RADNOR TOWNSHIP SCHOOL DISTRICT

thCommon Assessments (All 11 graders)PSAT Common AssessmentStudents will take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) inOctober. It is a standardized test cosponsored by the College Board and National Merit Scholarship Corporation ((MNSC) that provides firsthand practice for the SAT .Common Course Assessments (All Students in the Course)To be determined – Something for Friday Night LightsOther Possible AssessmentsSummative Assessment: Create a narrative poem, short story, essay or other written product that tellsa story of personal significance.Objective Assessments with multiple choice, true and false, fill in the blanks, and short answerQuestions.Activities and AssignmentsDiscuss the origin of myths and archetypes using the Native American myths. Recognize cultural detailsas student compare and contrast the excerpts as well as explore the deep connection they had withnature.Identify author’s purpose and audience in Puritan Literature as well as the distinct Puritan Plain Style ofwriting and speaking.LTF Foundation Lesson on Author’s Purpose for Of Plymouth Plantation to practice reading with anawareness of author’s intended audience and overall purpose for writing as well as use of literarytechniques the write is employing.Discuss what a sermon is and the persuasive oratory of language that would convince listeners of thetruth.Discuss the response Jonathan Edwards evokes in an audience and the ways he achieves it.Compare/contrast Henry and Franklin’s speeches about when to compromise and when to stand atismAphorismsClimaxDidactic lelismToneMaterials & TextsRequired Texts and ResourcesthCommon Texts and Resources – All 11 Graders"Western Star" by Stephen Vincent Benet"America the Beautiful" by Katharine Lee BatesthCommon Course Texts and Resources – All 11 Graders in AdvancedThe Glass Castle – Jeanette WallsKey selections from the textbook:Historical Background of the time periodPart I – Meeting of Cultures – Choose 1 of the following“The Earth on Turtle’s Back”“When the Grizzlies Walked Upright”from The Navajo Origin Legendfrom The Iroquois ConstitutionPart II – Puritan Influence – Choose 1 of the followingfrom “Of Plymouth Plantation”“To My Dear and Loving Husband”from “Sinners in the Hands of an Angry God”

Part III – A Nation is Born – Choose 1 of the following“Speech in the Virginia Convention”“Speech in the Convention”Supplemental Texts and Resources (Use may vary)Friday Night Lights By H.G. BissingerThe Crucible by Arthur Miller“How I found America” by Anzia Yezierska“The Promise of America by Thomas Wolfe“Snow in August” by Pete Hamill“I Have a Dream” by Martin Luther King, Jr“Gettysburg Address” by Abraham Lincoln“The Unimagined America” by Archibald MacLeishMedia, Technology, Web ResourcesTo be determined

Unit II: A Growing Nation – Literature of the American Renaissance (1800 – 1870)Length of Unit – approximately four weeksCommon Core Standards and PA Academic StandardsCC.1.2.11–12.A – Determine and analyze the relationship between two or more central ideas of a text,including the development and interaction of the central ideas; provide an objective summary of the text.CC.1.2.11–12.B – Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicitassumptions and beliefs.CC.1.3.11–12.B – Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicitassumptions and beliefs.CC.1.3.11–12.C – Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama.CC.1.3.11–12.D – Evaluate how an author’s point of view or purpose shapes the content and style of atext.CC.1.3.11–12.H – Demonstrate knowledge of foundational works of literature that reflect a variety ofgenres in the respective major periods of literature, including how two or more texts from the same periodtreat similar themes or topics.CC.1.4.11–12.S – Draw evidence from literary or informational texts to support analysis, reflection, andresearch, applying grade‐level reading standards for literature and literary nonfiction.CC.1.4.11–12.X – Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes,and audiences.CC.1.5.11–12.A – Initiate and participate effectively in a range of collaborative discussions on grade‐leveltopics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Keystone Connections:RHS- Identify the Keystone Eligible Content that is aligned with this unitStudent Objectives:Students will be able to Identify the historical context, philosophy, and style of American Gothic writers andTranscendentalists. Define the major characteristics of American Romanticism (such as the use of symbols, myth,and the “fantastic,” veneration of nature; celebration of “self” and isolationism) Understand how authors develop irony and the effect irony has on a text. Identify sound techniques (e.g., rhyme, meter, alliteration) and how they supply meaning andrhythm in a specific verse or stanza of a poem. Identify figurative language (e.g., metaphor, personification, irony) and how they supply meaningin a specific verse/stanza of a poem or section of a piece of prose. Apply techniques of classanalysis to reading independently.Assessments:thCommon Assessments – All 11 GradersMid-Term Exam: Common assessment of standard terms.thCommon Course Assessments – All 11 Graders in AdvancedSpeeches – Students will choose a topic of his/her choice, then write and deliver a persuasive speech.Activities and AssignmentsEvaluate the influences of the historical period on characters, plot, and settings by indentifying elementsof the story that reflect an excessive concern for wealth.Review terms for indirect and direct characterization, figurative language (figures of speech), author’sstyle with regard to figurative expressions, and poetry terminology such as types of poety.Discuss the role of the individual in society today.Analyze how the poetry of Dickinson and Whitman makes American literature American.

Write an editorial – a persuasive article – in which you argue for or against the relevance of Thoreau’sideas of simplicity in today’s world.Write a blog post on either Dickinson’s or Whitman’s poetry and explain how it is relevant smParadoxAnaphoraDictionLyric PoetryRomanticismVerbal ironyAssonanceFree VerseOnomatopoeiaTranscendentalismMaterials & TextsRequired Texts and ResourcesthCommon Texts and Resources – All 11 GradersOverview of TranscendentalismthCommon Course Texts and Resources – All 11 Graders in AdvancedKey selections from the textbook:Historical Background of the time periodPart I – Fireside and Campfire“The Devil and Tom Walker”Part II – Shadows of the Imagination (American Gothic)“The Fall of the House of Usher”Part III – The Human Spirit and the Natural World (Transcendentalism)History of Transcendentalismfrom “Nature”from “Self-Reliance”from “Walden”from “Civil Disobedience”Part IV – American Masters (Emily Dickinson and Walt Whitman)“Because I could not stop for Death”“I heard a Fly buzz—when I died”“I Hear America Singing”“A Noiseless Patient Spider”Supplemental Texts and ResourcesThe CrucibleDeath of a SalesmanMedia, Technology, Web ResourcesCreate a blog as a forum for students to discuss Dickinson’s and Whitman’s poetry and their relevance totoday’s students.Dead Poets Society (film 1989), film versions of The Crucible or Death of a Salesman

Unit III: Division, Reconciliation, and Expansion – Literature of the Civil War and the Frontier(1850 – 1914) – Length of Unit – approximately seven weeksCommon Core Standards and PA Academic StandardsCC.1.2.11–12.B – Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicitassumptions and beliefs.CC.1.2.11–12.D – Evaluate how an author’s point of view or purpose shapes the content and style of atext.CC.1.2.11–12.I – Analyze foundational U.S. and world documents of historical, political, and literarysignificance for their themes, purposes, and rhetorical features.CC.1.3.11–12.C – Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama.CC.1.3.11–12.F – Evaluate how words and phrases shape meaning and tone in texts.CC.1.3.11–12.H – Demonstrate knowledge of foundational works of literature that reflect a variety ofgenres in the respective major periods of literature, including how two or more texts from the same periodtreat similar themes or topics.CC.1.4.11–12.A – Write informative/explanatory texts to examine and convey complex ideas, concepts,and information clearly and accurately.CC.1.4.11–12.C – Develop and analyze the topic thoroughly by selecting the most significant andrelevant facts, extended definitions, concrete details, quotations, or other information and examplesappropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful toaiding comprehension.CC.1.4.11–12.H – Write with a sharp, distinct focus identifying topic, task, and audience; introduce theprecise, knowledgeable claim.CC.1.4.11–12.O – Use narrative techniques such as dialogue, description, reflection, multiple plotlines,and pacing to develop experiences, events, and/or characters; use precise words and phrases, tellingdetails, and sensory language to convey a vivid picture of the experiences, events, settings, and/orcharacters.CC.1.5.11–12.C – Integrate multiple sources of information presented in diverse formats and media (e.g.,visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating thecredibility and accuracy of each source and noting any discrepancies among the data.CC.1.5.11–12.F – Make strategic use of digital media in presentations to add interest and enhanceunderstanding of findings, reasoning, and evidence.Keystone Connections:RHS- Identify the Keystone Eligible Content that is aligned with this unit.Student Objectives:Students will be able to th Determine and analyze the development of the theme or themes in American literature of the 19Century.th Explain how fictional characters in late 19 century America express the challenges facingAmerica at the time, citing textual evidence from both fiction and nonfiction to make the case. Understand the need for credible authority (appeal to ethos). Use (and integrate) authoritative sources to support a persuasive essay or speech. Understand how authors develop irony and the effect irony has on a text. Gather, determine validity and reliability of, and organize information.Assessments:Common Assessments – List and then describe – be specificSomething for Huck Finn – To be determinedthCommon Course Assessments – 11 Graders in AdvancedPosition Essay – Students will write a position statement about the Civil War. Possible Prompt – TheCivil War was the first war that people were able to witness through photographs. Some might saythat images of war are important because they coven much more than words alone. Others mighthold that showing pain and destruction is coldhearted and disrespectful to the victims. Write anessay in which you express and support an opinion on this question. Regardless of which side youtake, cite specific reasons and examples to support your position. (Timed Writing – 30 minutes)Other Possible Assessments (Label as formative or summative)

Discussion ActivitiesDidactic JournalsActivities and AssignmentsDiscuss the use of diaries and journals to determine the author’s purpose.Discuss Naturalism – the literary movement that shows a bleak reality without explaining it. Instead itallows the reader to draw his or her own conclusions.Discuss satire, humor, and social commentary as seen in the writings of Mark TwainHuck Finn Unit Plan – to be determined (length of time – approximately 3 – 4 weeks)Research women and the civil war – what was their role before, after and during the war. Create powerpoint presentations to present to the class.Compare and contrast the various types of poetry in the Part III of the unit. Create a chart using poeticelements, point of view, and theme as the basis for the comparison and iographyDeterminationDramatic MonologueIncongruityNarrative PoetryPetrarchan (Italian) SonnetRegionalismSocial CommentaryMaterials & TextsRequired Texts and ResourcesthCommon Texts and Resources – All 11 GradersAdventures of Huckleberry FinnthCommon Course Texts and Resources – All 11 Graders in AdvancedKey selections from the textbook:Historical Background of the time periodPart I – A Nation Divided – Choose 2 of the following“A Confederate Account of the Battle of Gettysburg”“An Episode of War”“Go Down Moses”“Swing Low, Sweet Chariot”Part II – Forging New FrontiersFrom “Life on the Mississippi”From “How to Tell a Story”“The Notorious Jumping Frog of Calaveras County”Part III – Living in a Changing World – Choose 2 of the following“Douglass”“We Wear the Mask”“Richard Cory”“Lucinda Matlock”Supplemental Texts and Resources (use may vary)To be determinedMedia, Technology, Web ResourcesPower point will be used in the women and civil war aturalismRealismRhyme Scheme

Unit IV: Disillusion, Defiance, and Discontent – Literature of the Modern Age (1914 – 1945)Length of Unit – approximately eight – nine weeksCommon Core Standards and PA Academic StandardsCC.1.3.11–12.A – Determine and analyze the relationship between two or more themes or central ideasof a text, including the development and interaction of the themes; provide an objective summary of thetext.CC.1.3.11–12.B – Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicitassumptions and beliefs.CC.1.3.11–12.E – Evaluate the structure of texts including how specific sentences, paragraphs, andlarger portions of the texts relate to each other and the whole.CC.1.3.11–12.F – Evaluate how words and phrases shape meaning and tone in texts.CC.1.3.11–12.H – Demonstrate knowledge of foundational works of literature that reflect a variety ofgenres in the respective major periods of literature, including how two or more texts from the same periodtreat similar themes or topics.CC.1.4.11–12.G – Write arguments to support claims in an analysis of substantive topics.CC.1.4.11–12.N – Engage and orient the reader by setting out a problem, situation, or observation and itssignificance, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.11–12.O – Use narrative techniques such as dialogue, description, reflection, multiple plotlines,and pacing to develop experiences, events, and/or characters; use precise words and phrases, tellingdetails, and sensory language to convey a vivid picture of the experiences, events, settings, and/orcharacters.CC.1.4.11–12.U – Use technology, including the Internet, to produce, publish, and update individual orshared writing products in response to ongoing feedback, including new arguments and information.CC.1.4.11–12.V – Conduct short as well as more sustained research projects to answer a question(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject underinvestigation.CC.1.4.11–12.W – Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in terms of the task,purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.1.5.11–12.C – Integrate multiple sources of information presented in diverse formats and media (e.g.,visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating thecredibility and accuracy of each source and noting any discrepancies among the data.CC.1.5.11–12.F – Make strategic use of digital media in presentations to add interest and enhanceunderstanding of findings, reasoning, and evidence.Keystone Connections:RHS- Identify the Keystone Eligible Content that is aligned with this unit.Student Objectives:Students will be able to Define and explain the origins of the Harlem Renaissance. Explore the relationship between historical events and literature as they emerge in the works ofthe Harlem Renaissance poets and authors. Identify modernist ideas (using information texts) Examine evidence of the alienation of “modern man” Identify figurative language such as apostrophe and personification. Apply techniques of class analysis to reading independently. Understand how authors develop irony and the effect irony has on a text. Gather, determine validity and reliability of, and organize information.Assessments:thCommon Assessments – All 11 GradersN/AthCommon Course Assessments – All 11 Graders in AdvancedCritical Essay – Students will write a critical essay on Robert Frost’s poetry. A possible prompt:thstWrite a critical essay in which you explore the following question: In the 20 and 21 centuries, howcan poetry set in natural or rural settings be meaningful? In your essay, consider your own

experiences in nature, whether good or bad, and draw conclusion about the relevance of pastoralpoetry today.Other Possible Assessments (Label as formative or summative)Discussion ActivitiesDidactic JournalsActivities and AssignmentsWith a partner, write a sequel to “A Worn Path.” What happens when Phoenix Jackson returns home?Use specific details and sensory language to create vivid pictures in your story.Look up the words freedom and liberty in a thesaurus to find related words.Unit plan on The Great Gatsby – to be determined.Write and deliver a multimedia presentation on the 1920s for background information prior to reading TheGreat Gatsby. Students will choose an aspect of the 20s as the basis for their research. Students willthen combine text, images, and sound in a multimedia tionDisillusionmentForeshadowingMotifAllusionBlank VerseDenotationDramatic MonologueHarlem RenaissancePastoralsMaterials & TextsRequired Text and ResourcesthCommon Texts and Resources – All 11 GradersN/AthCommon Course Texts and Resources – All 11 Graders in AdvancedThe Great GatsbyKey selections from the textbook:Historical Background of the time periodPart I – Facing Troubled TimesEzra PoundWilliam Carlos WilliamsPart II – From Every Corner of the Land – Choose 2 of the following“A Rose for Emily”“The Jilting of Granny Weatherall”“A Worn Path”Poetry of Carl SandburgPoetry of Robert FrostPart III – The Harlem Renaissance PoetsLangston HughesColleen McElroy

CC.1.2.11–12.D – Evaluate how an author’s point of view or purpose shapes the content and style of a text. CC.1.2.11–12.E – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether th