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Joint School District No. 2 English Language Arts Curriculum English 11 Revised 2012-13

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Joint School District No. 2 English Language Arts Curriculum English 11 Revised 2012-13 Joint School District No. 2 English Language Arts Curriculum English 11 Revised 2012-13 Curriculum Revision Committee: David Knife, Central Academy Kristina Haasakker, Centennial High School Josh McDonald, Eagle Academy Debra Smith, Meridian High School Kristin Galloway, Mountain View High School Nicole Thomas, Mountain View High School Justin Tharpe, Rocky Mountain High School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator Quarter 1 Quarter 2 Quarter 3 Quarter 4 What is The Individual and Assimilation and The Future of the Happiness/Success/ Society Cultural Identity American Dream Freedom? Table of Contents Page Scope and Sequence 2-4 Unit 1 5-12 Unit 2 13-23 Unit 3 24-33 Unit 4 34-44 1 |Revised April 2013, Hotlinks updated May, 2014 ELA Scope and Sequence Grade 11 F indicates that the standard is a focus standard and will be explicitly taught during the unit. X indicates that this standard will be met through throughout the year, but will not be explicitly taught; rather, teachers will need to ensure that students are meeting these standards as a result of explicit instruction through other standards. Standard Unit 1 Unit 2 Unit 3 Unit 4 Reading Literature 1 F F x F 2 F x x F 3 F x F 4 F x x 5 F x 6 F x x x 7 F x 8 n/a n/a n/a n/a 9 F F x 10 x x x x Standard Unit 1 Unit 2 Unit 3 Unit 4 Reading Informational Text 1 x x F F 2 F F F 3 x x F x 4 x F F x 5 F F F 6 x F x 7 x F x F 8 F x 9 F F 10 x x x x 2 |Revised April 2013, Hotlinks updated May, 2014 Standard Unit 1 Unit 2 Unit 3 Unit 4 Writing 1 x x x F 1a x F 1b x F 1c x F 1d x F 1e x F 2 F F 2a F F 2b F F 2c F F 2d F F 2e F F 2f F F 3 F 3a F 3b F 3c F 3d F 3e F 4 x F F F 5 x F F F 6 x F F 7 x F F 8 x x F 9 F F F 9a F 9b F 10 x x x x 3 |Revised April 2013, Hotlinks updated May, 2014 Standard Unit 1 Unit 2 Unit 3 Unit 4 Speaking and Listening 1 x F x F 1a x F F 1b F x F 1c x x F 1d x x F 2 x x F 3 x F 4 x x x F 5 x x x F 6 x F Standard Unit 1 Unit 2 Unit 3 Unit 4 Language 1 x F F F 1a x x F F 1b x x F F 2 x x F F 2a x x F F 2b x x F F 3 x F x 3a x F x 4 x x 4a x x x x 4b x x x x 4c x x x x 4d x x x x 5 x F 5a x F 5b x x x x 6 F F 4 |Revised April 2013, Hotlinks updated May, 2014 Grade 11 Unit 1 What is Happiness/Success/Freedom? “I'm on the pursuit of happiness and I know everything that shine ain't always gonna be gold.” ~Kid Cudi OVERVIEW In this unit students will explore the roles happiness, success and freedom play in the pursuit of the American Dream. Students will read several works of fiction and informational text as they examine how rhetoric is used to provide answers to the question: What is the American Dream and how is it attained? ENDURING UNDERSTANDINGS There is a difference between happiness and fun. An individual’s drive for material and economic success may interfere with attaining happiness. Although cultures differ in their definition of happiness and the extent of freedoms offered, freedom and control over one’s destiny can provide happiness. Some cultures privilege other values over individual freedom. Some cultures are hierarchical in the distribution of power and some others are egalitarian. Rhetoric is used to define happiness, freedom and success in both narrative and informational text structure. ESSENTIAL QUESTION How is rhetoric used to promote the concepts of the American Dream, freedom and/or happiness? GUIDING QUESTIONS How do you define happiness? In what ways are happiness and fun similar and different? To what extent is one’s happiness dependent on outside forces? How might society’s drive for material and economic success interfere with or enhance happiness? What is freedom? To what extent is freedom necessary in order to achieve happiness or success? Is the pursuit of happiness an inalienable right? If so, why? If not, why not? STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary Writing Vocabulary emotional appeal* aphorism alliteration* logical appeal* egalitarian allusion* metaphor* Federalism anaphora parallelism* hierarchy assonance rhetoric* natural law claim* rhetorical question evidence* STUDENTS WILL BE ABLE TO DO THE FOLLOWING 5 |Revised April 2013, Hotlinks updated May, 2014 Reading: Literature Key Ideas and Details RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Craft and Structure RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Range of Reading and Level of Text Complexity RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading: Informational Text Integration of Knowledge and Ideas Craft and Structure RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Integration of Knowledge and Ideas RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. 6 |Revised April 2013, Hotlinks updated May, 2014 Writing Text Types and Purposes W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Speaking and Listening Comprehension and Collaboration SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. SUGGESTED WORKS ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. The Great Gatsby by F. Scott Fitzgerald (Lexile Level1070) Of Mice and Men by John Steinbeck (Lexile Level 630) SUPPORTING TEXTS Short Stories “Bernice Bobs Her Hair” by F. Scott Fitzgerald: http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html “The Corn Planting” by Sherwood Anderson (PH, p.
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