Grade Level:  11 High School                                          

Subject Area:  Language Arts

Course Number:  L403411

Course Title:  American Literature

Course Length: School Year

Prerequisite:

Course Description:

Students read, interpret, analyze and evaluate various works of American literature.  Students read from a variety of genres from various time periods including short story, poetry, drama, novel and essay.  Works represent authors from various cultures and perspectives.  Students write for various purposes and audiences including expository, analytical and argumentative writing.  Students develop their oral communications skills through small group discussions and public speaking.  A research component is also included in the course. 

Standards and Benchmarks:

Vocabulary Benchmarks

• The student acquires, understands and uses vocabulary through explicit instruction and independent reading.  The student appropriately uses these words in writing. (Elaborate and assess)
• The student determines the meaning of unfamiliar words and metaphors by using dictionaries, context clues and reference books. (Elaborate and assess)
• The student knows several ways to determine the meaning of unknown words, including applying knowledge of Greek and Latin roots, prefixes, suffixes, word roots and word origins. (Elaborate and assess)

Comprehension Benchmarks

• The student monitors comprehension and knows how and when to use strategies that clarify understanding of a text. (Elaborate and assess)
• The student understands and evaluates the purpose, accuracy, comprehensiveness and usefulness of informational materials. (Elaborate and assess)
• The student analyzes a variety of nonfiction materials selected from journals, essays, speeches, biographies and autobiographies. (Elaborate and assess)
• The student summarizes and paraphrases the main idea and supporting details. (Elaborate and assess)
• In a persuasive text, the student traces the logical development of the author’s argument, point of view or perspective and evaluates the adequacy, accuracy and appropriateness of the author’s evidence.  (Elaborate and assess)
• The student makes inferences and draws conclusions based on explicit and implied information from texts. (Elaborate and assess)
• The student evaluates the clarity and accuracy of information, as well as the credibility of sources. (Elaborate and assess)
• The student identifies, understands and explains various types of logical fallacies. (Elaborate and assess)
• The student synthesizes information from multiple selections in order to draw conclusions, make predictions and form interpretations. (Elaborate and assess) 

Literature Benchmarks

• American literature:  The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from American literature. (Introduce)
• The student analyzes, interprets and evaluates the use of figurative language and imagery (including symbolism, tone, irony and satire) in fiction and nonfiction selections. (Elaborate and assess)
• The student evaluates the impact of the author’s decisions regarding word choice, point of view, style, and literary elements. (Elaborate and assess)
• The student analyzes and evaluates the relationship between and among elements of literature:  character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and resolution. (Elaborate and assess)
• The student analyzes poetic devices in classic and contemporary poems. (Elaborate and assess)
• The student analyzes the characteristics of literary forms. (Elaborate and assess)
• The student interprets the effect of literary and structural devices. (Introduce)
• The student demonstrates how literary works reflect the historical contexts that shape them. (Elaborate and assess)
• The student synthesizes ideas and makes thematic connections among literary texts, public discourse, media, and other disciplines. (Introduce)
• The student reads, analyzes and critiques dramatic selections by comparing and contrasting ways in which character, scene, dialogue and staging contribute to the theme and dramatic effect. (Elaborate and assess)
• The student responds to literature using ideas and details from the text to support reactions and make literary connections. (Elaborate and assess)
• For personal enjoyment, the student reads and responds to a variety of fictional, poetic and nonfictional texts of increasing complexity. (Elaborate and assess) 

Writing Benchmarks

• The student plans, organizes and composes narrative, expository and descriptive writing to address a specific audience and purpose.  (Elaborate and assess)
• The student plans, organizes and composes persuasive, critic and scholarly writing to address a specific audience and purpose. (Elaborate and assess)
• The student generates, gathers and organizes ideas for writing. (Elaborate and assess)
• The student develops a thesis and a clear purpose for writing. (Elaborate and assess)
• The student makes generalizations and uses supporting details. (Elaborate)
• The student arranges paragraphs into a logical progression. (Elaborate)
• The student revises writing for clarity, coherence, smooth transitions and unity. (Elaborate and assess)
• The student applies available technology to develop, revise and edit writing. (Elaborate and assess)
• The student generates footnotes, endnotes and bibliographies in a consistent and widely accepted format. (Elaborate and assess)
• The student revises, edits and prepares a final draft for an intended audience and purpose. (Elaborate and assess) 

Spelling Benchmarks

• The student understands the difference between formal and informal language styles and uses each appropriately. (Elaborate and assess)
• The student uses a variety of correctly punctuated sentences for meaning and stylistic effect. (Elaborate and assess)
• The student edits writing for correct grammar, capitalization, punctuation, spelling, verb tense, sentence structure and paragraphing, enhancing its clarity and readability. (Elaborate and assess)
• The student correctly uses verb forms, with attention to subject-verb agreement and active vs passive voice. (Elaborate and assess) 

Research Benchmarks

• The student uses printed sources, electronic databases and online resources to access information, organize ideas and develop writing. (Introduce)
• The student identifies key terms specific to research tools and processes. (Introduce)
• The student narrows the focus of a search by formulating the thesis into a concise research question. (Elaborate and assess)
• The student develops a research plan. (Elaborate and assess)
• The student evaluates and organizes relevant information from a variety of sources, verifying the accuracy and usefulness of this gathered information. (Elaborate and assess)
• The student produces a report with detailed evidence to support a thesis. (Elaborate and assess)
• The student distinguishes between reliable and questionable Internet sources and uses technology responsibly. (Assess)
• Plagiarism

a.      The student recognizes plagiarism and understands its consequences. (Elaborate and assess)

b.      The student identifies ethical issues in research and documentation. (Elaborate and assess)

• The student organizes and synthesizes information from a variety of sources and presents it logically. (Elaborate and assess)
• The student credits sources for both quoted and paraphrased ideas.  (Elaborate and assess)
• The student credits sources of information using a standard documentation method such as a style sheet from the Modern Language Association (MLA) or the American Psychological Association (APA). (Elaborate and assess)
• Final draft:

a.      The student proofreads the final copy and formats the paper in a prescribed manner. (Elaborate and assess)

b.      The student prepares the research for publication, submission and/or display. (Elaborate and assess)

Speaking and Listening Benchmarks

• The student distinguishes between a speaker’s opinion and verifiable facts and analyzes a presentation’s credibility. (Elaborate and assess)
• The student delivers a speech using logic, correct grammar and a vocabulary appropriate to the topic, audience and purpose. (Elaborate and assess)
• The student identifies and understands the elements and implications of persuasion, argumentation and debate as essential oral skills and applies assessment criteria for self-evaluation of these skills. (Elaborate and assess)
• The student describes the role of communication in everyday situations: formal, business, and social. (Elaborate and assess) 

Media Literacy

• The student evaluates the accuracy and credibility of information found on Internet sites. (Elaborate and assess)
• The student evaluates logical reasoning in both print and non-print selections. (Elaborate and assess)
• The student evaluates a source’s point of view, intended audiences and authority. (Elaborate and assess)
• The student determines whether the evidence in a selection is appropriate, adequate and accurate. (Elaborate and assess)
• The student formulates critical, evaluative questions relevant to a print or non-print selection.  (Elaborate and assess)
• The student critically analyzes and evaluates the strategies of news broadcasts, documentaries and Web sites with particular regard to clarity, accuracy, effectiveness, bias and factual relevance. (Introduce)
• The student demonstrates an understanding of ethics in mass communication and describes the characteristics of ethical and unethical behavior. ((Introduce)
• The student understands the effects of media on society and culture. (Introduce) 

Scope and Sequence:

Community Building

Emphasis is placed on community building at the beginning and throughout the year to build a literacy community where members know one another and respect each other’s ideas and opinions. 

Reading, writing, speaking, listening and media literacy are incorporated throughout the course and are integrated.  However, units may place an emphasis on one of the components of language arts.

Reading/Literature

Students read, respond to, interpret, analyze and evaluate short stories, poems, plays and nonfiction texts.  Some works are read and discussed as a whole class, some works are read and discussed in small groups and some are read and responded to independently.  Students make a choice of the selections they read independently with teacher support in the choice for the student’s reading level and interests.  Besides the short stories, poetry and nonfiction selections, students are expected to read at least three longer works from novels or full length plays. 

Writing

Students use writing as a tool for learning and as a means for formative assessment.  The informal writing involves responding to reading, responding to a prompt, preparing for more formal writing and reflecting on the learning experience.  Students use the writing process (prewriting, drafting, revising, editing and publishing) to complete a number of more polished and summative assessment pieces.  At the 11^th grade more emphasis is put on analysis and argumentative papers with some requiring outside research. 

Speaking/Listening

Students have a number of opportunities to develop their speaking and listening skills from pair and small group discussion, panel presentations and formal speeches.  Students develop skills in interpersonal communications and the preparation and delivery of speeches.

Content-based Instructional Practices:

Reading:  The teacher models reading strategies and provides guided practice to promote comprehension during pre-reading, during reading and post-reading of a variety of genres.  The teacher asks students to process the information from texts and demonstrate their comprehension by speaking and in writing. 

Vocabulary:  The teacher integrates vocabulary instruction with reading. Key vocabulary focuses on the need for students to understand the words both in the context of reading the selections and for the usefulness of the vocabulary beyond the selection.  Some emphasis on prefixes, suffixes and roots is taught separately.

Literature:  The teacher provides the means for students to develop background information about the selections read including the historical, cultural and biographical context.  The teacher reinforces and further develops the students’ skills in using literary terminology to respond to and analyze literature.  Students are given opportunities to make connections to the literature including text to self, text to text and self to world. 

Writing: The teacher assigns both informal and formal writing assignments.  Students respond to readings and other classroom instruction on an almost daily basis.  The students keep a readers’/writers’ notebook for informal responses to reading and other classroom activities and to use as a basis for more formal writing assignments.  The teacher models and instructs students in the writing process including prewriting (idea generating), drafting (organizing, developing), revising and editing.  Students receive feedback from both teacher and peers during the process. The teacher instructs students about how to consider audience and purpose for their writing. Spelling and grammar instruction is integrated with the teaching of writing. 

Speaking, listening and viewing:  The teacher provides instruction for both small group communication and more formal presentations.  The teacher instructs students on consideration of audience and purpose for their speaking. 

Assessments (on-going, formative and summative):

Formative

informal responses to reading, quizzes, graphic organizers, notes and drafts

teacher observation of participation, teacher conferences, peer/group processes, student reflections           

Summative

            tests, papers, speeches, any other formal projects

Instructional Materials:

Prentice Hall Literature Timeless Voices, Timeless Themes:  The American Experience

Selections drawn from the following novels and full length plays: (from Arlington HS)

The Bean Trees

The Catcher in the Rye

Choice of Weapons

The Crucible

Dave Barry Does Japan

Flowers for Algernon

Going After Cacciato

The Good War

Grand Opening

The Grapes of Wrath

Girl in Hyacinth

The Great Gatsby

The heart Is a Lonely Hunter

Huckleberry Finn

I Know Why the Caged Bird Sings

In the Lake of the Woods

In the Time of the Butterflies

Invisible Man

Life on the Mississippi

The Mulching of America

Native Son

Nervous Conditions

The Piano Lesson

A Prayer for Owen Meany

Technology and Internet:

Word processing of major papers

Research on the Internet

Suggested Adaptations for English Language Learner, Gifted and Talented and Special Education Students:

An updated version of this curriculum is available online at www.thecenter.spps.org.  Anchor lessons and common assessments for all courses are or will be available online. 

District course numbers and titles have specific assigned standards that are required regardless of where the course is taught.