GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH ...

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH DEPARTMENT

AP ENGLISH 3 Course #ENY1130

Curriculum Guide

Date: September 2018 Updated: December 2019

Dr. Melissa Varley, Superintendent Mr. Scott McKinney, Assistant Superintendent

Ms. Laurie Scott, District Supervisor

Developed by: Jeanmarie Ciarrocca Christine Talarico

This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s

Individualized Educational Plan (IEP)

Approved by the Berkeley Heights Board of Education at the regular meeting held on 12/5/19 .

VISION STATEMENT

AP English Language and Composition is a college-level course dedicated to helping capable students master a college-level curriculum. The course is designed to foster students’ ability to read various texts, with discrimination and understanding, and to cultivate clear, accurate, and effective expression in a variety of modes. Meeting the standards for this course enables the student to replicate the learning experience of a comparable college course, in a nurturing, yet competitive environment. In addition to the obvious academic benefits, the experience provides the student with these extended benefits: to be people who are aware of and engaged in their world, to be attentive to trends and traditions, and to be sophisticated citizens, able to decipher the message of the influential society in which they live.

Berkeley Heights Public Schools 1

MISSION STATEMENT

AP English 3 is a full year required course taught at the eleventh grade level, for which students receive five credits upon completion. AP English 3 reinforces the understanding of genre learned in English 1 and 2, particularly developing students’ familiarity with non-fiction, while emphasizing recognition and comprehension of universal themes found in American texts. Additionally, this course focuses on extensive study of writing models and rhetoric; students will practice and internalize rhetorical modes and analysis of non-fiction and fictional texts. The content area of the course is organized around ten essential questions posed to guide the study of core pieces of literature and supplementary texts: AP English 3 is divided into ten units; each unit includes texts that seek to explore the essential question, guide the study of core pieces of literature and nonfiction, and demonstrate effective writing through the study of common rhetorical modes. In order to meet the requirements of the Common Core State Standards for English Language Arts & Literacy teachers must teach all skills. The five standards are: reading, writing, speaking, listening, and viewing.

- Reading: Students will read to develop an understanding of rhetorical modes, authorial intent, audience, and style. Additionally, students will read to extend analytical and critical-thinking skills and to apply literary terms commensurate with college level expectations.

- Writing: Language and composition is the primary focus of this course, which serves to prepare students for the AP Language and Composition exam. Students will read and evaluate both non-fiction and fictional texts with the purpose of seeing these texts as models for their own writing. These texts will model several modes of writing: persuasion, comparison/contrast, informational, essay (descriptive, reflective, critical, autobiographical, and expository), and a critical analysis essay that incorporates research of professional literary criticisms. Students will understand and receive extensive practice in each of these modes of writing.

- Speaking & Listening: As a result of class discussions, lectures, listening exercises, and oral presentations, students will be able to communicate their thoughts clearly and respond appropriately by answering specific questions and participating in focused discussions.

- Language: As a result of reading and writing exercises throughout the course students will gain a command of the English language and an understanding of conventional and sophisticated grammar, vocabulary, and figurative language in context.


COURSE PROFICIENCIES

COURSE OBJECTIVES

1. To encourage students’ ability to think critically about literature, author’s purpose, and the significance of historical context.

2. To develop students’ sense of awareness of universal themes in American literature through the study of core texts and various genres.

3. To broaden students’ exposure to American literature through the study of core texts and various genres.

4. To develop students’ ability to identify literary techniques and devices through the study of core texts and various genres.

5. To develop students’ ability to analyze texts and convey their ideas through written and oral reflection.

6. To develop students’ comfort with and ability to write in a variety of modes as they practice writing as a process.

7. To emphasize instruction in the following writing modes: persuasion, comparison/contrast, informational, essay (descriptive, reflective, critical, autobiographical, expository).

8. To prepare students for standardized tests (SAT/ACT/AP) through familiarizing them with the tests’ format and expectations for achievement.

9. To increase student competency in the use of standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

10. To increase student ability to demonstrate a well-developed knowledge of English syntax, to express ideas in a lively and effective style.

