Blackfoot High School Curriculum Map with Core and Content Standards for English / 11th Grade Page 1 Summary Curriculum Map Grade 11 Curriculum Map st ​ rd 1 ​ Trimester (60 days) 2 ​ Trimester (60 days) ​ ​ ​ Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 (20 days) days) (20 days) (20 days) (20 days) (20 days) What is The Individual and The Individual and Assimilation and Assimiilation and The Future of the Happiness/Succes Society (1) Society (2) Cultural Identity Cultural Identity (2) American Dream s/Freedom? (1) Focus Focus Focus Focus Focus Focus Standards Standards Standards Standards Standards Standards Reading Lit: Reading Lit: CCSS.ELA-Literacy. CCSS.ELA-Literacy. RL.11-12.1 RL.11-12.1 CCSS.ELA-Literacy. CCSS.ELA-Literacy. RL.11-12.2. RL.11-12.2 ​ CCSS.ELA-Literac CCSS.ELA-Litera y.RL.11-12.6 cy.RL.11-12.3 CCSS.ELA-Literac Reading y.RL.11-12.7 Informational Texts: CCSS.ELA-Literacy .RI.11-12.1 CCSS.ELA-Literacy .RI.11-12.2 CCSS.ELA-Litera cy.RI.11-12.7 Writing: CCSS.ELA-Liter acy.W.11-12.2 CCSS.ELA-Liter acy.W.11-12.4 CCSS.ELA-Liter acy.W.11-12.5 CCSS.ELA-Liter acy.W.11-12.7 CCSS.ELA-Liter acy.W.11-12.9 These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. NOTE: Detailed Curriculum Map st Subject /Grade – 1 ​ Trimester Standards​ ​ ​ Content/Skills Unit 1 Unit 2 Unit 3 I can: I can: I can: - Define happiness. - Determine when the need for social - Determine to what extent - Identify how happiness and fun are order transcend the need for individual external forces, such as similar and different freedoms corporations, government, - Analyze the extent to which one’s - Analyze the limits of personal freedoms education and media, and happiness is dependent on outside - Analyze to what you owe our allegiance: natural forces, such as the forces your conscience, the law, or something environment and science, affect - Analyze the extent to which else? the American Dream society’s drive for material and - Infer about how are Americans are - Determine to what extent should economic success interfere with or perceived by other cultures the United States of America enhance happiness - Infer as to why some countries view export its values across the - Define freedom Americans negatively globe - Analyze the role freedom plays in - Determine whether or not America is a - Determine to what extent is a order to achieve happiness or melting pot or a salad bowl. Explain global community influencing the success - Analyze whether or not America is still American Dream - Determine whether the pursuit of the ‘City on a Hill" (Winthrop, Reagan) - Argue whether or not the happiness is an inalienable right. If - Infer as to America still wants “your American Dream is sustainable. so, why? If not, why not? tired, your poor, your huddled masses Explain. - Analyze how simply you live. How yearning to breathe free” (Statue of - Argue whether or not the much stuff do you need Liberty) American Dream is still worth - Determine the relationship between pursuing. Explain. personal freedom and social - What are acceptable limits on responsibility speech and expression? - What is more dangerous to society—government censorship, or self-censorship? (F451) CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.6 CCSS.ELA-Literacy.RL.11-12.7 ​ CCSS.ELA-Literacy.RL.11-12.2. CCSS.ELA-Literacy.RL.11-12.7 CCSS.ELA-Literacy.RL.11-12.9 ​ CCSS.ELA-Literacy.RI.11-12.5 CCSS.ELA-Literacy.RI.11-12.8 CCSS.ELA-Literacy.RI.11-12.9 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RI.11-12.9 CCSS.ELA-Literacy.W.11-12.3.a, b, c, ​ CCSS.ELA-Literacy.RL.11-12.3 CCSS.ELA-Literacy.RL.11-12.4 d, e CCSS.ELA-Literacy.RI.11-12.2 CCSS.ELA-Literacy.RL.11-12.5 CCSS.ELA-Literacy.SL.11-12.1.b CCSS.ELA-Literacy.RI.11-12.4 CCSS.ELA-Literacy.RI.11-12.5 CCSS.ELA-Literacy.RL.11-12.9 CCSS.ELA-Literacy.W.11-12.2 CCSS.ELA-Literacy.W.11-12.5 CCSS.ELA-Literacy.RI.11-12.7 CCSS.ELA-Literacy.W.11-12.2a, b, CCSS.ELA-Literacy.W.11-12.6 ​ CCSS.ELA-Literacy.W.11-12.6 c, d, e, f CCSS.ELA-Literacy.W.11-12.9 CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.11-12.9a ​ CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.L.11-12.1 Academic Vocabulary 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* Resources Western Expansion Stories: New Perspectives on the West: http://www.pbs.org/weta/thewest/lesson_plans/ Novels My Antonia by Willa Cather (Lexile Level 1010) ​ ​ In Our Time Selections from by Ernest Hemingway ​ ​ The Grapes of Wrath by John Steinbeck (Lexile Level 680) ​ Poems "anyone live in a pretty how town" by e. e. cummings (PH, p. 694) ​ Black Cat Poems: Poems by T. S. Eliot: http://www.blackcatpoems.com/e/t_s_eliot.html Hello Poetry: e.e. cummings: http://hellopoetry.com/-e-e-cummings/ ​ "I, Too" by Langston Hughes (PH, p. 419) "The Red Wheelbarrow" by William Carlos Williams (PH, p. 662 "Refuge in America" by Langston Hughes (PH, p. 662) "Richard Cory" by E.A. Robinson (P.H., p. 607) Spoon River Anthology : http://spoonriveranthology.net/spoon/river/ ​ "Upon the Burning of Our House" by Anne Bradstreet: http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-upontheburning.htm Plays The Glass Menagerie by Tennessee Williams ​ Our Town by Thornton Wilder ​ Nonfiction Democracy in America by de Tocqueville: http://www.gutenberg.org/files/815/815-h/815-h.htm ​ from "The Autobiography" by Benjamin Franklin (PH, p. 131) from "The Crisis, Number 1" by Thomas Paine (PH, p. 144) "Letters from an American Farmer" by Jean Crevecoeur (PH, p. 197) Outliers by Malcolm Gladwell (excerpts only) ​ Poor Richard’s Almanac by Benjamin Franklin (PH, p. 188) ​ Outliers Quotes from by Malcolm Gladwell: http://www.goodreads.com/work/quotes/3364437-outliers ​ ​ "Speech in the Virginia Convention" by Patrick Henry (PH, p. 169) "The Constitution": Document Library: Founding Era: http://teachingamericanhistory.org/library/index.asp?category=1 (Many documents are at this site, such as the Constitution, the Declaration of Independence, The Federalist Papers, and the writings of several prominent citizens, including George Washington, Thomas Jefferson, John Adams and Benjamin Franklin.) Declaration of Independence The " (PH, p. 140) ​ ​ "The Gettysburg Address" (PH, p. 480) "The Harvest Gypsies": http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686 (can be downloaded from this site) "The Magna Carta": http://www.teachingamericanhistory.org/library/index.asp?document=142 "The Mayflower Compact": http://teachingamericanhistory.org/library/index.asp?document=143 The Things They Carried by Tim O’Brien (excerpts only) ​ DIGITAL CONTENT Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. The Pursuit of Happyness Scenes from (2006, PG-13) ​ ​ Music "Richard Cory" by Simon and Garfunkel: http://youtu.be/euuCiSY0qYs Websites Online Writing Lab at Purdue: "Rhetorical Situations" http://owl.english.purdue.edu/owl/resource/625/01/ "Great Books: The Great Gatsby": http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-8EC3-EAEA057F4775 "The Great Gatsby": (Themes listed at this website) (Log on to discovery Ed and search for this title.) "Making Myths: The West in Public and Private Writings": http://www.pbs.org/weta/thewest/lesson_plans/lesson06.htm (Very thorough lesson plans which focus on authors such as Zane Grey and Willa Cather, etc.) "Mark Twain and the American West": http://www.pbs.org/weta/thewest/lesson_plans/lesson02.htm The Grapes of Wrath The Story Behind : (Log on to discovery Ed and search for this title.) ​ ​ Assessments INTRODUCTORY ACTIVITY The Bill of 1. Class Bill of Rights (W.11-12.1.d, RL.11-12.9, SL.11-12.1.b): After reading and analyzing Rights, students apply the ideas ​ ​ ​ ​ ​ ​ Bill of Rights, behind the have the class come up with a list of rights that every student should have within the classroom. These rights should ​ ​ promote freedom (collective and individual), responsibility, and opportunities to pursue happiness/ success. READING STRATEGY FOCUS Literature ", 1. Themes/Central Ideas (RL.11-12.1, RL.11-12.2, RI.11-12.1,): Read from Steinbeck’s "The Harvest Gypsies citing strong and thorough ​ ​ ​ ​ textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. How are these central ideas Of Mice and Men related to George and Lennie’s pursuit of happiness/success in . Compare and contrast what Steinbeck says about happiness ​ ​ and success to Crevecoeur’s "Letters from an American Farmer." What conclusions can you draw from the text about happiness, success and the American Dream? 2. My American Dream (RL.11-12.9, RI.11-12.7, W.11-12.3, SL.11-12.5): After reading several texts for the unit, students determine the ​ ​ ​ ​ role that happiness, success, and freedom play in the American Dream and provide a reflection of what their American Dream consists of. Using Tagul.com, a web service that enables one to create word clouds, students insert their text and create a visual representation of their vision.