’s exploration was beset by danger. Five flimsy boats sank, causing many crewmembers to drown. Few made it through the harsh winter. Only four men survived.” What is the main idea of this passage? a. Five boats sank. b. A severe winter killed the crew. c. de Vaca was brave d. the exploration met with danger. The answer is “d”