Unit 6 Plan
Grade: 11 | Content Area: English Language Arts | Course Name: American Literature |
Unit: Realism in America (1850 - 1940) | Description of Course: During this unit students will study the realism time period through American literature. Students will see how realism was a response to the idealist philosophies of transcendentalism. Realism was founded on the notion of portraying the day-to-day lives of Americans without romanticizing it (Hollywood Version). Realist authors and artists devoted themselves to the truth, even when it made their country or people look bad. The realist time period resulted in Americans reflecting on who they were and wanted to be. Students will study texts from authors including: Mark Twain, John Steinbeck, Upton Sinclair, Edith Wharton, Richard Wright and Stephen Crane. Additionally, students will have exposure to realist art. | Approximate Time Needed: 20 days based on 50 minute class periods |
Learning Targets | Assessments | Instructional Considerations | Instructional Approach | Resources |
6.1 I can… Assess the value of the author’s message(s) based on his/her writing choices 6.2 I can… Determine how a central theme originates and develops over time in a text 1.3 I can… Evaluate the impact that citing textual evidence has on the power of a written and spoken analysis 1.4 I can… Examine the differing approaches that authors take to similar themes, issues, and events 1.5 I can… Measure the impact discussions with students and the teacher have on student learning 1.6 I can… Justify the value and importance of reading complex texts 1.7 I can… Create using technology 1.8 I can… Appraise the impact technology makes on the levels of thinking and learning 1.9 I can… Discuss issues people and society face as a result of using technology 2.0 I can… Find laws and ethics related to internet usage and analyze how they affect students | Pre-Assessments: Formative Assessments: Build an ongoing Metacognitive reflection/blog on how discussions and technology impact student learning
Compose a Compare and Contrast Essay of Mark Twain and Richard Wright on their novels addressing the theme of racism in America - Huck Finn & Native Son Construct a T-Chart illustrating information gleaned from newspaper article and a more complex text TBD Compose an Essay on social media and its effects on society and people - including students Benchmark Assessment: Create a Digital Presentation of Twain’s intentions in Huck Finn | Student Background Knowledge: American Literature from Pre-Colonial to 1850 Essential Questions: When making claims about a theme in a story, what are the benefits of citing textual evidence? How can a novel’s first chapter depict a central theme in the piece, then develop over the course of the text? How did the author’s choices impact the value of the messages in the text? How do different authors with different perspectives treat similar themes or issues? How does studying complex texts benefit the reader versus someone who reads simple texts? How might discussions with other students or the teacher add meaning to the concepts being learned? How does technology enhance the process of thinking, learning and creating? What are some issues that people and societies face as a result of using technology? In what ways do laws and ethics around internet usage affect students? Academic Language: Evaluate, Determine, Assess, Examine, Justify, Measure, Create, Appraise, Discuss, Find Content Specific Language: Specific content language will be listed in each lesson. | Cross-Content Integration: | Web Resources: To be found in each lesson. Research: To be found in each lesson Technology Resources: Google docs, webtools, Internet access, online fiction, device for accessing internet and word processing. Community Resources: |