11. To provide opportunities and instruction for students to hone their questioning and speaking skills through preparation for, and delivery of, speeches, presentations, small group discussions, and class discussions.

12. To develop student listening, comprehension, and active listening skills. 13. To use print and electronic media texts to explore human relationships, new ideas,

and cultural forces (e.g., racial prejudice, freedom/independence, marriage, family, and social institutions).


STUDENT PROFICIENCIES

Students will be able to: Read Literature and Informational Text

1. Read, interpret, and examine non-fiction and fictional texts of a variety of genres, which explore each unit’s essential questions and themes.

2. Explore in Unit 1 the themes of national and personal identity within the American experience.

3. Explore in Unit 2 the theme of the American Dream and correlating societal values as they have changed throughout history.

4. Explore in Unit 3 the themes of the journey and the exploration for individual freedom.

5. Explore in Unit 4 the American hero and how the natural world affects that hero. 6. Read, demonstrate comprehension of, interpret, and examine each unit’s core

(required) text(s). 7. Demonstrate comprehension of outside reading texts through essays, book talks, or

creative projects. 8. Recognize Greek word origins. 9. Use a variety of research materials to gather information for a report. 10. Cull, evaluate, analyze, and synthesize relevant information from informational

documents, visual images, and graphs/charts to formulate an argument. 11. Recognize authentic information and primary sources used for research. 12. Understand critical reading techniques, such as understanding inference and

dialogue used to support successful achievement on standardized tests. 13. Understand and use vocabulary words selected from literature. 14. Apply literary terms according to college level expectations. 15. Understand the role of literary criticism through integration in a literary analysis

paper. Writing

1. Understand and apply the writing process to develop a coherent five-paragraph essay with a thesis statement.

2. Demonstrate the ability to edit and revise an essay 3. Write essays and/or letters to persuade an audience. 4. Demonstrate familiarity with techniques used in speeches to persuade an audience. 5. Write a critique or evaluative piece about a text, performance, or a movie. 6. Write a written comparison/contrast of theme. 7. Document materials according to MLA guidelines. 8. Write a personal essay/narrative to explore those modes and to prepare for the

college essay writing process. 9. Employ structures to support the reader, such as transition words, chronology,

hierarchy or sequence, and forms, such as headings or subtitles.


10. Understand and apply the SAT/ACT/AP rubrics for holistic scoring and original teacher-developed rubrics.

11. Understand the basic verbal strategies used for approaching standardized tests. 12. Understand sentence completion techniques. 13. Identify sentence errors. 14. Demonstrate an understanding of the basic rules of grammar and syntax. 15. Develop mastery of timed 25 minute and 40 minute writing tasks to prepare for the

SAT and AP Exams. 16. Demonstrate the ability to synthesize literary criticism with original student

thinking through writing a critical analysis essay. 17. Demonstrate the ability to synthesize source information with original student

thinking through writing a synthesized argument. 18. Demonstrate proficiency in embedding quotations to support an original,

sophisticated thesis statement. Speak and Listen

1. Present a persuasive speech. 2. Become familiar with techniques used in speeches to persuade an audience. 3. Read texts aloud with fluency. 4. Participate thoughtfully in class literature discussions. 5. Extend peer contributions by elaboration and illustration. 6. Present information discovered through research or analysis. 7. Recognize the value of speech pace, tone, volume, and clarity. 8. Ask prepared and follow-up questions in interviews and others discussions. 9. Analyze, evaluate, and modify group processes. 10. Use a variety of organizational strategies (e.g., focusing idea, attention getters,

clinchers, repetition, and transition words). 11. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume,

intonation, and articulation when speaking). 12. Edit drafts of speeches independently and in peer discussions. 13. Listen to audio tapes to acquire information and recognize tone. 14. Listen skillfully to distinguish emotive and persuasive rhetoric. 15. Demonstrate appropriate listener response to ideas in a persuasive speech, oral

interpretation of literary selection, or scientific or educational presentation or debate.

16. Evaluate the credibility of the speaker. 17. Determine when propaganda and argument are used in oral forms. 18. Listen and provide discussion enhancing responses.

Language

1. Recognize Greek word origins. 2. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.


3. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling/writing.

4. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective style.

5. Determine the meaning of a word or phrase using context clues and reference materials.

6. Demonstrate an understanding of figurative language and literary devices.


METHODS OF EVALUATION

1. Homework and classwork 2. Class participation 3. Tests and quizzes 4. Writing assignments:

a. Analytical essays b. Exploratory writing (reaction and reflective papers) c. Persuasive writing d. Narrative writing e. Comparison/contrast writing f. AP-style essay prompts

5. Authentic assessment projects: a. Book talks b. Research c. Debate d. Web page development/Google Slides e. Arts-based projects f. Presentations

6. Practice advanced placement exams


MODIFICATIONS & ACCOMMODATIONS

Modifications and Accommodations for Special Education students, students with 504s, English Language Learners and Gifted and Talented students may include but are not limited to the following:

Special Education ● Individualized Education Plans (IEPs) ● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Use of the special education teacher to re-instruct in flexible small groups for the struggling

learner ● Manipulatives ● Flipped Instruction ● Word banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Independent projects ● Contracts/behavior support plans ● Open-ended responses ● Project-based learning ● Group activities


● Guided Notes ● Functional learning incorporated into each lesson ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Gifted & Talented

● Provide one-to-one teacher support ● Curriculum Compacting ● Advanced problems to extend the critical thinking skills of the advanced learner ● Supplemental reading material for independent study ● Elevated questioning techniques using Webb’s Depth of Knowledge matrix ● Curriculum Compacting ● Flexible grouping ● Tiered assignments ● Topic selection by interest ● Manipulatives ● Tiered Lessons ● Flipped Instruction ● Multimedia Presentations ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Conclusions and analysis of exploratory activities ● Career based learning incorporated into each lesson ● Exploration Activities


● Student choice

ELLs ● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Manipulatives ● Flipped Instruction ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides


● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

504s

● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Manipulatives ● Words banks ● Reduced choice on assessments ● Preferential seating ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Modified homework ● Independent projects ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers


● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Students at Risk of Failure

● Exemplars of varied performance levels ● Multimedia presentations ● Tiered/Scaffolded Lessons ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format ● Modified homework ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies


SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVE

*Instructors may teach these units in any order and may substitute other AP-level texts as appropriate.

Unit 1: How Does One Define an American? Duration: 5 weeks Overview: This unit uses fiction and non-fiction texts to ask students to consider how they define American writers, including historical representations of the American self and the American novel. Students will begin to consider, in this light, who they are as readers/writers/thinkers/speakers. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12, 9.2.12.C.4 Cross Curricular: 6.12.A.1.b; 6.1.12.B.2.a; 6.1.12.C.3.b; 6.1.12.D.3.a; 6.1.12.D.3.d Essential Question(s):

● How does one define an American? ○ How does one define an American writer? ○ Who am I as a reader/writer/thinker/speaker?

Student Learning Objectives: Students will know and be able to:

● Read, comprehend, and analyze the text listed below, drawing conclusions about the speaker’s point of view and how it intersects with the unit’s essential questions

● Recognize a writer’s rhetorical choices and explain their effect ● Respond to the assigned texts in written and verbal tasks, such as journal entries,

formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ Close Reading section of The Language of Composition (39-80) ○ Nature, Ralph Waldo Emerson ○ The Scarlet Letter, Nathaniel Hawthorne ○ Other teacher-selected summer reading ○ “What is an American?”, Crevecoeur (ALA 299-300) ○ “Reading to Write”, Frederick Douglass (Essays 100-106) ○ “Learning to Read”, Malcolm X (Essays 245-254) ○ “Self-Reliance”, Ralph Waldo Emerson (ALA) ○ “The American Scholar”, Ralph Waldo Emerson (ALA) ○ “Where I Lived and What I Lived For”, Henry David Thoreau (ALA)


○ “Dumpster Diving”, Lars Eighner (Essays 107-119) ○ “Monologue for an Onion” by Suji Kwock Kim (poets.org)

Possible Activities 1. Summer reading novel comparison essay 2. Summer reading non-fiction responses 3. Summer reading style presentation 4. “Who am I as a reader/writer/thinker” reflective/exploratory assignment 5. Response to, or critique of, any core text 6. Reaction papers to various texts 7. Test responses (in-class) Unit 2: How Has American Morality Been Inspired and Shaped? Duration: 3 weeks Overview: This unit uses fiction and non-fiction texts to consider how American morals have been inspired and shaped through generations. Students will draw conclusions about how different writers have responded to circumstances in their lifetimes, and how written works can be put in dialogue with one another to create a complex and nuanced discussion of the issues surrounding morality. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1, 8.1.12.E.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.1.12.A.1.b; 6.1.12.B.5.b Essential Questions:

● How has American morality been inspired and shaped? Student Learning Objectives: Students will know and be able to:

● Read, comprehend, and analyze the texts listed below, drawing conclusions about the speaker’s point of view and how it intersects with the unit’s essential questions


formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ The Great Gatsby, F. Scott Fitzgerald ○ The Crucible, Arthur Miller and/or Death of a Salesman, Arthur Miller ○ Cultural Portfolio: Witchcraft (ALA 107) ○ Anne Hutchinson’s Trial (ALA 117-121)


○ “Sinners in the Hands of an Angry God”, Jonathan Edwards (ALA 175) ○ “The Ways We Lie”, Stephanie Ericsson (Essays 120) ○ “Vitamins”, Raymond Carver ○ Selected Ralph Waldo Emerson works (ALA 480-583) ○ Selected Henry David Thoreau works (ALA 597-710) ○ “American Literature”, Margaret Fuller (ALA 716-722) ○ “America”, Allen Ginsberg (ALA 2452) ○ “Shooting an Elephant”, George Orwell (Essays 276-283)

Possible Activities 1. Response to, or critique of, Death of a Salesman or The Crucible 2. Reaction papers to various texts 3. Test responses (in-class) Unit 3: What Is the American Dream? Duration: 4 weeks Overview: This unit uses fiction and non-fiction texts to help students make historical connections to written works of different eras, observing how different racial, socioeconomic, and gender groups have perceived and pursued the American Dream throughout the history of our nation. Students will consider the value and reality of the American Dream, and observe how writers have portrayed both the pursuit and the destruction of the American Dream. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12, 9.2.12.C.3 Cross Curricular: 6.1.12.A.1.b; 6.1.12.B.2.a Essential Question(s):

● What is the American Dream? ○ How does language set us free? ○ What is the reality of the American dream? ○ How does the American Dream deconstruct?





formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ Education section of The Language of Composition (175-278) ○ Economy section of The Language of Composition (393-516) ○ Death of a Salesman, Arthur Miller ○ The Color of Water, James McBride ○ “Afternoon of an American Boy”, E. B. White ○ “Mother Tongue”, Amy Tan (Essays 403-408) ○ “Notes of a Native Speaker”, Eric Liu (Essays 205-220) ○ “Aria: Memoir of a Bilingual Childhood”, Richard Rodriguez (Essays 292-315) ○ “Once More to the Lake”, E. B. White (Essays 440-450) ○ “No Name Woman”, Maxine Hong Kingston (Essays 190-202) ○ “Listening”, Eudora Welty (Essays 436-443) ○ “Language: the Measure of our Lives”, Toni Morrison’s acceptance speech ○ *”Barbie - Q”, Sandra Cisneros (ALA 2699-2700) ○ “In Search of Our Mother’s Gardens”, Alice Walker (Essays 425-435) ○ “Sonny’s Blues”, James Baldwin (ALA 2409-2429)

Possible Activities 1. Personal Narrative 2. Comparison assignment 3. Rhetorical analysis 4. Reaction papers to various texts 5. Practice AP-exam essays 6. Tests (in-class responses) Unit 4: How Does the Quest For Freedom Affect/Guide the Individual In Society? Duration: 4 weeks Overview: This unit uses fiction and non-fiction texts to explore how various writers throughout American history have defined “freedom,” how they have pursued freedom in their lives and in their writing, and how “freedom” can at times be at odds with the ideals of the American Dream. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12


Cross Curricular: 6.1.12.D.6.c; 6.1.12.D.8.a; 6.1.12.A.6.b; 6.1.12.A.13.b Essential Question(s):

● How does the quest for freedom affect/guide the individual in society? ○ How is freedom defined? ○ How is the American Dream subverted through language?




formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ Community section of The Language of Composition (279-392) ○ Catch 22, Joseph Heller ○ Snow Falling on Cedars, David Guterson ○ When the Emperor was Divine, Julie Otsuka ○ “Salvation”, Langston Hughes (Essays 155-157) ○ “Declaration of Sentiments”, Elizabeth Cady Stanton (Essays 358-361) ○ “I Have a Dream”, Martin Luther King Jr. ○ “Two Ways to Belong in America”, Bharati Mukherjee (Essays 272-275) ○ “Me Talk Pretty One Day”, David Sedaris (Essays 340-345) ○ “A Modest Proposal”, Jonathan Swift (Essays 393-401)

Unit 5: How Do Argument and Persuasion Affect Freedom? Duration: 4 weeks Overview: This unit uses primarily non-fiction texts to examine the ways in which predominant American thinkers throughout history have articulated arguments, to consider how those arguments were received, to assess the ideas articulated, and to determine how various political and historical texts have helped shape American ideals as they exist today. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.1.12.A.2.a; 6.1.12.A.4.b; 6.1.12.D.13.a; 6.1.12.D.13.b


http://www.state.nj.us/

Essential Question(s): ● How do argument and persuasion affect freedom?




formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ Review Introduction to Rhetoric from The Language of Composition (1-38) ○ Analyzing Arguments section of The Language of Composition (81-143) ○ ALA background text (ALA 257-271) ○ “Common Sense” by Thomas Paine (ALA 287-293) ○ “The Gettysburg Address” by Abraham Lincoln (ALA 1088) ○ Public statement by eight Alabama clergymen ○ “Letter from a Birmingham Jail”, Martin Luther King Jr. (Essays 172-189) ○ “Resistance to Civil Government” (On Civil Disobedience), Henry David

Thoreau (ALA 697-711) ○ Patrick Henry’s speech to the Virginia Convention (online) ○ Various inaugural addresses by recent presidents (selection chosen by

instructor) ○ Contemporary political writings and debates

Unit 6: How Does Gender Affect the American Vision and Hero? Duration: 4 weeks Overview: This unit teaches students the basic tenets of research and synthesis, building upon the previous argument essay unit. This includes the use of literary devices that help to make an argument logical and persuasive. Students will read and analyze argument essays while preparing to write, edit, and analyze their own. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12, 9.2.12.C.4; 9.2.12.C.8 Cross Curricular: 6.1.12.C.8.b; 6.1.12.D.11.c; 6.1.12.D.13.f Essential Question(s):

● How does gender affect the American vision and the concept of hero? ● How does gender influence experience in America? ● What is the influence of gender experience on American writing?





formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ The Sun Also Rises by Ernest Hemingway ○ “Women’s Brains”, Stephen J. Gould ○ “Professions for Women”, Virginia Woolf ○ “About Men”, Greta Erlich ○ “Being a Man”, Paul Theroux ○ “There is No Unmarked Woman”, Deborah Tannen ○ “Barbie Doll”, Marge Piercy ○ “Boy Problems”, Ann Hulbert ○ “Putting Down the Gun”, Rebecca Walter ○ “Why Johnny Won’t Read”, Mark Bauerlein and Sandra Stotsky ○ Other readings from The Language of Composition

Possible Activities 1. Reaction papers to various texts 2. Practice AP Exam essays Unit 7: Critical Analysis Paper Duration: 3 weeks Overview: This unit teaches students how to pose a critical question, research and assess the credibility of various sources, and incorporate the ideas of others as support for arguments of their own. Standards: RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1, 8.1.12.E.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.1.12; 6.3.12 Essential Question(s):

● What lines of inquiry are appropriately academic and rigorous for a college-level course?

● How do you find sources relevant to your topic?


● How do you assess sources for credibility and argument? ● How do you apply sources as support for an argument of your own?


● Choose appropriate topics and identify valuable texts on the subject from credible sources

● Assess the credibility and perspective of each source, thoroughly understanding its argument

● Become well-versed in the scholarly/critical discussion on their chosen subjects ● Write a well-constructed argument that uses appropriate sources for support ● Refer to and cite those sources in discipline-appropriate ways

○ Synthesizing Sources section of The Language of Composition (145-174)

Unit 8: Gothic Literature Duration: 4 weeks (this unit may be substituted for a unit that focuses on any subgenre of American literature) Overview: This unit teaches students the basic tenets of narrative. This includes the use of literary devices that help to make a narrative rich and full. Students will write, edit, and analyze their own fiction with the ultimate goal of preparing them for publication. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1, 8.1.12.E.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.1.12.D.3.e Essential Question(s):

● How does Gothic literature complement American writing? Student Learning Objectives: Students will know and be able to:



formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ “Young Goodman Brown”, Nathaniel Hawthorne (ALA 804-813) ○ “The Yellow Wallpaper”, Charlotte Perkins Gilman (ALA 1735-1746)


○ “A Rose for Emily”, William Faulkner ○ “Where Are You Going, Where Have You Been?”, Joyce Carol Oates (ALA

2592-2602) ○ “The Reach”, Stephen King

Unit 9: What Are the Components and Literary Devices Used In Satire? Duration: 4 weeks Overview: This unit teaches students the basic tenets of satire, building upon the previous rhetorical analysis studies. This includes the use of literary devices that help to make satire effective and humorous. Students will analyze and evaluate contemporary as well as classic satire. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1, 8.1.12.E.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.2.12.D.2.d

Essential Question(s): ● What are the components and literary devices used in satire?




formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ “A Modest Proposal”, Jonathan Swift ○ Clips from The Simpsons, Saturday Night Live, The Daily Show, and John Oliver ○ Various timely articles from The New Yorker and The Onion

Unit 10: What is the Language of Contemporary America? Duration: 4 weeks


Overview: This unit teaches students the basic tenets of a memoir, fiction and, journalistic fiction, building upon the previous fiction unit. This includes the contemporary use of literary devices that help to make a narrative rich and full, including but not limited to graphic fiction, non-linear narrative, and photographic narrative. Students will write, edit, and analyze their own memoir excerpts with the ultimate goal of preparing them for publication. Standards: RL11-12 1-6, 9-10; RI 11-12 1-10; W 11-12 1, 4-9; SL 11-12 1, 3-5; L11-12 1-6 Technology: 8.1.12.A.2, 8.1.12.D.1, 8.1.12.E.1 21st Century: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11, CRP12 Cross Curricular: 6.1.12.D.15.d; 6.1.12.D.12.e; 6.1.12.D.9.b Essential Question(s):

● What is the language of contemporary American literature? Student Learning Objectives: Students will know and be able to:



formal/informal essays, Socratic seminars, and/or fishbowl discussions ○ Language section of The Language of Composition (699-786) ○ Popular Culture section of The Language of Composition (787-886) ○ Extremely Loud and Incredibly Close, Jonathan Safran Foer ○ The Things They Carried, Tim O’Brien ○ “The Stunt Pilot”, Annie Dillard (Essays 87-99) ○ The Plot Against America, Phillip Roth ○ Catch 22, Joseph Heller ○ Angela’s Ashes, Frank McCourt ○ In Cold Blood, Truman Capote ○ The Natural, Bernard Malamud ○ “The Red Convertible”, Louise Erdrich


SUGGESTED MATERIALS AND RESOURCES Bouwman, Heather. Instructor’s Manual, The Harper Single Volume American Literature. Dunn, Kathleen, et al. Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students. The Center for Learning, 2000.

50 Essays. New York, NY: Bedford, 2004. The Harper Single Volume American Literature. New York, NY: Longman, 1999. Hochschild, Jennifer. Facing Up to the American Dream: Race, Class, and the Soul of the _

Nation (Chapter One). Princeton: Princeton University Press, 1995. MLA Handbook for Writers of Research Papers, 8th ed. Murphy, Barbara and Estelle Rankin.

AP English Language: 5 Steps to a 5. New York: McGraw-Hill, 2002. Propaganda and Mass Persuasion: A Historical Encyclopedia, 1500 to the Present. Journalists: Russell Baker, Anna Quindlen, H. L. Mencken, Joan Didion, Nora Ephron, Roger Angell, Maureen Dowd, Elizabeth Drew, M. F. K. Fisher, Frances Fitzgerald, Janet Flanner (Genet), Ellen Goodman, David Halberstam, Andy Logan, John McPhee, Norman Mailer, Jan Morris, David Remnick, Red Smith, Lincoln Steffens, Paul Theroux, Calvin Trillin, Tom Wolfe, Hunter Thompson Political Writers: Hannah Arendt, Simone De Beauvoir, William Buckley, Jean De Crevecoeur, W. E. B DuBois, Margaret Fuller, John Kenneth Galbraith, Henry Louis Gates, Charlotte Perkins Gilman, Thomas Hobbes, Thomas Jefferson, George Kennan, Martin Luther King, Jr., Lewis H. Lapham, John Locke, John Stuart Mill, John Milton, Thomas More, Thomas Paine, Olive Schreiner, Jonathan Swift, Alex De Tocqueville, Gore Vidal, George Wills, Garry Wills, Mary Wollstonecraft Essayists (nonfiction/autobiographies/memorists/diarists): Joseph Addison, James Agee, Margaret Atwood, Francis Bacon, James Baldwin, G. K. Chesterton, Joan Didion, Ralph Waldo Emerson, Paul Fussell, Mavis Gallant, Nadine Gordimer, Edward Hoagland, Zora Neale Hurston, Jamaica Kincaid, Charles Lamb, Doris Lessing, Norman Mailer, Nancy Mairs, Mary McCarthy, N. Scott Momaday, Michel De Montaigne, V. S. Naipaul, Tillie Olsen, George Orwell, Cynthia Ozick, Ishmael Reed, Adrienne Rich, Mordecai Richler, Sharman Apt Russell, Scott Russell Sanders, Richard Selzer, Richard Steele, Shelby Steele, Henry David Thoreau, John Updike, Alice Walker, Eudora Welty, Terry Tempest Williams, E. B. White, Virginia Woolf Science and Nature Writers: Edward Abbey, Wendell Berry, Jacob Bronowski, Rachel Carson, Charles Darwin, Annie Dillard, Gretel Ehrlich, Loren Eiseley, Stephencott- Jay Gould,


Evelyn Fox Keller, Barry Lopez, Peter Matthiessen, Margaret Mead, John Muir, David Quammen, Carl Sagan, Lewis Thomas, Jonathan Weiner Literary Critics: Paula Gunn Allen, Gloria Anzaldua, Michael Arlen, Matthew Arnold, Kenneth Clark, Samuel Taylor Coleridge, Arlene Croce, Ralph Waldo Emerson, Henry Louis Gates, Jr., William Hazlitt, Bell Books, Samuel Johnson, Pauline Kael, Joyce Carol Oates, Walter Pater, John Ruskin, George Santayana, George Bernard Shaw, Susan Sontag, Cornel West, Oscar Wilde, Edmund Wilson Essays: Ambrose, Stephen – Undaunted Courage Bacon, Francis – Essays Baldwin, James – Collected Essays or Nobody Knows My Name Berry, Wendell – Selected Essays or Standing by Words or What are People For? Boorstin, Daniel – The Discoverers Boswell, James – Life of Johnson Bronowski, Jacob – Science and Human Values Brown, Dee – Bury My Heart at Wounded Knee Burton, Robert – The Anatomy of Melancholy Capra, Fritjof – The Tao of Physics Carson, Rachel – Silent Spring Chesterton, G. K. – Essays Chomsky, Noam – Chronicles of Dissent or Pirates and Emperors: International Terrorism Didion, Joan – Miami: Slouching Toward Bethlehem or The White Album Dillard, Annie – Pilgrim at Tinker Creek Dubois, W. E. B. – The Souls of Black Folk Ehrlich, Gretel – The Solace of Open Spaces Eiseley, Loren – The Immense Journey or The Unexpected Universe Emerson, Ralph Waldo – Selected Essays Foote, Shelby – The Civil War Frazier, Ian – The Great Plains Fussell, Paul – The Great War and Modern Memory Gibbon, Edward – The Decline and Fall of the Roman Empire Gliek, James – Chaos Gould, Stephen Jay – Ever Since Darwin or The Flamingo’s Smile or the Panda’s Thumb Hall, Donald – To Keep Moving: Essays Hazlitt, William – Selected Essays or The Plain Speaker Herodotus – The History Hughes, Robert – The Fatal Shore or The Shock of the New James, William – The Varieties of Religious Experience Jefferson, Thomas – Public Papers and Addresses Johnson, Samuel – The Idler or The Rambler or Selected Essays Lamb, Charles – Essays Lewis, C. S. – The Screwtape Letters Lopez, Barry – Arctic Dreams or Of Wolves and Men


Lorenz, Konrad – King Solomon’s Ring Matthiesen, Peter – The Snow Leopard Mattingly, Garrett – The Armada McPhee, John – Coming Into the Country or The Control of Nature or the Table of Contents Mencken, H. L. – The American Language Orwell, George – Homage to Catalonia or The Road to Wigan Pier or Selected Essays Parkman, Francis – History of the Conspiracy of Pontiac or The Oregon Trail Percy, Walker – The Message in the Bottle Podhoretz, Norman – The Present Danger Sachs, Oliver – An Anthropologist on Mars or The Man Who Mistook His Wife for a Hat Sagan, Carl – The Dragons of Eden or The Demon Haunted World Schama, Simon – Citizens or Dead Certainties: Unwarranted Speculations Schumacher, E. F. – Small is Beautiful Selzer, Richard – The Knife and Other Essays Thomas, Lewis – The Lives of a Cell or The Medusa and the Snail Thucydides – The History of the Peloponnesian War Tocqueville, Alexis de – Democracy in America Tuchman, Barbara – A Distant Mirror or The Guns of August or The March of Folly Twain, Mark – Letters from the Earth or Life on the Mississippi Welty, Eudora – The Eye of the Story: Selected Essays and Reviews White, E. B. – Essays of E. B. White or Selected Essays Wiener, Norbert – The Human Use of Human Beings: Cybernetics and Society Wills, Gary – Lincoln at Gettysburg Wolfe, Tom – The Purple Decades or the Right Stuff Woolf, Virginia – Collected Essays or The Common Reader or A Room of One’s Own Media Sources: Audiobook: Angela’s Ashes by Frank McCourt (narrated by Frank McCourt) Audiobook: A Walk in the Woods: Rediscovering America on the Appalachian Trail, by Bill

Bryson Video: The Adventures of Huckleberry Finn Video: Against the Odds: The Artists of the Harlem Renaissance Video: The Bear, based on a short story by William Faulkner Video: Big Fish Video: Billy Budd by Herman Melville Video: The Color Purple Video: The Crucible Video: The Dead Poet’s Society Video: Death of a Salesman Video: Elizabeth Bishop, Voices and Visions Series Video: Emily Dickinson, Voices and Visions Series Video: Ethan Frome Video: The Fall of the House of Usher Video: The Great Gatsby Video: Hart Crane, Voices and Visions Series


Video: The Joy that Kills, based on a short story by Kate Chopin Video: Langston Hughes, Voices and Visions Series Video: Marianne Moore, Voices and Visions Series Video: The New England Transcendentalists Video: The Private World of Emily Dickinson Video: Robert Frost, Voices and Visions Series Video: Robert Lowell, Voices and Visions Series Video: A Rose for Emily Video: The Scarlet Letter Video: A Soldier’s Story, based on Ernest Hemingway’s Short Story Video: A Son of Africa: The Slave Narrative of Olaudah Equiano Video: Sylvia Plath, Voices and Visions Series Video: Toni Morrison, Profile of a Writer Series Video: T.S. Eliot, Voices and Visions Series Video: Walt Whitman, Voices and Visions Series Video: William Carlos Williams, Voices and Visions Series Video: William Faulkner, American Writer www.pbs.org/greatspeeches


http://www.pbs.org/greatspeeches

GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH ...

Documents

Transcript of GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH ...