11th Grade English & Composition With American Literature, Block Schedule

11th Grade English & Composition with American Literature, Block Schedule
Unit One Focus: Unit Two Focus: Unit Three Focus: Unit Four Focus:
An American Sampler The Long and Short of It Act Three, Scene One: Make Your Case, Cite Your
Staging the American Evidence, and Present
Frontload Historical Periods: Poetry, Analyzing Elements of Literature in
Nonfiction, and Persuasive Writing Fiction and Poetry:
Dream Your Research
Contemporary Context/Historical The American Dream
Background Development of American Drama
Primary themes, concepts, and learning Primary themes, concepts, and learning Primary themes, concepts, and learning Primary themes, concepts, and learning
goals (from the standards): goals (from the standards): goals (from the standards): goals (from the standards):
• analyze the influence of historical • compare and contrast author’s • apply new content vocabulary • analyze a variety of expository
periods use of literary devices to create • trace the American Dream in texts to determine criteria for
• analyze the impact of the social, meaning in fiction/poetic texts works of dramatic literature and in effective documented essays
political, and philosophical ideas • determine author’s purpose in film • formulate appropriate research
of a time period on works from or fiction texts • analyze author’s use of language questions
about that period • analyze recurring topics, themes, and dramatic elements to • locate a variety of resources
• identify specific characteristics of patterns, and literary elements in accomplish specific purposes (print and media)
literary genres as they develop short stories and novels • analyze the impact of the social, • identify, evaluate, and utilize
and change over time • analyze authors’ use of stylistic political, and philosophical ideas primary and secondary sources in
• read, hear, view, analyze, and devices for specific purposes of a time period on subject matter multimedia research
produce expository and • apply new content vocabulary and style of American drama • cite and document information
persuasive text (letters, • demonstrate comprehension by (political drama, Theatre of the from research appropriately
speeches, sermons, essays) determining theme or underlying Absurd, modern drama) • analyze and produce expository
• trace the American Dream meaning and identifying and • compare and contrast literary writing to convey results of
through an overview of American explaining textual evidence in characteristics and themes research
literature support of theme or underlying across genres • incorporate effective media
• analyze the ways writers employ meaning • identify, analyze, and respond to effects into research presentation
literary devices to create meaning • introduce and practice expository works of dramatic literature, both • apply new content vocabulary
• trace historical development of writing strategies orally and in writing
poetic styles and forms in • identify, analyze, and respond to • compare and contrast use of
American literature selected passages of or whole literary devices to create meaning
• compare and contrast print and texts, both orally and in writing across time and genre
media texts
• identify, analyze, and respond to
a variety of texts both orally and
in writing
Georgia Department of Education 1

GeorgiaStandards.Org
Unit One Overview
Grade/Course 11th Grade: American Literature and Composition
Subject/Topic Historical Periods, Nonfiction, Fiction, Poetry, Persuasive Writing,

Areas Contemporary Context/Historical Background
Unit Title An American Sampler
Unit Annotation This first unit for block scheduling provides an overview of the literary
genres and literary periods that will be encountered in this course. In
addition, students will review persuasive writing strategies.
Approximate 4 Weeks
Duration
Author Clara Burch, Marilyn Cranford, Zackory Kirk, Jerbundy Mullis, Cynde
Snider, Marcia Young
Brief Summary of Representative works from the various periods and genres of
Unit (including American literary will be introduced to provide students with a
unit themes and framework for the literary study in this course.
concepts and
learning goals Students will work in teams to research American literary periods to
derived from focus develop multimedia presentations that include an overview of the
standards) social, political, and cultural events of a specific period, as well as at
least one literary work representative of the period. Each group will
establish a period context for subsequent literary study.
Students will compose a persuasive essay to review effective

strategies for persuasive writing acquired in 10th grade.
Content vocabulary will be studied, acquired, and applied throughout

the unit. Students will apply this vocabulary throughout their study of
American Literature.

Learning Goals for Unit One
Reading & Literature (standards, concepts, learning goals,
essential questions):
ELAALRL1, 2, 3, 4, 5, ELAALRC 4:
What strategies can I employ to aid my understanding of
complex texts? How have American writers used
language, style, syntax, and rhetorical strategies to
achieve specific purposes during different literary periods
and in different literary genres? How are writers
influenced by the social, political, and philosophical ideas
of their time? How do writers influence the social,
political, and philosophical ideas of their time? How can
reading works of American literature contribute to an
understanding of our diverse nation? How has American
literature changed over time? How can understanding
the “big picture” help me understand specific American
texts? How do writers employ literary devices to develop
meaning in a text? How is reading American Literature
relevant to our lives as American citizens?
Unit One Focus:
An American
Sampler
Writing (standards, concepts, learning goals, essential Listening/Speaking/Viewing (standards, concepts, learning
questions): goals, essential questions):
ELA11W1, 2, 3, 4: What characterizes effective ELA11LSV 1, 2: How can working cooperatively as

persuasive writing? How does a clear, distinctive, a member of a group enhance our understanding of
and coherent thesis or perspective help contribute to literature and the times and people that produced
the effectiveness of persuasive writing? How can I that literature? What techniques and strategies can
determine the most effective organizational structure we employ to communicate effectively both orally
for a specific persuasive essay? How does timed and visually through oral communication?
writing differ from process writing? How can I
incorporate persuasive techniques in expository
writing?
ELA11C1, 2: How does sentence structure and

diction affect meaning in a persuasive text? How do
clauses, phrases, and mechanics of punctuation aid
in the development of a persuasive text? How do
manuscript form and appropriate Standard English
usage contribute to the effectiveness of a
persuasive essay?

READING AND AMERICAN LITERATURE
ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of

diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a
variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial,
biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of American
fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language and style, character development, point
of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative,
epistolary novel) in works of American fiction from different time periods.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in
fiction for rhetorical and aesthetic purposes.
e. Analyzes the influence of mythic, traditional, or classical literature on American literature.
f. Traces the history of the development of American fiction.
ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American
literature and provides evidence from the work to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal
view or comment on life or society and provides support from the text for the identified theme.
b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature
across time and genre (i.e., American individualism, the American dream, cultural diversity, and
tolerance) and provides support from the texts for the identified themes.
ELAALRL3 The student deepens understanding of literary works by relating them to their
contemporary context or historical background, as well as to works from other time periods.
The student relates a literary work to primary source documents of its literary period or historical setting;
the student:
a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its
composition.
i. Native American literature
ii. Colonial/Revolutionary/National literature
b. Relates a literary work to the characteristics of the literary time period that it represents.
i. Romanticism/Transcendentalism
ii. Realism
iii. Naturalism
iv. Modernism (including Harlem Renaissance)
v. Postmodernism
The student compares and contrasts specific characteristics of different genres as they develop and
change over time for different purposes (i.e., personal, meditative Colonial writing vs. public, political
documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs.
emerging distinctive American style [Dickinson, Whitman] in poetry).

ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp
of significant ideas in selected literary works. The student composes essays, narratives, poems, or
technical documents. The student
a. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects
created by the devices.
b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to
theme or underlying meaning.
c. Draw comparisons between specific incidents in a text and broader themes that illustrate the
writer’s important beliefs or generalizations about life.
d. Analyze multiple, relevant historical records of a single event and examine their critical
relationships to a literary work.
ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading
and writing. The student
a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and
patterns of word changes that indicate different meanings or functions.
b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature
to understand the meanings of new words.
c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to
increase learning.
READING ACROSS THE CURRICULUM
ELAALRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents
(approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads
both informational and fictional texts in a variety of genres and modes of discourse, including
technical texts related to various subject areas.
WRITING
All modes or genres are practiced at each grade level; however, in order to achieve mastery each grade
level has a particular writing focus. Expository writing is the focus for 11th grade; by the end of 11th
grade, the student will demonstrate developing competency of specified strategies in expository
writing.
ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets
a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying
closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone
and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience,
length, and format requirements.
c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than
passive voice.
e. Writes texts of a length appropriate to address the topic or tell the story.
ELA11W2 The student demonstrates competence in a variety of genres.

The student produces narrative writing that applies polished narrative strategies acquired in previous
grades, in other genres of writing such as reflective compositions, historical investigative reports, and
literary analyses, by raising the level of critical thinking skills and rhetorical techniques.
The student produces expository (informational) writing to explain an idea or concept and/or convey
information and ideas from primary and secondary sources accurately and coherently; the student:
a. Engages the interest of the reader.
b. Formulates a coherent thesis or controlling idea.
c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence
from both primary and secondary sources, as applicable.
d. Conveys information and ideas from primary and secondary sources, when applicable,
accurately and coherently.
e. Includes a variety of information on relevant perspectives, as applicable.
f. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.
g. Structures ideas and arguments effectively in a sustained way and follows an organizational
pattern appropriate to the purpose and intended audience of the essay.
h. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker,
audience, form).
i. Incorporates elements of discourse from other writing genres into exposition.
j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition,
and analogy.
k. Uses language, point of view, characterization, style, and related elements effectively for specific
rhetorical and aesthetic purposes.
l. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis,
generalizing the thesis or controlling idea for additional purposes, or employing a significant
quotation that brings the argument in the composition together).
The student produces persuasive writing that clearly, logically, and purposefully applies persuasive
writing strategies acquired in previous grades in other genres of writing and in a variety of writing
situations such as expository compositions, historical investigative reports, and literary analysis, by
raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language
and style.
ELA11W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library,
electronic media, personal interview, survey) to locate and incorporate evidence from primary
and secondary sources.
b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a
researched essay, a composition, or a technical document.
c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and
different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-
depth field studies, speeches, journals, technical documents).
d. Integrates quotations and citations into a written text while maintaining the flow of ideas.
e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering
to those in style manuals such as the Modern Language Association Handbook, The Chicago
Manual of Style, Turabian, American Psychological Association, etc.
f. Uses systematic strategies to organize and record information (i.e., anecdotal scripting, annotated
bibliographies).
ELA11W4 The student practices both timed and process writing and, when applicable, uses the
writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing to improve the logic and coherence of the organization and controlling
perspective.
c. Revises writing for specific audiences, purposes, and formality of the contexts.
d. Revises writing to sharpen the precision of word choice and achieve desired tone.
e. Revises text to highlight the individual voice and to improve sentence variety and style.
f. Edits writing to improve word choice, grammar, punctuation, etc.
CONVENTIONS
Conventions are essential for reading, writing, and speaking. Instruction in language conventions will,
therefore, occur within the context of reading, writing, and speaking, rather than in isolation.
ELA11C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both written
and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar, sentence and
paragraph structure, diction, and syntax.
b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and
participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotations
marks, colons, ellipses, hyphens).
c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of
modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses,
agreement).
ELA11C2 The student demonstrates understanding of manuscript form, realizing that different
forms of writing require different formats. The student
a. Produces writing that conforms to appropriate manuscript requirements.
b. Produces legible work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
LISTENING, SPEAKING, AND VIEWING
ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal

interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar
expansions.
i. Employ group decision-making techniques such as brainstorming or a problem-solving sequence
(i.e., recognizes problem, defines.
problem, identifies possible solutions, selects optimal solution, implements solution, evaluates
solution).
j. Divides labor so as to achieve the overall group goal efficiently.
ELA11LSV2 The student formulates reasoned judgments about written and oral communication in
various media genres. The student delivers focused, coherent, and polished presentations that convey
a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical
strategies of narration, exposition, persuasion, and description.
When delivering and responding to presentations, the student:

a. Uses effective and interesting language, including informal expressions for effect, Standard
American English for clarity, technical language for specificity.
b. Evaluates and uses different effects (i.e., visual, music, sound, graphics) to create competent
presentations or productions.
c. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech
containing these same features.
d. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion,
and/or literary analysis.

Balanced Assessments & Culminating Performance Task for Unit One
Informal Observations: Dialogue & Discussion: Selected Responses: Constructed Responses: Self-Assessments:
• KWL • Small group • Content • Research/oral • Self Evaluation

• Graphic discussions vocabulary report of group work
organizer • Interactive quizzes • Reading notes • Self-evaluation of
• Reading discussions • Multiple choice • TP-CASTT(Title, group
observations • Think-pair-share analysis quizzes Paraphrase, presentations
• Classroom • Whole group • Reading check Connotation,
discourse discussion quizzes Attitude,
• Revision/editing Shift,Theme,
pairs or groups Title Again)
Poetry Analysis
• Analysis Essay
• Annotation of
nonfiction
Sample Culminating Performance Task(s) For Unit One:
In the poem “The Blind Men and the Elephant” (see attached), nine men attempt to describe an elephant by
only looking at a part of rather than the whole animal. None of the nine come anywhere close to describing
what an elephant is really like. In order to get the big picture of the “elephant” that is American literature, we
are going to begin the course by looking at literary periods and genres from the Colonial Period to today.
After looking at the entire animal, we will examine its parts more closely in subsequent units.
Each of you will be assigned to a group to research a period and/or type of American literature (Native
American/Colonial/Revolutionary literature, Romanticism/Transcendentalism, Realism, Naturalism,
Modernism/Postmodernism). You are to locate and organize information related to the historical
background of the period or type of literature; the social, political, and cultural events and ideas of the
period; the genres of literature that are prevalent from the period; the major characteristics of the genres
you identify (themes, structures, styles, etc.); and the most important authors of the period. In addition, you
are to locate one short work that is representative of the period of type of literature.
Each group will have 30 minutes to “teach” your peers about the period and/or type of literature you
researched. Presentations will occur in chronological order by time period. You must provide your listeners
with a graphic organizer for note taking. The information you provide must help your classmates see what
your time period or type of literature is all about. Consequently, including media or visuals in your
presentation will be helpful.
Keep your audience in mind when preparing your presentation. Determine how best to keep your audience
engaged and interested in what you have to say.
Finally, create an information overview of your time period/type of literature that can be displayed in the
classroom as a resource as we study a variety of texts from different periods, styles, and genres in
subsequent units.

The Blind Men and the Elephant
by John Godfrey Saxe
It was six men of Indostan The Sixth no sooner had begun

To learning much inclined, About the beast to grope,
Who went to see the Elephant Than, seizing on the swinging tail
(Though all of them were blind), That fell within his scope,
That each by observation “I see,” quoth he, “the Elephant
Might satisfy his mind Is very like a rope!”
The First approached the Elephant, And so these men of Indostan

And happening to fall Disputed loud and long,
Against his broad and sturdy side, Each in his own opinion
At once began to bawl: Exceeding stiff and strong,
“God bless me! but the Elephant Though each was partly in the right,
Is very like a wall!” And all were in the wrong!
The Second, feeling of the tusk, Moral:

Cried, “Ho! what have we here
So very round and smooth and sharp? So oft in theologic wars,
To me ’tis mighty clear The disputants, I ween,
This wonder of an Elephant Rail on in utter ignorance
Is very like a spear!” Of what each other mean,
And prate about an Elephant
The Third approached the animal, Not one of them has seen!
And happening to take
The squirming trunk within his hands,
Thus boldly up and spake:
“I see,” quoth he, “the Elephant
Is very like a snake!”
The Fourth reached out an eager hand,

And felt about the knee.
“What most this wondrous beast is like
Is mighty plain,” quoth he;
“ ‘Tis clear enough the Elephant
Is very like a tree!”
The Fifth, who chanced to touch the ear,

Said: “E’en the blindest man
Can tell what this resembles most;
Deny the fact who can
This marvel of an Elephant
Is very like a fan!”
Poem available at http://www.wordfocus.com/word-act-blindmen.html

Activities, Tasks, and Resources for Unit One
Sample List of Teacher Activities (to, for example, pre- Sample List of Student-Centered Tasks/Activities
teach vocabulary, access prior knowledge, introduce (individual, dyads, small groups, whole group) for Unit
new concepts, guide student practice, provide ___:
meaningful feedback) for Unit ___:
Sample List of Appropriate Resources for Unit ___:*
*A minimum of three sample resources should be suggested—no single resource should be prescribed. This
sample list can be expanded to allow teachers to utilize resources they have available, as well as to differentiate
content according to the interests, readiness, and/or learning profiles of students.
Sequencing Instruction and Learning will take place at the local system, school, and classroom level. While ALL
students should have the same learning goals (standards) and demonstrate understanding of the same concepts,
classroom activities, both teacher-directed and student-centered, should be planned and/or adapted to meet the
needs of the diverse learners in specific classrooms.

Sample Task
Course
11th Grade Literature & Composition with American Literature Focus
Instructional Unit
Unit One: An American Sampler
The Task
Read Anne Bradstreet’s “A Dialogue between Old England and New,” available online at
http://rpo.library.utoronto.ca/poem/211.html. Design a chart to compare and contrast the most important differences
Bradstreet presents between England and the new world. Next, select one or more of the nonfiction works we have read in
class that either supports or refutes some of the ideas Bradstreet puts forth. Finally, from your reading of the poem and your
relating of the poem to the nonfiction piece, formulate at least two generalizations about Colonial poets and poetry and
support these generalizations with specific details from the poem and/or the nonfiction piece. You are to prepare one
product to represent the work of the entire group. The completed product will include the compare/contrast chart, the name
of the writer and a brief description of the aspects of the nonfiction piece that you compared to the poem, and a listing of the
generalizations you formulated along with the textual evidence you use to support those generalizations. Please provide
line/page numbers, etc., for your specific evidence.
Circumstances of the Assignment

Student will work in groups with 3-5 members each.
Students will be provided with a hard copy of the poem OR the URL on the day before the in-class group work; they will
be expected to have read and annotated the poem for homework. [Note: Teachers may modify this homework by
predetermining groups and giving different members of the same group different reading assignments. For example, half
the group members could read the Old England sections and the other half the New England sections. Readings could be
further divided into smaller sections as well.]
Group task will be completed in class.
Students will be allowed 1 class period to work in small groups to complete the initial task.
On the day following the group work, students will jigsaw with members of other groups to share the work from the
different groups.
Focus Standard(s)
ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery,
point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of
different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this
evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or
informational materials and provides evidence from the text to support understanding; the student:
a. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical
strategies for specific purposes in nonfiction works.
The student identifies and analyzes elements of poetry from various periods of American literature and provides
evidence from the text to support understanding; the student:
c. Traces the historical development of poetic styles and forms in American literature.
ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or
historical background, as well as to works from other time periods.
The student relates a literary work to primary source documents of its literary period or historical setting; the student:
Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition
The student compares and contrasts specific characteristics of different genres as they develop and change over time for
different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or

replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson,
Whitman] in poetry).
Anne Bradstreet (ca. 1612-1672)
A Dialogue between Old England and New

http://rpo.library.utoronto.ca/poem/211.html
New England.
1 Alas, dear Mother, fairest Queen and best,
2 With honour, wealth, and peace happy and blest,
3 What ails thee hang thy head, and cross thine arms,
4 And sit i' the dust to sigh these sad alarms?
5 What deluge of new woes thus over-whelm
6 The glories of thy ever famous Realm?
7 What means this wailing tone, this mournful guise?
8 Ah, tell thy Daughter; she may sympathize.
Old England.
9 Art ignorant indeed of these my woes,
10 Or must my forced tongue these griefs disclose,
11 And must my self dissect my tatter'd state,
12 Which Amazed Christendom stands wondering at?
13 And thou a child, a Limb, and dost not feel
14 My weak'ned fainting body now to reel?
15 This physic-purging-potion I have taken
16 Will bring Consumption or an Ague quaking,
17 Unless some Cordial thou fetch from high,
18 Which present help may ease my malady.
19 If I decease, dost think thou shalt survive?
20 Or by my wasting state dost think to thrive?
21 Then weigh our case, if 't be not justly sad.
22 Let me lament alone, while thou art glad.
New England.
23 And thus, alas, your state you much deplore
24 In general terms, but will not say wherefore.
25 What Medicine shall I seek to cure this woe,
26 If th' wound's so dangerous, I may not know?
27 But you, perhaps, would have me guess it out.
28 What, hath some Hengist like that Saxon stout
29 By fraud and force usurp'd thy flow'ring crown,
30 Or by tempestuous Wars thy fields trod down?
31 Or hath Canutus, that brave valiant Dane,
32 The regal peaceful Sceptre from thee ta'en?
33 Or is 't a Norman whose victorious hand
34 With English blood bedews thy conquered Land?
35 Or is 't intestine Wars that thus offend?
36 Do Maud and Stephen for the Crown contend?
37 Do Barons rise and side against their King,
38 And call in Foreign aid to help the thing?
39 Must Edward be depos'd? Or is 't the hour
40 That second Richard must be clapp'd i' th' Tower?
41 Or is it the fatal jar, again begun,
42 That from the red, white pricking Roses sprung?
43 Must Richmond's aid the Nobles now implore
44 To come and break the tushes of the Boar?
45 If none of these, dear Mother, what's your woe?
46 Pray, do not fear Spain's bragging Armado.
47 Doth your Ally, fair France, conspire your wrack,
48 Or doth the Scots play false behind your back?
49 Doth Holland quit you ill for all your love?
50 Whence is this storm, from Earth or Heaven above?
51 Is 't drought, is 't Famine, or is 't Pestilence?
52 Dost feel the smart, or fear the consequence?
53 Your humble Child entreats you shew your grief.
54 Though Arms nor Purse she hath for your relief--
55 Such is her poverty,--yet shall be found
56 A suppliant for your help, as she is bound.
Old England.
57 I must confess some of those Sores you name
58 My beauteous Body at this present maim,
59 But foreign Foe nor feigned friend I fear,
60 For they have work enough, thou knowest, elsewhere.
61 Nor is it Alcie's son and Henry's Daughter
62 Whose proud contention cause this slaughter;
63 Nor Nobles siding to make John no King,
64 French Louis unjustly to the Crown to bring;
65 No Edward, Richard, to lose rule and life,
66 Nor no Lancastrians to renew old strife;
67 No Crook-backt Tyrant now usurps the Seat,
68 Whose tearing tusks did wound, and kill, and threat.
69 No Duke of York nor Earl of March to soil
70 Their hands in Kindred's blood whom they did foil;
71 No need of Tudor Roses to unite:
72 None knows which is the Red or which the White.
73 Spain's braving Fleet a second time is sunk.
74 France knows how of my fury she hath drunk
75 By Edward third and Henry fifth of fame;
76 Her Lilies in my Arms avouch the same.
77 My Sister Scotland hurts me now no more,
78 Though she hath been injurious heretofore.
79 What Holland is, I am in some suspense,
80 But trust not much unto his Excellence.
81 For wants, sure some I feel, but more I fear;
82 And for the Pestilence, who knows how near?
83 Famine and Plague, two sisters of the Sword,
84 Destruction to a Land doth soon afford.
85 They're for my punishments ordain'd on high,
86 Unless thy tears prevent it speedily.
87 But yet I answer not what you demand
88 To shew the grievance of my troubled Land.
89 Before I tell the effect I'll shew the cause,
90 Which are my sins--the breach of sacred Laws:
91 Idolatry, supplanter of a N ation,
92 With foolish superstitious adoration,
93 Are lik'd and countenanc'd by men of might,
94 The Gospel is trod down and hath no right.
95 Church Offices are sold and bought for gain
96 That Pope had hope to find Rome here again.
97 For Oaths and Blasphemies did ever ear
98 From Beelzebub himself such language hear?
99 What scorning of the Saints of the most high!
100 What injuries did daily on them lie!
101 What false reports, what nick-names did they take,
102 Not for their own, but for their Master's sake!
103 And thou, poor soul, wast jeer'd among the rest;
104 Thy flying for the Truth I made a jest.
105 For Sabbath-breaking and for Drunkenness
106 Did ever Land profaneness more express?
107 From crying bloods yet cleansed am not I,
108 Martyrs and others dying causelessly.
109 How many Princely heads on blocks laid down
110 For nought but title to a fading Crown!
111 'Mongst all the cruelties which I have done,
112 Oh, Edward's Babes, and Clarence's hapless Son,
113 O Jane, why didst thou die in flow'ring prime?--
114 Because of Royal Stem, that was thy crime.
115 For Bribery, Adultery, for Thefts, and Lies
116 Where is the Nation I can't paralyze?
117 With Usury, Extortion, and Oppression,
118 These be the Hydras of my stout transgression;
119 These be the bitter fountains, heads, and roots
120 Whence flow'd the source, the sprigs, the boughs, and fruits.
121 Of more than thou canst hear or I relate,
122 That with high hand I still did perpetrate,
123 For these were threat'ned the woeful day
124 I mocked the Preachers, put it fair away.
125 The Sermons yet upon record do stand
126 That cried destruction to my wicked Land.
127 These Prophets' mouths (all the while) was stopt,
128 Unworthily, some backs whipt, and ears crept;
129 Their reverent cheeks bear the glorious marks
130 Of stinking, stigmatizing Romish Clerks;
131 Some lost their livings, some in prison pent,
132 Some grossly fined, from friends to exile went:
133 Their silent tongues to heaven did vengeance cry,
134 Who heard their cause, and wrongs judg'd righteously,
135 And will repay it sevenfold in my lap.
136 This is fore-runner of my after-clap.
137 Nor took I warning by my neighbors' falls.
138 I saw sad Germany's dismantled walls,
139 I saw her people famish'd, Nobles slain,
140 Her fruitful land a barren heath remain.
141 I saw (unmov'd) her Armies foil'd and fled,
142 Wives forc'd, babes toss'd, her houses calcined.
143 I saw strong Rochelle yield'd to her foe,
144 Thousands of starved Christians there also.
145 I saw poor Ireland bleeding out her last,
146 Such cruelty as all reports have past.
147 Mine heart obdurate stood not yet aghast.
148 Now sip I of that cup, and just 't may be
149 The bottom dregs reserved are for me.
New England.
150 To all you've said, sad mother, I assent.
151 Your fearful sins great cause there 's to lament.
152 My guilty hands (in part) hold up with you,
153 A sharer in your punishment's my due.
154 But all you say amounts to this effect,
155 Not what you feel, but what you do expect.
156 Pray, in plain terms, what is your present grief?
157 Then let's join heads and hands for your relief.
Old England.
158 Well, to the matter, then. There's grown of late
159 'Twixt King and Peers a question of state:
160 Which is the chief, the law, or else the King?
161 One saith, it's he; the other, no such thing.
162 My better part in Court of Parliament
163 To ease my groaning land shew their intent
164 To crush the proud, and right to each man deal,
165 To help the Church, and stay the Common-Weal.
166 So many obstacles comes in their way
167 As puts me to a stand what I should say.
168 Old customs, new Prerogatives stood on.
169 Had they not held law fast, all had been gone,
170 Which by their prudence stood them in such stead
171 They took high Strafford lower by the head,
172 And to their Laud be 't spoke they held 'n th' Tower
173 All England's metropolitan that hour.
174 This done, an Act they would have passed fain
175 No prelate should his Bishopric retain.
176 Here tugg'd they hard indeed, for all men saw
177 This must be done by Gospel, not by law.
178 Next the Militia they urged sore.
179 This was denied, I need not say wherefore.
180 The King, displeased, at York himself absents.
181 They humbly beg return, shew their intents.
182 The writing, printing, posting to and fro,
183 Shews all was done; I'll therefore let it go.
184 But now I come to speak of my disaster.
185 Contention's grown 'twixt Subjects and their Master,
186 They worded it so long they fell to blows,
187 That thousands lay on heaps. Here bleeds my woes.
188 I that no wars so many years have known
189 Am now destroy'd and slaughter'd by mine own.
190 But could the field alone this strife decide,
191 One battle, two, or three I might abide,
192 But these may be beginnings of more woe--
193 Who knows, the worst, the best may overthrow!
194 Religion, Gospel, here lies at the stake,
195 Pray now, dear child, for sacred Zion's sake,
196 Oh, pity me in this sad perturbation,
197 My plundered Towns, my houses' devastation,
198 My ravisht virgins, and my young men slain,
199 My wealthy trading fallen, my dearth of grain.
200 The seedtime's come, but Ploughman hath no hope
201 Because he knows not who shall inn his crop.
202 The poor they want their pay, their children bread,
203 Their woful mothers' tears unpitied.
204 If any pity in thy heart remain,
205 Or any child-like love thou dost retain,
206 For my relief now use thy utmost skill,
207 And recompense me good for all my ill.
New England.
208 Dear mother, cease complaints, and wipe your eyes,
209 Shake off your dust, cheer up, and now arise.
210 You are my mother, nurse, I once your flesh,
211 Your sunken bowels gladly would refresh.
212 Your griefs I pity much but should do wrong,
213 To weep for that we both have pray'd for long,
214 To see these latter days of hop'd-for good,
215 That Right may have its right, though 't be with blood.
216 After dark Popery the day did clear;
217 But now the Sun in's brightness shall appear.
218 Blest be the Nobles of thy Noble Land
219 With (ventur'd lives) for truth's defence that stand.
220 Blest be thy Commons, who for Common good
221 And thy infringed Laws have boldly stood.
222 Blest be thy Counties, who do aid thee still
223 With hearts and states to testify their will.
224 Blest be thy Preachers, who do cheer thee on.
225 Oh, cry: the sword of God and Gideon!
226 And shall I not on them wish Mero's curse
227 That help thee not with prayers, arms, and purse?
228 And for my self, let miseries abound
229 If mindless of thy state I e'er be found.
230 These are the days the Church's foes to crush,
231 To root out Prelates, head, tail, branch, and rush.
232 Let's bring Baal's vestments out, to make a fire,
233 Their Mitres, Surplices, and all their tire,
234 Copes, Rochets, Croziers, and such trash,
235 And let their names consume, but let the flash
236 Light Christendom, and all the world to see
237 We hate Rome's Whore, with all her trumpery.
238 Go on, brave Essex, shew whose son thou art,
239 Not false to King, nor Country in thy heart,
240 But those that hurt his people and his Crown,
241 By force expel, destroy, and tread them down.
242 Let Gaols be fill'd with th' remnant of that pack,
243 And sturdy Tyburn loaded till it crack.
244 And ye brave Nobles, chase away all fear,
245 And to this blessed Cause closely adhere.
246 O mother, can you weep and have such Peers?
247 When they are gone, then drown your self in tears,
248 If now you weep so much, that then no more
249 The briny Ocean will o'erflow your shore.
250 These, these are they (I trust) with Charles our king,
251 Out of all mists such glorious days will bring
252 That dazzled eyes, beholding, much shall wonder
253 At that thy settled Peace, thy wealth, and splendour,
254 Thy Church and Weal establish'd in such manner
255 That all shall joy that thou display'dst thy banner,
256 And discipline erected so, I trust,
257 That nursing Kings shall come and lick thy dust.
258 Then Justice shall in all thy Courts take place
259 Without respect of persons or of case.
260 Then bribes shall cease, and suits shall not stick long,
261 Patience and purse of Clients for to wrong.
262 Then High Commissions shall fall to decay,
263 And Pursuivants and Catchpoles want their pay.
264 So shall thy happy Nation ever flourish,
265 When truth and righteousness they thus shall nourish.
266 When thus in Peace, thine Armies brave send out
267 To sack proud Rome, and all her vassals rout.
268 There let thy name, thy fame, and valour shine,
269 As did thine Ancestors' in Palestine,
270 And let her spoils full pay with int'rest be
271 Of what unjustly once she poll'd from thee.
272 Of all the woes thou canst let her be sped,
273 Execute to th' full the vengeance threatened.
274 Bring forth the beast that rul'd the world with's beck,
275 And tear his flesh, and set your feet on's neck,
276 And make his filthy den so desolate
277 To th' 'stonishment of all that knew his state.
278 This done, with brandish'd swords to Turkey go,--
279 (For then what is it but English blades dare do?)
280 And lay her waste, for so's the sacred doom,
281 And do to Gog as thou hast done to Rome.
282 Oh Abraham's seed, lift up your heads on high,
283 For sure the day of your redemption's nigh.
284 The scales shall fall from your long blinded eyes,
285 And him you shall adore who now despise.
286 Then fullness of the Nations in shall flow,
287 And Jew and Gentile to one worship go.
288 Then follows days of happiness and rest.
289 Whose lot doth fall to live therein is blest.
290 No Canaanite shall then be found 'n th' land,
291 And holiness on horses' bells shall stand.
292 If this make way thereto, then sigh no more,
293 But if at all thou didst not see 't before.
294 Farewell, dear mother; Parliament, prevail,
295 And in a while you'll tell another tale.
Notes
28] Hengist: co-leader of the Jutes (with Horsa), Hengist was brought into England in 449 by Vortigern, king of the Celts, to
oppose the Picts, but Hengist eventually turned against the Celts, forced them out of Kent, and founded a new Kentish dynasty
himself. See Bede's Ecclesiastical History, 1.15, 2.5.
31] Canutus: Canute, Danish king of England (1016-35).
36] Maud and Stephen: daughter of Henry I and wife of Geoffrey Plantagenet of Anjou, Maud bore the future Henry II and came
to dispute the right of Stephen (ca. 1097-1154), incumbent king of England (1135-43) and nephew of her father, to the throne; after
a period of civil war, 1143-53, Stephen resolved the conflict shortly before his death by acknowledging the right of Maud's son as
heir to the crown.
39] Edward: Edward II, king of England (1307-27), murdered by followers of his queen, Isabella, and Mortimer.
40] Richard: Richard II, king of England (1377-99), murdered by followers of Henry Bolingbroke, the future Henry IV.
42] the red-white pricking roses: the War of the Roses, from 1455 to 1485, between the house of Lancaster (the red rose) and the
house of York (the white rose), resolved when in 1486 Henry VII married Elizabeth, the daughter of Edward IV, and united the
two houses.
43] Richmond: Henry Tudor, earl of Richmond, the future Henry VII (1457-1509).
44] the boar: Richard III (1452-85).
46] Armadoe: the great Armada, destroyed off England in 1588.
61] Alcie's son or Henry's daughter: Stephen and Maud (see above,line 36).
63] John: king of England, 1199-1216.
64] French Louis: Louis VIII (1187-1226) invaded England in 1216 but was defeated a year later after the son of the late King
John, Henry III, succeeded to the throne.
69] Duke of York: Edmund Plantagenet (1341-1402), founder of the house of York.
Earl of March: Roger de Mortimer (1287-1330), who supported Queen Isabella in the murder of her husband Edward II.
75] Edward Third: Edward III, king of England 1327-77.

Henry Fifth of fame: Henry V, king of England (1413-22), victor over the French at the battle of Agincourt in 1415.
98] Beelzebub: "lord of flies," name for the devil.
112] Edward's youths: Edward V, son of Edward IV; and Richard, duke of York, the princes murdered by Richard III in the Tower
Clarence' hapless son: Edward, earl of Warwick (executed 1499).
113] Jane: Lady Jane Grey, protestant queen of England July 6-19, 1553, and executed by Queen Mary Feb, 12, 1554.
118] hydras: many-headed monsters of classical myth that, having had ahead cut off, replace it with two other heads.
143] Rochelle: La Rochelle, where French protestants (Huguenots) were besieged and defeated 1627-28.
171] Strafford: Sir Thomas Wentworth, first earl of Strafford (1593-1641), main statesman for Charles I, convicted of treason and
executed on Tower Hill.
172] Laud: William Laud (1573-1645), archbishop of Canterbury (1633), executed for treason by the Long Parliament for
opposing puritan protestantism.
225] Gideon: a hero responsible for defeating the Midianites (Judges 7:18-19).
226] Meroz' curse: Judges 5.23, "Curse ye Meroz, said the angel of the Lord, curse yet bitterly the inhabitants thereof; because
they came not to the help of the Lord, to the help of the Lord against the mighty."
232] Baal's vestments: those of a pagan (Canaanite) deity.
233] mitres, surplices: ecclesiastical headdresses and vestments worn by Anglican and Roman priests.
234] Copes, rochets, croziers: ecclesiastical vestments and staffs employed by Anglican and Roman priests.
238] Essex: Robert Devereux, third earl of Essex and leader of the Parliamentary forces 1642-45.
250] Charles: Charles I, king of England (1625-49).
263] pursuivants and catchpoles: officers of arms and sheriff's deputies.
281] Gog: one of two giant figures (the other being Magog) carried in 16th-century London Lord Mayor's processions, based on
the mythical giant Gogmagog defeated by Corineus in British prehistory.
282] Abraham's seed: the chosen people of God (Romans 4:13-18).
284] scales: Saul regained his sight on being baptized as Paul (Acts 9:18).
290] Canaanite: pagan people living in ancient Palestine.
_______________________________________________________________
Online text copyright © 2005, Ian Lancashire for the Department of English, University of Toronto.
Published by the Web Development Group, Information Technology Services, University of Toronto Libraries.

Original text: The Tenth Muse Lately sprung up in America. By a Gentlewoman in those parts (London: Stephen Bowtell, 1650):
180-90. See Anne Bradstreet, The Tenth Muse (1650).
First publication date: 1650 Composition date: March 1643
Form: Heroic Couplets

Sample Task
Course
Instructional Unit
The Task
Provide students with an excerpt from a well-known sermon such as Jonathan Edwards’ “Sinners in the Hands of an Angry
God,” available online at http://members.aol.com/jonathanedw/Sinners.pdf. Working in dyads or triads, students will
analyze the selection to determine Edwards’ purpose in the passage. Students will next locate and identify words or phrases,
figures of speech, instances of syntax, or other specific rhetorical devices that support this purpose. Finally, students will
work individually to demonstrate their understanding of the effects of the specific words or phrases, figures of speech,
instances of syntax, or other specific rhetorical devices by imitating Edwards’ style and techniques in their own brief treatise
on a topic of current social or cultural significance. After composing this treatise, students will highlight specific words or
phrases, figures of speech, instances of syntax, or other specific rhetorical devices in their own work and provide analytical
commentary in the margins regarding these highlighted passages. Commentary should explain the effect the student is trying
to achieve via each specific word or phrase, etc.
After the work is created, students will evaluate their products and revise accordingly. This could be done at home or in
class. Once students have made revisions to their products, peer evaluations in pairs or groups will occur. This should be
done in class. Once final revisions are made, the products will be evaluated by the teacher. Exemplary products will then be
displayed along with teacher commentary, using the language of the standard(s) to show how the product meets the
standard(s).

Students will work individually to create the product.
The product will be created outside of class.
Students will self and peer assess during the completion of the task.
This task will take approximately 2-3 days.
Differentiation
The teacher may provide differentiation by the grouping of students. The teacher can choose to assign students to specific
groups by their readiness levels or group so that each group is formed with various readiness levels. The peer revision
portion of the task could be done in small groups or pairs. (The teacher could use the original groupings form the analytical
portion of the task.)
Focus Standard(s)
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or
informational materials and provides evidence from the text to support understanding; the student:
b. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters,
journals and diaries, speeches, and essays.
c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical
strategies for specific purposes in nonfiction works.
ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant
ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The
student

a. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects created by the
devices.
ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to
develop, revise, and evaluate writing. The student
g. Plans and drafts independently and resourcefully.
h. Revises writing to improve the logic and coherence of the organization and controlling perspective.
i. Revises writing for specific audiences, purposes, and formality of the contexts.
j. Revises writing to sharpen the precision of word choice and achieve desired tone.
k. Revises text to highlight the individual voice and to improve sentence variety and style.
l. Edits writing to improve word choice, grammar, punctuation, etc.

Sample Task
Course
11th Grade Literature and Composition with American Literature Focus
Instructional Unit
The Task
The student will read a primary source document from the Colonial period and a nonfiction text from the Colonial period.
Excerpts of William Bradford’s Of Plymouth Plantation, which are available online at
http://etext.virginia.edu/users/deetz/Plymouth/bradford.html, and the listing of “The Laws of the Colony of New Plymouth
in New England,” which are available online at http://etext.virginia.edu/users/deetz/Plymouth/laws1.html serve as good
resources for this task.
Once students have copies of each text, they will complete the Literary Text to Source Document Comparison/Contrast
Chart.
Once each student has completed the chart, all students will participate in a group discussion focusing on how the selected
literary work and the selected primary source document relate to the seminal ideas of the Colonial period. For additional
information on the seminal ideas of the Colonial period, please consult
http://www.csustan.edu/english/reuben/pal/chap1/1intro.html and/or http://www.wsu.edu/~campbelld/amlit/purdef.htm.
Once the interactive discussion is complete, each student will answer the following question as a “Ticket Out of the Door.”
How does (teacher-selected Colonial text) reflect the values and beliefs held by the people who lived during the Colonial
period?
Additional information on using “Ticket Out of the Door,” is available online at
<http://eport.maricopa.edu/published/d/hu/dhuscroft/tdocument/7/>.

The student will work individually to read the texts or will read the texts aloud in class.
The student will work individually to complete the “Ticket Out of the Door.”
Focus Standard(s)
a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

Literary Text to Source Document Comparison/Contrast Chart
Literary Text: Source Document:
Common characteristics:
Colonial Period Characteristics Literary Text:
Source Document
Colonial Period Characteristics
How does _______________________(literary text) reflect the values and beliefs held by people who lived during the Colonial period?

Sample Task
Course
Instructional Unit
The Task
The teacher will disseminate copies of a Revolutionary nonfiction text, one that represents seminal ideas held by writers,
philosophers, and politicians of the American Revolutionary period. A possible selection for this activity is Thomas Paine’s
“The Crisis One,” which is available online at http://www.ushistory.org/paine/crisis/c-01.htm .
The student will read the teacher-selected text and answer the following questions:
What is the author’s purpose in this text?

How does the author’s use of stylistic devices help achieve this purpose?
How does the author’s use of language and/or imagery contribute to the purpose and/or underlying meaning of the work?
What specific incidents mentioned in the text illustrate the author’s beliefs regarding the Colonies’ differences with
England?
Once the student answers these questions, he/she will read informational texts pertinent to the Continental Congress meeting
in Philadelphia in the summer of 1776. Some helpful websites with information concerning the Revolutionary period in
American literature include http://www.ushistory.org/march/phila/background.htm ,
http://www.pbs.org/ktca/liberty/index.html , and http://www.historyplace.com/unitedstates/revolution/rev-prel.htm .
The student will write a timed essay answering the question:

How did the nonfiction literature published before the 1776 meeting of the Continental Congress in Philadelphia influence
the writing of the Declaration of Independence?
Students may read the Declaration of Independence online at http://www.ushistory.org/declaration/document/ .

Students will work individually to complete the assignment.
The assignment will take approximately 2 days in class, plus time out of class.
Differentiation
The teacher can differentiate this task by allowing flexible grouping strategies, i.e. collaborative pairs or small groups,
during the reading and question-answer stages of the task. The teacher may select specific texts for the students to read or
allow the students to choose their own. A teacher-created writing graphic organizer and rubric could assist in maintaining
the focus of the writing. Further differentiation can occur through the use of peer or teacher editing of thesis statements and
supporting textual evidence before drafting the essay.
Focus Standard(s)
student:
devices.
b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying
meaning.
c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer’s important
beliefs or generalizations about life.
d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary
work.

develop, revise, and evaluate writing. The student:
b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

Sample Task
Course
Instructional Unit
The Task
The teacher will introduce the new unit of instruction with the K-W-H-L strategy. A K(Know) W(want to know) H(how to
find out) L(learned) chart is drawn on either the board or on a transparency placed on an overhead projector. This serves to
access prior knowledge and/or reveal commonly held misconceptions regarding the political, historical, and philosophical
ideas of the American Revolutionary period. The things commonly known about the period will be placed in the K column
of the chart.
Next, the teacher will ask students what they want to know about the political, historical, and philosophical ideas of the
American Revolutionary period. Questions the students have will be placed in the W column of the chart.
Thirdly, the teacher will discuss ways students can find answers to the questions they generated. A list of resources will be
placed in the H column of the chart. Some specific teacher resources that may assist with this activity are available online at
<http://usinfo.state.gov/products/pubs/oal/lit2.htm>, <http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/revolut>, and
<http://www.let.rug.nl/usa/LIT/chap2.htm>.
The next step involves allowing students to search for information and answers to as many of the questions as possible.
Students will begin this in class and continue it at home. Students should also note on their charts any new questions they
may have as a result of their research regarding the American Revolutionary period.
During the next class period, students will share what they have found and record this information on the chart under the L
column. Students should be allowed to submit additional questions and statements for class discussion.

Students will work through class discussion to complete the K and W components of the chart.
The teacher will complete the L component of the chart.
Students will research independently to complete the H component of the chart.
This assignment will take approximately 1 day to complete.
Focus Standard(s)
a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

Sample Task
Course
Instructional Unit
The Task
The teacher will select an American Romantic poem and will explicate the poem with the class. A popular Romantic poem
that lends itself to explication is Henry Wadsworth Longfellow’s “Psalm of Life” which is available online at
<http://www.poets.org/viewmedia.php/prmMID/16614>.
The emphasis of the poetry explication should be on analyzing the sound effects (i.e., alliteration, end rhyme, slant rhyme,
internal rhyme, consonance, assonance) of the poem, the form of the poem (i.e., fixed and free, lyric, ballad, sonnet,
narrative poem, blank verse) and the figurative language (i.e., personification, imagery, metaphor, conceit, simile,
metonymy, synecdoche, hyperbole, symbolism, allusion) of the poem.
After the teacher models this explication process, students will be organized into small groups, and each group will be given
a different American Romantic poem to explicate. All students in the group will receive a copy of the group’s assigned
poem. Students will employ anecdotal scripting to provide commentary in the margins of the poem. All students will
comment on the same poetic elements: sound effects, form, and figurative language. After analyzing these “parts” of the
poem, students consider how the parts work together to provide meaning in the poem overall. This statement of meaning
may be a theme, an underlying meaning, an argument, or an intended emotional response. Once all groups have read and
annotated the poem, groups will “jigsaw.” One student from each group will move with students from each of the other
groups and share their explicated poems.
Once the “jigsaw” is complete, students will write a brief final reflection summarizing the steps of the explication process
and commenting on what they’ve learned and how they can use what they’ve learned.

Students will work individually to analyze the poem.
The poetry explication can be done in class or outside of class.
Students will informally evaluate their efforts through an interactive discussion.
The assignment will take approximately 2-3 days.
Differentiation
This task allows for flexible grouping. The teacher may choose to group students according to their readiness levels or
group them at a number of different readiness levels. Teachers could assign specific roles within the groups, such as having
one student in each group read the poem aloud while the others follow the print text and make notations. The whole group
jigsawing process further differentiates the learning process and the learning environment.
Focus Standard(s)
The student identifies and analyzes elements of poetry from various periods of American literature
and provides evidence from the text to support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative
language, and structure of poems as these elements relate to meaning.
b.
i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance
ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse
iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche,
hyperbole, symbolism, allusion
c. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language,
extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.
ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The
student
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

Sample Task
Course
Instructional Unit
The Task
Each student will be given a copy of one well-known poem representative of American Romanticism and one well-known
poem representative of American Realism. Two examples are “The Chambered Nautilus” by Oliver Wendall Holmes,
<http://www.blupete.com/Literature/Poetry/Chambered.htm>, and “Song of Myself 10” by Walt Whitman,
<http://www.palace.net/~llama/poetry/songofmyself> .
Each student will analyze the effects of the diction, imagery, figurative language, sound elements, and form/structure of each
in terms of the characteristics of each of the representative periods.
First, students will annotate each poem by identifying and noting examples of diction and imagery such as controlling
images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone; figurative language
such as personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, and allusion;
sound elements such as alliteration, end rhyme, slant rhyme, internal rhyme, consonance, and assonance; as well as the
overall structure of each poem.
Once the student has annotated each of the poems, he/she will use these notations to compare and contrast the figurative
language, sound elements, and form/structure of the two works on a Venn diagram. [See
<http://content.scholastic.com/browse/article.jsp?id=2997>.] From the information on the Venn diagram, each student will
generalize the characteristics of American Romantic poetry and of American Realistic poetry.
Each student will then incorporate the information from his/her annotated poems and Venn diagram, as well as what he/she
has learned in the process of completing these products to write a brief expository essay explaining how Romantic American
poetry differs from Realistic American poetry.

Students will work individually to analyze the poems.
The poetry annotations and Venn diagram may be done in class or outside of class.
Differentiation
The teacher may prepare a graphic organizer that will scaffold the assignment by clarifying the expectations and necessary
annotations. Allowing flexible grouping, i.e. collaborative pairs or small groups, during the analytical stage may further
differentiate the task. (This grouping could be done initially or after the students have worked for a pre-determined amount
of time individually analyzing the poems.)
Focus Standard(s)
The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence
from the text to support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language,
and structure of poems as these elements relate to meaning.
iv. figurative language: personification, imagery, metaphor, conceit, simile, metonymy,
synecdoche, hyperbole, symbolism, allusion
d. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language,
extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.
The student compares and contrasts specific characteristics of different genres as they develop and change over time for
different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or
replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson,
Whitman] in poetry).
The student produces expository (informational) writing to explain an idea or concept and/or convey information and
ideas from primary and secondary sources accurately and coherently; the student:
c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both
primary and secondary sources, as applicable.
d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and
coherently.
g. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate
to the purpose and intended audience of the essay.
h. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker, audience, form).
j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, and analogy.
k. Uses language, point of view, characterization, style, and related elements effectively for specific rhetorical and
aesthetic purposes.
l. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the
thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument
in the composition together).

Sample Task
Course
Instructional Unit
The Task
Each student will be given a copy of seven well-known poems representative of the different periods of American literature.
These might include, but are not limited to:
(Colonial) Anne Bradstreet’s “Here follows some verses upon the burning of our house, July 10th, 1666”
<http://www.puritansermons.com/poetry/anne13.htm>
(Revolutionary) Phyllis Wheatley’s “To a Lady on the Death of her Husband”
<http://darkwing.uoregon.edu/~rbear/wheatley.html#23>
(Romantic) William Cullen Bryant’s “Thanatopsis”
http://www.msu.edu/~cloudsar/thanatop.htm
(Realistic) Emily Dickinson’s “I cannot live with you”
<http://www.poets.org/viewmedia.php/prmMID/15802>
(Naturalistic) Paul Lawrence Dunbar’s “Sympathy”
<http://project1.caryacademy.org/echoes/03-04/Paul_Laurence_Dunbar/Samplepoems(Paul_Laurence_Dunbar).htm>
(Modern) Robert Frost’s “Stopping by Woods on a Snowy Evening”
<http://www.ketzle.com/frost/snowyeve.htm>.
(Postmodern) Etheridge Knight’s “The Idea of Ancestry”
<http://aalbc.com/authors/etheridg.htm>
Once poems have been provided to them, students will analyze the structure (fixed and free, lyric, ballad, sonnet, narrative
poem, blank verse) of each poem, the figurative language (alliteration, end rhyme, slant rhyme, internal rhyme, consonance,
assonance) of each poem, and determine a theme for each poem. Students will annotate the poems in the margins as they
read and analyze and complete the Theme Analysis chart after they have read and annotated every poem.
Once each poem is read and annotated, the student will formulate generalizations/conclusions regarding the development of
poetic styles and forms in American literature, and each student will compose an expository essay that clearly relays these
generalizations/conclusions and supports their validity with textual evidence from the poems themselves.

Students will work individually to analyze the poems.
The analysis of the poems can be done in class or outside of class.
The expository essay can be done in class or outside of class.
Differentiation
This task can be differentiated by offering some flexible grouping during the analysis stage. Students can analyze the poetry
individually and then be paired to complete the Theme Analysis Chart. Further differentiation can be achieved by allowing
the students to pick their own poetry from a selection generated by the teacher. Additionally, the teacher may want to offer a
writing graphic organizer to help focus students’ essay.
Focus Standard(s)
ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction,
imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts
representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama)
and using this evidence as the basis for interpretation.
The student identifies and analyzes elements of poetry from various periods of American literature and provides

a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative
language, and structure of poems as these elements relate to meaning
iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole,
symbolism, allusion
c. Traces the historical development of poetic styles and forms in American literature.
ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and
provides evidence from the work to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or
comment on life or society and provides support from the text for the identified theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature across time and
genre (i.e., American individualism, the American dream, cultural diversity, and tolerance) and provides
support from the texts for the identified themes.
The student compares and contrasts specific characteristics of different genres as they develop and change over
time for different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the
Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive
American style [Dickinson, Whitman] in poetry).

Analyzing Theme(s)
Use this sheet for each poem explored.
What is the theme(s) of the poem?
What is the universal view or comment on life or society held by the theme of the poem?
How does the author’s choice of words advance the theme or purpose of the work?
Does the work contain more than one theme? If so, why do you think the author incorporated more than one theme into the piece?
Does the work express a theme related to one of the recurring topics in American literature (i.e., American individualism, the American
dream, cultural diversity, or tolerance)? Support your claim with textual evidence.

Sequence of Activities, Tasks, and Assessments for Unit One
WEEK ONE
Introduce course and unit concepts; overview assign culminating activity; review methods and resources for
research; model processes of active reading and literary analysis. Students begin working on culminating
activity.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK TWO
Revisit strategies for effective persuasive writing. Explain how to incorporate process writing strategies in
timed writing situations. Practice in-class, timed persuasive writing. Use state rubric to peer assess writing
sample. Students continue researching and working on culminating activity.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK THREE
At the beginning of each day, the teacher models a different strategy for literary analysis. Texts analyzed
will represent different periods, but will all be short poems or letters. Students will keep a list of the tools for
analysis that the teacher introduces. Students continue to work in research groups to plan and organize
presentation. Teacher works with individual groups to connect works to literature to particular periods and
to help groups prioritize events and ideas from time periods. Groups complete presentations.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK FOUR
Each day one group will “teach” the class about a period or type of literature. Audience will listen actively,
using the graphic organizer provided to take notes. At the conclusion of the group presentation, the class
will break into small groups. The teacher will provide each group with a different text from the period to
analyze. Students will connect the text to the information from the presentation. Each day will conclude
with a whole group discussion of what has been learned, what questions students still have, and/or why the
information is important.
Day 1:
Day 2:
Day 3:
Day 4
Day 5:

Unit Two Overview
Grade/Course 11th Grade American Literature and Composition
Subject/Topic Determining meaning in short stories and novels; using textual

Areas evidence to support interpretation, film, and media literacy
Unit Title The Long and Short of It
Unit Annotation In this unit, students will read and analyze a number of fictional texts,
short stories and novels, identify themes in the works, locate evidence
in the works to support their interpretations, and evaluate the
strategies authors use to convey meaning. Strategies for expository
writing are emphasized.
Approximate 4 weeks
Duration
Brief Summary of Fictional texts from a number of different literary periods will be
Unit (including analyzed to determine themes, and author’s use of stylistic devices
unit themes and for specific purposes.
concepts and
learning goals Students will identify topics, motifs, and/or themes (the American
derived from focus Dream, individualism, classical influences, etc.) that cross time
standards) periods in American literature and trace these topics, motifs, and/or
themes as they develop and change throughout American literature.
Expository writing strategies will be emphasized. New content

vocabulary will be introduced and applied throughout the study of
fiction.
Students will respond, both orally and in writing, to fictional texts in

print and media formats.

Learning Goals for Unit Two
ELAALRL 1, 2, 4, 5; RC 1, 2: How do authors create

meaning? How are short stories and novels similar
and different? How do recurring topics, motifs,
and/or themes in works of American fiction help
remain constant and/or change over time and in
different genres? How are American fiction writers
influenced by the social, political, and cultural events
of the world in which they live, and vice versa? What
impact do American fiction writers from previous
literary periods have on subsequent generations?
How can reading works of American fiction enhance
our understanding works from other subject areas?
Unit Two Focus:
The Long and

Short of It
ELA11W 1, 2: What is the purpose of expository LSV 1, 2: How does classroom discussion increase
writing? When is expository writing useful? How do understanding of American fiction? How do creators
the purpose and techniques used in expository of media employ visual and oral
writing differ from those of persuasive and narrative strategies/techniques to persuade, inform, and/or
writing? How are narratives and persuasive entertain audiences? Why do media message affect
strategies incorporated into expository writing? different audiences differently? How can I assess
How do effective expository writers establish and evaluate the effectiveness of the presentation,
purpose, maintain perspective, and achieve content, and style of electronic communication?
coherence? How can we employ a variety of stylistic How do the aesthetic effects (i.e., layout, lighting,
devices effectively for different purposes in color, camera angles, background) of a media
expository writing? How do effective writers achieve presentation impact the intended audience of a
closure? message?
ELA11C 1: Why is it important to use Standard

English in expository writing?


The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction
and provides evidence from the text to support understanding; the student:
m. Locates and analyzes such elements in fiction as language and style, character development, point
of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative,
epistolary novel) in works of American fiction from different time periods.
n. Identifies and analyzes patterns of imagery or symbolism.
o. Relates identified elements in fiction to theme or underlying meaning.
p. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in
fiction for rhetorical and aesthetic purposes.
q. Analyzes the influence of mythic, traditional, or classical literature on American literature.
r. Traces the history of the development of American fiction.
e. Applies knowledge of the concept that the theme or meaning of a selection represents a universal
f. Evaluates the way an author’s choice of words advances the theme or purpose of the work.
g. Applies knowledge of the concept that a text can contain more than one theme.
h. Analyzes and compares texts that express universal themes characteristic of American literature
The student relates a literary work to primary source documents of its literary period or historical setting; the
student:
composition.
ii. Realism
iii. Naturalism
v. Postmodernism
The student analyzes a variety of works representative of different genres within specific time periods in
order to identify types of discourse (i.e., satire, parody, allegory, pastoral) that cross the lines of genre
classifications.
e. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects
f. Analyze the use of imagery, language, and other particular aspects of a text that contribute to
g. Draw comparisons between specific incidents in a text and broader themes that illustrate the
ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading
and writing. The student
d. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and
patterns of word changes that indicate different meanings or functions.
e. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature
to understand the meanings of new words.
f. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to
increase learning.
ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The
student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes the features of disciplinary texts.
ELAALRC3 The student acquires new vocabulary in each content area and uses it correctly. The
student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
ELAALRC4 The student establishes a context for information acquired by reading across subject
areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to multiple
subjects.

c. Determines strategies for finding content and contextual meaning for unfamiliar words or
concepts.
WRITING
writing.
passive voice.
f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect,
similarity and difference, and posing and answering a question).
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific
examples.
m. Engages the interest of the reader.
n. Formulates a coherent thesis or controlling idea.
o. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence
p. Conveys information and ideas from primary and secondary sources, when applicable,
q. Includes a variety of information on relevant perspectives, as applicable.
r. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.
s. Structures ideas and arguments effectively in a sustained way and follows an organizational
t. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker,
audience, form).
u. Incorporates elements of discourse from other writing genres into exposition.
v. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition,
and analogy.
w. Uses language, point of view, characterization, style, and related elements effectively for specific

x. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis,
s. Plans and drafts independently and resourcefully.
t. Revises writing to improve the logic and coherence of the organization and controlling
perspective.
u. Revises writing for specific audiences, purposes, and formality of the contexts.
v. Revises writing to sharpen the precision of word choice and achieve desired tone.
w. Revises text to highlight the individual voice and to improve sentence variety and style.
x. Edits writing to improve word choice, grammar, punctuation, etc.
CONVENTIONS
d. Demonstrates an understanding of proper English usage and control of grammar, sentence and
e. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and
f. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of
agreement).
ELA11C2 The student demonstrates understanding of manuscript form, realizing that different forms of
writing require different formats. The student
c. Produces writing that conforms to appropriate manuscript requirements.
d. Produces legible work that shows accurate spelling and correct use of the conventions of
e. Reflects appropriate format requirements, including pagination, spacing, and margins, and
integration of source material with appropriate citations (i.e., in-text citations, use of direct
quotations, paraphrase, and summary, and weaving of source and support materials with writer’s
own words, etc.).

expansions.
i. Employ group decision-making techniques such as brainstorming or a problem-solving
sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal
solution, implements solution, evaluates solution).
j. Divides labor so as to achieve the overall group goal efficiently.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic
media), the student:
a. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements,
perpetuation of stereotypes, use of visual representations, special effects, language).
b. Analyzes visual or aural techniques used in a media message for a particular audience and
evaluates their effectiveness.
c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content
of films and other forms of electronic communication.
d. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles,
background, etc.)
e. Analyzes the effect of dialect and language on positive or negative stereotypes among social
groups.

e. Uses effective and interesting language, including informal expressions for effect, Standard
f. Evaluates and uses different effects (i.e., visual, music, sound, graphics) to create competent
g. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech
h. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion,

Balanced Assessments & Culminating Performance Task for Unit Two
• Teacher/group • Interactive • Content • Expository essay • Self Evaluation

observations discussions vocabulary • Reader response of essays
• Graphic • Think-pair-share quizzes journals • Performance
organizers • Whole group • Multiple choice • Reading notes assessment
• Reading discussion analysis quizzes • Jeopardy game • Reflective writing
observations • Reading check
• Active listening quizzes
Sample Culminating Performance Task(s) For Unit Two:
After analyzing representative works of American fiction, students view a selected

film, or specific scenes from a selected film, adapted from a work of American fiction
not previously studied in the course. The film selected should present representative
characteristics of a particular literary period and/or style. This film will be viewed,
discussed, analyzed, and evaluated as a text in relation to the characteristics of the
literary period that it embodies, as well as the aesthetics of media and film
presentations. Particular emphasis should be paid to film techniques as they relate
to stylistic and structural effects in writing (foregrounding, scene selection, etc.)
After viewing the film, students will individually select a film or television program for
analysis. The film or program selected by the student will be analyzed as text in a
way similar to the whole class analysis. The film should have characters and
situations that are relatable to historical, social, political, and/or cultural events or
characteristics we associate with a particular time in America, any time from Native
American/Colonial times to today.
Each student will then create a chart or graph to 1—illustrate the parallels between
the film or program and the characteristics of the historical/literary period the work
most closely represents; 2—identify the narrative techniques employed in the film
and compare/contrast these techniques to similar techniques in literary texts (short
stories/novels).
Activities, Tasks, and Resources for Unit Two

Sample Task
Course
Instructional Unit
Unit Two: The Long and Short of It
The Task
After studying a variety of poetry from a particular American literary period, as well as the social, political, and
philosophical ideas of the time, the teacher will select a poem not read or studied before that represents a type of poetry
prevalent during that time period. Some suggestions of poems representative from each period can be found online at
<www.poets.org>
The student will compose a timed expository essay addressing the following prompt:
Identify the time period in which this work was produced and explain how this poem represents the seminal ideas of its time
period. Use textual evidence from the work and your knowledge of period characteristics to support your claim.

This assignment should be completed in class.
The students will be given 40 minutes to complete their essays.
Differentiation
The task may be differentiated by providing guidance before the timed essay via a teacher-created writing graphic organizer
which will aid in focusing the writing. Further differentiation can occur by allowing the students to choose from several
poetry selections on which to comment for the essay. The teacher can scaffold the task by reviewing the seminal ideas of
the chosen time period prior to introducing the writing prompt and assignment. This could be accomplished through a whole
class discussion, paired students comparing their knowledge of the ideas, or a teacher-directed note-taking session.
Focus Standard(s)
ii. Realism
iii. Naturalism
v. Postmodernism
The student compares and contrasts specific characteristics of different genres as they develop and change over time
for different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the Revolutionary
era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style
[Dickinson, Whitman] in poetry).

Sample Task
Course
Instructional Unit
The Task
The teacher will select a short fiction text from the Romantic period. An example of a work that lends itself well to this
activity is “The Minister’s Black Veil” by Nathaniel Hawthorne. Nathaniel Hawthorne’s short story, “The Minister’s Black
Veil” can be found online at <http://www.ivgh.com/amy/crucible/parable.html>.
After the work has been discussed in class, students will reread the text and select one symbol or image that relates to a
larger theme or issue presented within the work.
The student will answer the following questions:

-How does the writer develop the selected symbol or image?
-Why is the symbol or image important?
-What images, language choices, or particular aspects of the text help develop the theme of the work?
-What does the theme of the work reveal about the author’s beliefs or generalizations about life?
Once each question has been answered, the student will compose an expository essay, using textual evidence as support, to
respond to the following question:
How does a writer use specific symbols or images to convey the theme or meaning of the work?

The rereading and questions can be done outside of class.
Students will work individually to complete the essay.
This activity will take approximately 1 day.
Focus Standard(s)
The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides
student
devices.
d. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or
underlying meaning.

Sample Task
Course
Instructional Unit
The Task
Provide students with a copy of two different Naturalistic short stories by the same author. For example, Kate Chopin’s
“Story of an Hour” http://www.vcu.edu/engweb/webtexts/hour/ and Kate Chopin’s “Desiree’s Baby”
http://www.4literature.net/Kate_Chopin/Desiree_s_Baby/.
Students will read each work, looking specifically for the elements of naturalism found in two separate works by the same
author. Students will complete the Elements of Naturalism Chart (see attached) as they work through each of the short
stories; and, after they have completed the chart they will relate these naturalistic elements to the seminal ideas of time via a
brief, process essay explaining how the contemporary context of the Naturalistic period in American literature influenced the
works produced during that time period.
Information about the Naturalistic period in American literature is available online at

<http://www.wsu.edu/~campbelld/amlit/natural.htm>

Each student will receive or locate a copy of the two Naturalistic works.
Students will work individually to complete the Naturalism Chart.
Students will work individually to write expository essays.
This task will take approximately two days.
Differentiation
The teacher may prefer to have all students read the same selections or have several different selections from which they
may choose. The option of student choice differentiates the task based on student interests. (Students with advanced
reading levels or achievement may wish to choose their own author and stories without any teacher directive.)
Differentiation may be offered by allowing students who are reading the same selection (collaborative pair grouping) to
compare their completed Naturalism Charts before beginning the expository essay. This would further scaffold the
assignment for those students needing more structure.
Focus Standard(s)
iii. Naturalism

The literature of the Naturalistic period focused on The major historical events affecting the Naturalistic
what aspect of the American population? period included what occurrences?
Naturalism in
American Literature
What were the commonly held ideas about humanity What religious, philosophical, or political events or
that originated during the Naturalistic time period? ideologies influenced the Naturalistic period?

Sample Task
Course
Instructional Unit
The Task
At the end of the class period preceding the actual activity, the teacher should instruct the students to complete the following
tasks:
• Think of one poem, one non-fiction selection, one fiction selection, and one drama selection that address the concept of
the American dream.
• List the poem, the non-fiction selection, and the fiction selection on a sheet of paper.
• Bring in one personal statement about the American dream, one quotation about the American dream, and one question for
the class to consider about the American dream on the same sheet of paper.
During the next class period, students will participate in a Socratic seminar exploring the development of the American
dream throughout the course of American literature. Information detailing how to conduct a Socratic seminar can be found
online at
http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSeminarIntro.html and
http://www.studyguide.org/socratic_seminar.htm .
After the seminar, the student will compose an expository essay answering the following question:
How has the American dream changed as America has changed? (In your response, please consider the various literary time
periods and the social, political, and historical context of each period. Also, keep in mind the various genres of American
literature and the portrayal of the American dream through the various genres of American literature.)

The student will work individually to complete the essay.
The student will work individually to draft personal ideas about the American dream for discussion during the Socratic
seminar.
The assignment will take approximately 3 days.
Focus Standard(s)
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on
life or society and provides support from the text for the identified theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre
(i.e., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the
texts for the identified themes.

aesthetic purposes.
ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The
student
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

Sample Task
Course
Instructional Unit
The Task
The teacher will select an excerpt from a modern text being studied in the unit. This excerpt can be taken from a novel or
short story. The textual excerpt should, however, be rich in imagery and symbolism and contain grade-level appropriate
language. The textual excerpt should also relate well to one of the main themes found within the work. Disseminate a copy
of the excerpt to each student and divide the students into groups.
Group one will read for the rhetorical strategies (repetition, parallel structure, irony, understatement, etc.) found within the
excerpt.
Group two will read for imagery and/or symbolism found within the excerpt.
Group three will read for warranted theme(s) expressed within the excerpt.
Group four will read for author’s purpose in the excerpt.
As students analyze in their groups, they will record their findings and the textual evidence that supports their findings. Once
all groups have completed their analyses of their excerpts, group members will “jigsaw” to discuss their findings and
consolidate the ideas of all the groups. [One student from each group will move with students from each of the other groups
and share their literary findings.]
Once the “jigsaw” is complete, each student will be given a different excerpt to analyze. The student will then read and
anecdotally script the excerpt—provide analytical commentary on rhetorical strategies, imagery and/or symbolism, theme(s),
and author’s purpose.

Students will work in groups to analyze the first excerpt.
Students will work alone to analyze the second excerpt.
Differentiation
Flexible grouping is an inherent part of this assignment. Teacher can differentiate for students at different readiness levels
by provided different degrees of scaffolding for the individual analysis. For example, the teacher might circle specific
elements on the second excerpt and ask students to provide commentary on those identified elements; or, the teacher might
specify the elements that are in the passage so that students can locate them and provide commentary.
Focus Standard(s)
The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides
a. Locates and analyzes such elements in fiction as language and style, character development, point of view,
irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary novel) in works of
American fiction from different time periods.
c. Relates identified elements in fiction to theme or underlying meaning.
d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for


Sample Task
Course
Instructional Unit
The Task
The teacher will select two modern, fictional texts that have the same theme or themes. The teacher will identify a common
theme found in the works and write a statement of theme on the board.
Students will free write, using the theme as a thesis.
Once the students have completed the free writing, the teacher will distribute copies of the works for students to read and
analyze.
Some common modern fictional texts that have common themes include, but are not limited to,
“A Rose for Emily” by William Faulkner, “The Jilting of Granny Weatherall” by Katherine Anne Porter, “The Life You
Save May Be Your Own” by Flannery O’Conner, and “Good Country People” by Flannery O’Conner. All of these works
focus on failed relationships. A shared statement of theme might be stated as, “Relationships are viewed by different people
in different ways.”
As students read the work, they will complete the American Literature Analysis Chart for each work.
Once students have finished reading the stories and filling out the chart, each student will create an interpretation of theme
(poster, collage, 3-D Model, scrapbook, poem, cartoon, etc.) to be displayed in a class “Theme Gallery.” The entire class
will then tour the gallery and provide feedback for each piece; this feedback should comment on the depiction of theme in
the artifact.
Circumstances of the assignment

Students will work individually to free-write on the selected shared theme.
Students will work individually, in groups, pairs, as a whole class to read the selected modern fiction texts.
Students will work individually to complete the American Literature Analysis Chart.
Students will work individually to complete the interpretation of theme.
The task will take approximately 3-4 class days.
Differentiation
The various individual and group segments of this task provide differentiation of learning environment and process.
Because students choose their mode of display, the task also allows for differentiation of product by interest and/or learning
profile.
Focus Standard(s)

student
devices.
b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or
underlying meaning.
c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer’s important
beliefs or generalizations about life.

American Literature Analysis Chart
Focus: How do authors use language to develop theme in the work?
Answer the following questions about each text:
1. How can the author’s word choice (diction) be described?
2. How does the author’s word choice (diction) advance the theme of the work?
3. What is the author saying through this theme about life in general?
4. How do you think the theme stated represents some important beliefs held by the writer?
Modern Fictional Text One Modern Fictional Text Two
Describe the following aspects of the text: Describe the following aspects of the text:
Language and Style: Language and Style:
Character Development: Character Development:
Point of View: Point of View:
Irony: Irony:
Imagery and/or Symbolism: Imagery and/or Symbolism:

Name: Subject:
Teacher: Date: _________________
American Literature Analysis Chart
Text One
Similarities in terms of theme development:

Consider imagery, language, and other aspects of a
text
Text Two

Sample Task
Course
Instructional Unit
The Task
After reading several works of American literature addressing the concept of the American dream, students will write an
expository essay answering the following question:
How has (or has not) the American dream transcended race, class, and gender?
• Students will draft their essay in class under timed conditions.

• Students will revise their essays at home for homework.
• During the next class meeting, students will peer-revise their first drafts of the essay.
• Students will revise their essays for homework.
• Students will meet in different pairs to edit their essays.
• Students will submit a final draft of the essay.

Students will
The assignment will take approximately 4 days to complete, but much of the work will be done outside of class.
Focus Standard(s)
genre (i.e., American individualism, the American dream, cultural diversity, and tolerance) and provides support
from the texts for the identified themes.


c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary
and secondary sources, as applicable.
d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.
g. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to
the purpose and intended audience of the essay.
aesthetic purposes.
l. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis
or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the
composition together).

f. Edits writing to improve word choice, grammar, punctuation, etc.

Sequence of Activities, Tasks, and Assessments for Unit Two
WEEK ONE
Introduce unit concepts; preview the elements of fiction; model strategies for analyzing short stories and
passages from novels. Assign a novella or short novel for whole class reading or organize students into
groups and assign different novellas or short novels to each group. Read and discuss effective models of
expository writing. Students work individually in pairs, small groups, and as a class to practice literary
analysis, active reading, and effective expository writing techniques.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK TWO
Students work individually in pairs, small groups, and as a class to practice literary analysis, active reading,
and effective expository writing strategies. Students discuss and analyze novella/novel in small or large
group. Students apply expository writing strategies in reader-response journals.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK THREE
Provide students with a print and film text of the same scenes or passages from a work of fiction. Compare
and contrast the presentation of fiction in the two formats. Analyze film techniques and the effects of these
techniques on the audience. Assign culminating activity--students. Continue novel study.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK FOUR
Students will conclude their novel study. Each student will compose an in-class expository essay
addressing a teacher-prepared prompt on the novel. Culminating film study products will be submitted.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:

Unit Three Overview
Grade/Course 11th Grade American Literature
Subject/Topic American Drama

Areas
Unit Title Act Three, Scene One: Staging the American Dream
Unit Annotation This third unit examines the American Dream as it is presented on
stage and in film. Themes and literary characteristics will be
compared and contrasted across genres.
Approximate 4 weeks
Duration
Brief Summary of Dramatic literature will be the focus of this unit. The playwright’s use
Unit (including of language and dramatic elements will be analyzed and responded
unit themes and to orally and in writing.
concepts and
learning goals Content vocabulary will be studied, acquired, and applied throughout
derived from focus the unit. Expository writing will be emphasized.
standards)
Literary devices that create meaning will be emphasized. Themes

and literary characteristics of works across time and genre will be
compared.
Students will respond to dramatic passages or texts both orally and in

writing, concluding with a culminating activity that combines
comprehension, writing, and listening, speaking and viewing. The
focus of the unit deals with American dramatic texts. In their
culminating activity, students will view a scene in a film and write a
paper explaining how it could be changed to a political drama or
absurdist theatre.

Learning Goals for Unit Three
ELAALRL1, 2, 3, 4, 5; ELAALRC1, 2, 3, 4: How do

Modern and Postmodern American drama differ
from earlier forms of American drama? How does a
dramatist use literary devices to create meaning in a
play? What characterizes the modern and political
drama and theatre of the absurd? What political,
societal, and cultural ideas give rise to different
types of American drama? How do American
playwrights influence the world in which they live
and how are they influenced by the world in which
they live? What impact have American dramatists
from previous literary periods had on subsequent
generations? How does a dramatist use theatrical
devices to develop theme / purpose?
What can I learn about my world, my society, and
my culture from modern and postmodern drama?
Unit Three Focus:
Act Three, Scene

One: Staging the
American Dream
ELA11W1, 2: How can I maximize the effectiveness ELA11LSV1, 2: Why do I understand drama more
of my expository writing? easily when I see it performed in addition to reading
it? How are media effects utilized in print texts?
ELA11C1: How can the correct use of English How has the development of electronic media
Language conventions help me achieve my impacted my life and habits?
purposes in expository speaking and writing?


The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of
dramatic American literature and provides evidence from the text to support understanding; the student:
a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of
the absurd).
b. Analyzes the characters, structures, and themes of dramatic literature.
c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism,
minimalism, dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic
literature.
i. Applies knowledge of the concept that the theme or meaning of a selection represents a universal
j. Evaluates the way an author’s choice of words advances the theme or purpose of the work.
k. Applies knowledge of the concept that a text can contain more than one theme.
l. Analyzes and compares texts that express universal themes characteristic of American literature
The student relates a literary work to primary source documents of its literary period or historical setting;
the student:
composition.
The student compares and contrasts specific characteristics of different genres as they develop and
change over time for different purposes (i.e., personal, meditative Colonial writing vs. public, political
documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs.
emerging distinctive American style [Dickinson, Whitman] in poetry).
h. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects
i. Analyze the use of imagery, language, and other particular aspects of a text that contribute to
j. Draw comparisons between specific incidents in a text and broader themes that illustrate the
k. Analyze multiple, relevant historical records of a single event and examine their critical
relationships to a literary work.
ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The
student
g. Identifies messages and themes from books in all subject areas.
h. Responds to a variety of texts in multiple modes of discourse.
i. Relates messages and themes from one subject area to those in another area.
j. Evaluates the merits of texts in every subject discipline.
k. Examines the author’s purpose in writing.
l. Recognizes the features of disciplinary texts.
¾ Sample Task for ELAALRC2
The student compares a fictional account of a time period or an event (e.g., Puritanism in The Scarlet Letter
or the Salem witch trials in The Crucible) to the historical record of that period or event and works with a
group of three to four other students to present a panel discussion on the topic to the class as a whole.
ELAALRC3 The student acquires new vocabulary in each content area and uses it correctly. The
student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
¾ Sample Task for ELAALRC3 (see also ELAALRL4)
¾ The student identifies the characteristics of theatre of the absurd, researches the historical, societal,
and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of
dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate
and explain the connection between the play and the seminal ideas of the time of its composition.
ELAALRC4 The student establishes a context for information acquired by reading across subject
areas. The student
subjects.
concepts.

WRITING
writing.
passive voice.
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific
examples.

The student produces narrative writing that applies polished narrative strategies acquired in previous
grades, in other genres of writing such as reflective compositions, historical investigative reports, and
literary analyses, by raising the level of critical thinking skills and rhetorical techniques.
c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence
d. Conveys information and ideas from primary and secondary sources, when applicable,
g. Structures ideas and arguments effectively in a sustained way and follows an organizational
h. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker,
audience, form).
j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition,
and analogy.
k. Uses language, point of view, characterization, style, and related elements effectively for specific

l. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis,
y. Plans and drafts independently and resourcefully.
z. Revises writing to improve the logic and coherence of the organization and controlling
perspective.
aa. Revises writing for specific audiences, purposes, and formality of the contexts.
bb. Revises writing to sharpen the precision of word choice and achieve desired tone.
cc. Revises text to highlight the individual voice and to improve sentence variety and style.
dd. Edits writing to improve word choice, grammar, punctuation, etc.
CONVENTIONS
g. Demonstrates an understanding of proper English usage and control of grammar, sentence and
h. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and
i. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of
agreement).
ELA11C2 The student demonstrates understanding of manuscript form, realizing that different forms of
writing require different formats. The student
f. Produces writing that conforms to appropriate manuscript requirements.
g. Produces legible work that shows accurate spelling and correct use of the conventions of

expansions.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and
electronic media), the student:
f. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements,
g. Analyzes visual or aural techniques used in a media message for a particular audience and
h. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content
of films and other forms of electronic communication.
i. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles,
background, etc.)
j. Analyzes the effect of dialect and language on positive or negative stereotypes among social
groups.

i. Uses effective and interesting language, including informal expressions for effect, Standard
j. Evaluates and uses different effects (i.e., visual, music, sound, graphics) to create competent
k. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech
l. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion,

Balanced Assessments & Culminating Performance Task for Unit Three
• Teacher/pair • Small group • Reading notes • Self evaluation of

observations discussions • Characteristics culminating task
• In-class • Pair to pair lists • Self evaluation of
reading/viewing discussions • Expository essay essays
• Active listening • Peer feedback
Sample Culminating Performance Task(s) For Unit Three:
Throughout this unit, students will examine pertinent characteristics of political drama,
modern drama, and theatre of the absurd, noting the differences in subject matter, themes,
characters, staging, etc., and formulating working definitions of these types of American
drama.
To prepare for the culminating activity, students, individually and in small and large groups,
will read and/or view teacher-selected scenes from a variety of plays, categorize the scenes
as most representative of political drama, modern drama, or theatre of the absurd, and justify
their categorizations with evidence from the various scenes.
For the culminating performance task, the teacher will provide each student with a list of
character, setting, and topic choices. Students will select from this list and expand and
transform their selections to create three scenarios: one to demonstrate understanding of
political drama; one, modern drama; and one, theatre of the absurd. (See attached.)
Finally, students will employ effective strategies of expository writing to explain how each of
their scenarios represents a particular type of American drama.

Character Choices Setting Choices Topic Choices
(choose 1-3 characters) (choose 1) (choose 1)
old man New York Public Library love
elderly woman an apartment the environment
teenage boy a restaurant war
teenage girl a graveyard friendship
baby an airplane old age
cowboy a family home movies
auto mechanic a nursing home life
father a hospital liberty
mother a neighborhood park freedom
son a kitchen death
daughter a family room deep sea fishing
escaped prisoner a football game art
teacher on the space shuttle music
football coach at a veterinary hospital sports
used car salesman in line at the grocery humor
hippy in a car in traffic television
veterinarian on a train camping
farmer in a field in the country cheerleading
bicyclist in a tunnel reading
race car driver Sears Tower homework
NBA star Old North Church/Boston purchasing a car
waiter the post office clothes
circus performer a school reality TV
dog walker on top of a mountain shopping
telephone repairman in Hollywood the weather
astronaut at the Canadian border climate change
business executive in a swanky office travel
TV star in a refrigerator the death penalty
minister under a tree sky diving
doctor outside a movie theater animal welfare
nurse inside a test tube family
freedom fighter on a movie set farming
terrorist on Mars cars
Select characters, a setting, and a topic from the list above and create one scenario that embodies the characteristics
of political drama, one that embodies the characteristics of modern drama, and one that embodies the characteristics of
theatre of the absurd.
Write your scenarios as descriptions rather than as scripts. Think of it as an idea for a play that you are going to pitch
to a backer. Describe what happens, who does what to whom, etc. Your scenarios do not have to be lengthy, but they
must be long enough for the reader to get a clear picture of the type of drama the scenario represents.
When you have finished your scenarios, compose one expository essay to explain how each of your scenarios exhibits
the characteristics of a particular type of American drama.

Activities, Tasks, and Resources for Unit Three

Sample Task
Course
Instructional Unit
Unit Three: Act Three, Scene One: Staging the American Dream
The Task
The teacher will display a series of brief, contemporary statements, print advertisements, commercial advertisements, or
cartoons that deal with an issue or issues also relevant to American transcendentalist writers (conformity, self-reliance
and/or perseverance, solitude, nature). These statements can be found by students or by the teacher. Two good online
resources for teachers to use to find political cartoons are http://cagle.msnbc.com/politicalcartoons/ and
http://www.gocomics.com.
The teacher will lead the students in an interactive discussion of one or more of these documents to model appropriate
strategies for analysis and evaluation, emphasizing the various ways media informs, persuades, entertains (i.e., perpetuation
of stereotypes, use of visual representations, special effects, language) and how visual or aural techniques used in a media
message may be intended to achieve specific purposes in specific audiences. The Active Viewing Chart (see attachments)
can be used to assist students with this assignment.
Next, students will be given an advertisement, a cartoon, or a quotation addressing a similar issue relevant in the
transcendentalist period. The student will identify the purpose of the message and analyze and evaluate the strategies used to
achieve this purpose.
Once individual analysis of the media artifact occurs, students will record their findings on the Active Viewing Chart and
share their findings with their peers in think-pair-share groups or in pairs.

Students will work individually to analyze the media.
The media exploration can be done in class or outside of class.
Students will informally evaluate their efforts through an Active Viewing Chart and think-pair-share groups.
This activity should take two-three days.
Differentiation
This task contains differentiation through its use of teacher modeling, interactive discussion, and think-pair-share grouping.
Focus Standard(s)
ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media
genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct
perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition,
persuasion, and description.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the
student:
a. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements, perpetuation of
stereotypes, use of visual representations, special effects, language).
b. Analyzes visual or aural techniques used in a media message for a particular audience and evaluates their
effectiveness.
c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and
other forms of electronic communication.
d. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera angles, background,
etc.)
e. Analyzes the effect of dialect and language on positive or negative stereotypes among social groups.


The Active Viewing Chart for 11th Grade Listening, Speaking, and Viewing
Considering the perpetuation of stereotypes, use of visual representations, special effects, and language used by the presented media,
what are some strategies used by the presented media to inform, persuade, and/or entertain?
Who is the intended audience of the presented media?
What visual and/or aural techniques are used by the presented media to effect a particular audience?
What are some ways to assess the effectiveness of the following aspects of the presented media:
Presentation:
Style:
Content:
Comment on each of the following aesthetic effects of the presented media, if applicable:
Layout:
Lighting:
Color:
Camera Angles:
Background:

Sample Task
Course
Instructional Unit
Unit Three: Act Three, Scene One: Staging the American Dream
The Task
The student will write a letter from a character in a play that is being read and/or studied in the course to the playwright of
that work.
In the body of the letter, this character must identify the type of dramatic work he or she appears in and relate, in a subtle,
engaging, and meaningful way, the characteristics of this specific play (political drama, modern drama, theatre of the absurd,
expressionism, and/or minimalism)
The character must defend or refute the playwright’s decisions in terms of the characters, themes, and structures of the play.
The character must also defend or refute the playwrights decisions in terms of the dramatic elements embodied in the play
(i.e., stage directions, fourth wall, expressionism, minimalism, and/or dramatic irony).

Students will work individually.
The activity can be done inside or outside of class.
The assignment will take approximately 1 day.
Differentiation
Teachers can differentiate this assignment by offering a number of different product options. Instead of writing a letter, the
student might record a message (as if on an answering machine) or prepare interview questions for the playwright and then
compose the answers to those questions.
Focus Standard(s)
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American
literature and provides evidence from the text to support understanding; the student:
a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd).
c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism, minimalism,
dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and
coherently.
aesthetic purposes.

Sample Task
Course
Instructional Unit
Modern/Postmodern Unit
The Task
Students will be placed into three groups. Each group will be assigned a different type of American drama (political,
modern, or theatre of the absurd). Groups will work together to conduct on-line research concerning each type of drama.
Ideally this task will be completed in a computer lab or media center. If a school lacks internet capability, the task could be
completed using encyclopedias or other reference materials.
Each group will complete the Types of American Drama Chart with an emphasis on their assigned drama type. Specifically,
the chart explores each type of drama with an emphasis on characters, structures, themes, and dramatic elements.
Once research is completed, students will “jigsaw” with other groups to discuss the various differences between types of
American drama. Discussion should take approximately ten minutes. Students will then complete the remaining portions of
the Types of American Drama chart using the research conducted by other groups.
Students will then be given three short excerpts, one from each of the types of American drama. As a “Ticket Out of the
Door,” students will have to identify which drama type is represented by the teacher selected excerpt and provide two
reasons in defense of their answer. Additional information on using “Ticket Out of the Door,” is available online at
<http://eport.maricopa.edu/published/d/hu/dhuscroft/tdocument/7/>.

The student will work individually to complete the “Ticket Out of the Door.”
Students will work in groups to complete research over one type of American drama.
Differentiation
Flexible grouping allows students to work with peers who have similar interests or readiness levels in the first stage of this
task and to work with peers who have varied interests or readiness levels in the jigsaw groups.
Focus Standard(s)
ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction,
imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts
representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama)
and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American
literature and provides evidence from the text to support understanding; the student:
a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd).
c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism, minimalism,
dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

TYPES OF AMERICAN DRAMA CHART
What is the definition of each of the following types of drama?
Political Drama: Modern Drama: Theater of the Absurd:
How do the following differ in each of the following types of drama?
Types of American Types of Characters Types of Structures Types of Themes Types of Dramatic
Drama Commonly Used Commonly Used Commonly Found Elements Commonly
Used
Political Drama
Modern Drama
Theater of the Absurd

Sequence of Activities, Tasks, and Assessments for Unit Three
WEEK ONE
Introduce unit concepts and preview selected elements of drama. Read/view and discuss examples of modern
drama—this does not have to be entire plays. After reading and/or viewing examples, generate a list of characteristics
of that seem to exemplify modern drama (for example, focus on the common man). Continue modeling and practicing
expository writing strategies.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK TWO
Review list of characteristics of modern drama. Read/view and discuss examples of political drama—this does not
have to be entire plays. After reading and/or viewing examples, generate a list of characteristics of that seem to
exemplify political drama. Compare and contrast the characteristics of modern and political drama. Model and practice
providing peer feedback for expository writing.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK THREE
Review list of characteristics of political drama. Read/view and discuss examples of theatre of the absurd—this does
not have to be entire plays. After reading and/or viewing examples, generate a list of characteristics of that seem to
exemplify theatre of the absurd. Compare and contrast the characteristics of modern and political drama and theatre of
the absurd. Model and practice revision strategies for expository writing. Assign culminating activity—students will
work individually, at home, until Thursday of the next week.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK FOUR
Review characteristics of all three types of American drama being studied. Discuss how a dramatic text of play can be
both modern and political or both political and theatre of the absurd, etc. Determine the factor or factors that make
each unique. Read/view a variety of texts and categorize each using the knowledge acquired in this unit. Students
meet in pairs or groups of three to provide peer feedback on culminating activity, including the expository essay.
Culminating activities due. Debrief unit by discussing scenarios, etc.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:

Unit Four Overview
Grade/Course 11th Grade American Literature
Subject/Topic Research and Multimedia Presentations

Areas
Unit Title Make Your Case, Cite Your Evidence, and Present Your
Research
Unit Annotation This final unit incorporates research skills and multimedia
techniques in the creation of a final product.
Approximate 3 weeks
Duration
Author Clara Burch, Marilyn Cranford, Zackory Kirk, Jerbundy Mullis,
Cynde Snider, Marcia Young
Brief Summary of The research process will review both the writing process and previously introduced
Unit (including research skills. The focus will be finding, documenting, and organizing evidence to
unit themes and support a specific thesis, and then presenting the researched information via a
concepts and multimedia project.
learning goals
derived from focus
standards)

Learning Goals for Unit Four
ELAALRL 1: How can I use the reading strategies

and skills I have acquired for researching a specific
topic?
Unit Two Focus:
Make Your Case,

Cite Your Evidence,
and Present Your
Research
ELA11W 1, 2, 3: How can I most effectively organize LSV11 1, 2: Why should I formulate my research
and present researched information? How can questions prior to conducting research interviews or
strategies for argumentation, description, narration, conferences? What is the difference between
and exposition be applied to research writing? What viewing for entertainment and viewing for
determines an appropriate research question? How information? How can I effectively organize and
can I incorporate appropriate print and multi-media present the results of my research in a multimedia
resources into my research? Why do I need to format?
document? Why are editing and revision crucial
components of the research process?
ELA11C 1, 2: How does application of appropriate

conventions lend credibility to research writing? Why
is it important for research writing to conform to
appropriate format requirements?


variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of
nonfiction and/or informational materials and provides evidence from the text to support
understanding; the student:
c. Analyzes and explains the structures and elements of nonfiction works of American
literature such as letters, journals and diaries, speeches, and essays.
d. Analyzes and evaluates the logic and use of evidence in an author’s argument.
e. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax,
and rhetorical strategies for specific purposes in nonfiction works.
The student relates a literary work to primary source documents of its literary period or historical
setting; the student:
composition.
ii. Realism
iii. Naturalism
v. Postmodernism
ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in
reading and writing. The student
g. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings,
and patterns of word changes that indicate different meanings or functions.
h. Uses knowledge of mythology, the Bible, and other works often alluded to in American
literature to understand the meanings of new words.
i. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as
needed to increase learning.
ELAALRC1 The student reads a minimum of 25 grade-level appropriate books or book

equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The

student reads both informational and fictional texts in a variety of genres and modes of
discourse, including technical texts related to various subject areas.
ELAALRC4 The student establishes a context for information acquired by reading across
subject areas. The student
subjects.
concepts.
WRITING
All modes or genres are practiced at each grade level; however, in order to achieve mastery each
grade level has a particular writing focus. Expository writing is the focus for 11th grade; by the
end of 11th grade, the student will demonstrate developing competency of specified strategies in
expository writing.
ELA11W1 The student produces writing that establishes an appropriate organizational

structure, sets a context and engages the reader, maintains a coherent focus throughout, and
signals a satisfying closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent
tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations,
audience, length, and format requirements.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active
rather than passive voice.
f. Uses traditional structures for conveying information (i.e., chronological order, cause and
effect, similarity and difference, and posing and answering a question).
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and
specific examples.

The student produces narrative writing that applies polished narrative strategies acquired in
previous grades, in other genres of writing such as reflective compositions, historical investigative
reports, and literary analyses, by raising the level of critical thinking skills and rhetorical
techniques.
The student produces expository (informational) writing to explain an idea or concept and/or
convey information and ideas from primary and secondary sources accurately and coherently; the
student:
m. Engages the interest of the reader.
n. Formulates a coherent thesis or controlling idea.
o. Coherently develops the controlling idea and/or supports the thesis by incorporating
evidence from both primary and secondary sources, as applicable.
p. Conveys information and ideas from primary and secondary sources, when applicable,
q. Includes a variety of information on relevant perspectives, as applicable.
r. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as
applicable.
s. Structures ideas and arguments effectively in a sustained way and follows an organizational
t. Demonstrates an understanding of the elements of expository discourse (i.e., purpose,
speaker, audience, form).
u. Incorporates elements of discourse from other writing genres into exposition.
v. Enhances meaning by employing rhetorical devices, including the use of parallelism,
repetition, and analogy.
w. Uses language, point of view, characterization, style, and related elements effectively for
specific rhetorical and aesthetic purposes.
x. Attains closure (i.e., by including a detailed summary of the main points, restating the
thesis, generalizing the thesis or controlling idea for additional purposes, or employing a
significant quotation that brings the argument in the composition together).
The student produces persuasive writing that clearly, logically, and purposefully applies persuasive
situations such as expository compositions, historical investigative reports, and literary analysis, by
raising the level of critical thinking skills and rhetorical techniques and the sophistication of the
language and style.
The student produces technical writing that clearly, logically, and purposefully applies technical
situations such as expository compositions, historical investigative reports, and literary analyses, by
raising the level of critical thinking skills and rhetorical techniques and the sophistication of the
language and style.
ELA11W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library,
electronic media, personal interview, survey) to locate and incorporate evidence from
primary and secondary sources.
b. Uses supporting evidence from multiple sources to develop the main ideas within the body
of a researched essay, a composition, or a technical document.
c. Synthesizes information from multiple sources and identifies complexities, discrepancies,
and different perspectives found in a variety of media (i.e., almanacs, microfiche, news
sources, in-depth field studies, speeches, journals, technical documents).
d. Integrates quotations and citations into a written text while maintaining the flow of ideas.
e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by
adhering to those in style manuals such as the Modern Language Association Handbook,
The Chicago Manual of Style, Turabian, American Psychological Association, etc.
f. Uses systematic strategies to organize and record information (i.e., anecdotal scripting,
annotated bibliographies).
g. Designs and publishes documents, using such aids as advanced publishing software and
graphic programs.
ee. Plans and drafts independently and resourcefully.

ff. Revises writing to improve the logic and coherence of the organization and controlling
perspective.
gg. Revises writing for specific audiences, purposes, and formality of the contexts.
hh. Revises writing to sharpen the precision of word choice and achieve desired tone.
ii. Revises text to highlight the individual voice and to improve sentence variety and style.
jj. Edits writing to improve word choice, grammar, punctuation, etc.
CONVENTIONS
Conventions are essential for reading, writing, and speaking. Instruction in language
conventions will, therefore, occur within the context of reading, writing, and speaking, rather
than in isolation.
ELA11C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and grammar
in both written and spoken formats. The student
j. Demonstrates an understanding of proper English usage and control of grammar, sentence
and paragraph structure, diction, and syntax.
k. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and
l. Demonstrates an understanding of sentence construction (i.e., subordination, proper
placement of modifiers, parallel structure) and proper English usage (i.e., consistency of
verb tenses, agreement).
ELA11C2 The student demonstrates understanding of manuscript form, realizing that different forms
of writing require different formats. The student
h. Produces writing that conforms to appropriate manuscript requirements.
i. Produces legible work that shows accurate spelling and correct use of the conventions of
j. Reflects appropriate format requirements, including pagination, spacing, and margins, and
integration of source material with appropriate citations (i.e., in-text citations, use of direct
quotations, paraphrase, and summary, and weaving of source and support materials with
writer’s own words, etc.).
k. Includes formal works cited or bibliography when applicable.
ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group

verbal interactions. The student
f. Volunteers contributions and responds when directly solicited by teacher or discussion
leader.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for
similar expansions.
ELA11LSV2 The student formulates reasoned judgments about written and oral
communication in various media genres. The student delivers focused, coherent, and polished
presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and
combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and
electronic media), the student:
k. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements,
l. Analyzes visual or aural techniques used in a media message for a particular audience and
m. Develops and applies criteria for assessing the effectiveness of the presentation, style, and
content of films and other forms of electronic communication.
n. Identifies the aesthetic effects of a media presentation (i.e., layout, lighting, color, camera
angles, background, etc.)
o. Analyzes the effect of dialect and language on positive or negative stereotypes among
social groups.

m. Uses effective and interesting language, including informal expressions for effect, Standard
n. Evaluates and uses different effects (i.e., visual, music, sound, graphics) to create
competent presentations or productions.
o. Analyzes effective speeches made for a variety of purposes and prepares and delivers a
speech containing these same features.
p. Delivers oral presentations that incorporate the elements of narration, exposition,
persuasion, and/or literary analysis.

Balanced Assessments & Culminating Performance Task for Unit Four
• KWL • Small group • Content • Drafts of • Self Evaluation

• Graphic discussions vocabulary research of essays
organizers • Interactive quizzes • Researched • Peer editing of
• Reading discussions • Research essay essays
observations • Teacher quizzes
• Classroom conferencing
discourse • Whole group
discussion
• Revision/editing
pairs or groups
Sample Culminating Performance Task(s) For Unit Four:
Students will produce a multimedia product to present the results of primary and secondary research.
The multimedia presentation will include a credits page or section where all relevant sources will b e
cited in an appropriate format, and following an appropriate style sheet that has been predetermined
or approved by the teacher. Students will select and focus a topic, compose appropriate research
questions, collect and organize information in a logical and predetermined (by the teacher) way.
Students will then organize their research to convey and support their thesis or perspective and/or to
answer their research questions.
Students will then create a multimedia product, using the same strategies and techniques found is
effective expository essays, and present the results of their research to an authentic audience.
Throughout this process, students will conference with the teacher, work with peer partners, and self-
assess their progress. In addition, students will maintain a process journal that describes the steps
taken to produce the multimedia presentation and reflects on the process, as well as on the student’s
progress toward the learning goals.

Activities, Tasks, and Resources for Unit Four

Sample Task
Course
Instructional Unit
Unit Four: Make Your Case, Cite Your Evidence, and Present Your Research
The Task
• Students will be divided into groups of four.
• Students will adopt the persona of a favorite Romantic/Transcendentalist, Realist, Naturalist, or Modernist writer
studied in their American Literature course.
• Each student, in the persona of their chosen writer, will answer the following questions about their selected writer
and the writer’s literary period.
o On what did the literature of your period focus?
o What major historical events from the time during which you lived affected your writing?
o What do you consider the seminal ideas, in terms of politics, society, science, etc., of your lifetime?
o Who were some of your major American contemporaries (writers)?
o How is the work studied by the students in a high school English class representative of the characteristics of
your particular time period?
• Each group will place their answers into the appropriate square on a chart similar to the ones attached. (See
attached: Teacher can create a similar chart either or the board or on a wall for students to place their work.)
• Once the charts are complete, the students will review and discuss their respective responses in the large group.
• Finally, each student will compose an expository essay illustrating connections between the political, social, and
historical influences of a literary period and the literary works created during that particular period.
Differentiation
Teacher can employ flexible grouping to arrange students by different interests or readiness characteristics OR by
similar interests or readiness characteristics.

Students will work in groups to complete the “Perspectives of American Literature” Chart.
Students will work individually to write expository essays.
This task will take two days.
Focus Standard(s)
ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary
context or historical background, as well as to works from other time periods.
The student relates a literary work to primary source documents of its literary period or historical setting; the
student:
ii. Realism
iii. Naturalism
v. Postmodernism

ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and
focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length,
and format requirements.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive
voice.
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

Perspectives of
American
Literature Chart
Romanticism/ Realism
Transcendentalism
Naturalism Modernism
o On what did the literature of your period focus?

o What major historical events from the time during which you lived affected your writing?
o What do you consider the seminal ideas, in terms of politics, society, science, etc., of your lifetime?
o Who were some of your major American contemporaries (writers)?
o How is the work studied by the students in a high school English class representative of the characteristics of your particular
time period

Sample Task
Course
Instructional Unit
Unit Four: Make Your Case, Cite Your Evidence, and Present Your Research
The Task
The teacher will select three works from three different time periods and from three different genres dealing with the
commonly occurring theme of American individualism. Three suggested works that lend themselves well to this
activity are “I Hear America Singing” by Walt Whitman (Realistic poem) which can be found online at
http://www.potw.org/archive/potw345.html, the “I Have a Dream” speech by Martin Luther King, Jr. (Modern
nonfiction text) which can be found online at http://www.americanrhetoric.com/speeches/Ihaveadream.htm, and the
song “America” by Heart (Song written during the postmodern era) which can be found online at
http://www.sing365.com/music/lyric.nsf/America-lyrics-Heart/3BDB8E5CBD803CA44825695E002A17B1 .
The students will preview each selected work through whole-class instruction.
Each student will be given a copy of each work.
Each student will work individually or in pairs to create a graphic organizer that illustrates their understanding of
comparison/contrast. (The teacher can model several graphic organizers such as the three-circle Venn-diagram, which
can be found online at http://faculty.ed.umuc.edu/~nwray/documents/AddingVennDiagramsinMSWord.pdf .)
Using the student-generated graphic organizer, the student will compare and contrast the concept of the American
Identity as it appears in different literary time periods and across different genres.

The student will work individually to complete the comparison/contrast chart.
The text can be read as whole-class or individually.
The graphic organizer can be created in-class or at home.
d. Analyzes and compares texts that express universal themes characteristic of American literature across
time and genre (i.e., American individualism, the American dream, cultural diversity, and tolerance) and
provides support from the texts for the identified themes
ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary
context or historical background, as well as to works from other time periods.
The student analyzes a variety of works representative of different genres within specific time periods in order
to identify types of discourse (i.e., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

Sequence of Activities, Tasks, and Assessments for Unit Four
WEEK ONE
Select topic, do background research to formulate research questions, and formulate research questions. Conference with
peers and with teacher and maintain process journal.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK TWO
Collect and organize pertinent information from primary and secondary source materials. Conference with peers and with
teacher and maintain process journal.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK THREE
Conclude research, plan and develop multimedia presentation. Conference with peers and with teacher and maintain
process journal.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
WEEK FOUR
Complete multimedia presentation and make presentation to authentic audience. Complete process journal.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:


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11th Grade English & Composition with American Literature, Block Schedule

Georgia Department of Education 1

Subject/Topic Historical Periods, Nonfiction, Fiction, Poetry, Persuasive Writing,

Students will compose a persuasive essay to review effective

Content vocabulary will be studied, acquired, and applied throughout

Georgia Department of Education 2

Unit One Focus:

ELA11W1, 2, 3, 4: What characterizes effective ELA11LSV 1, 2: How can working cooperatively as

ELA11C1, 2: How does sentence structure and

Georgia Department of Education 3

ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of

Georgia Department of Education 4

READING ACROSS THE CURRICULUM

ELA11W2 The student demonstrates competence in a variety of genres.

LISTENING, SPEAKING, AND VIEWING

ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal

j. Divides labor so as to achieve the overall group goal efficiently.

When delivering and responding to presentations, the student:

Georgia Department of Education 8

• KWL • Small group • Content • Research/oral • Self Evaluation

Sample Culminating Performance Task(s) For Unit One:

Georgia Department of Education 9

It was six men of Indostan The Sixth no sooner had begun

The First approached the Elephant, And so these men of Indostan

The Second, feeling of the tusk, Moral:

The Fourth reached out an eager hand,

The Fifth, who chanced to touch the ear,

Poem available at http://www.wordfocus.com/word-act-blindmen.html

Georgia Department of Education 10

Sample List of Appropriate Resources for Unit ___:*

Georgia Department of Education 11

Circumstances of the Assignment

Georgia Department of Education 12

Anne Bradstreet (ca. 1612-1672)

A Dialogue between Old England and New

31] Canutus: Canute, Danish king of England (1016-35).

44] the boar: Richard III (1452-85).

46] Armadoe: the great Armada, destroyed off England in 1588.

63] John: king of England, 1199-1216.

75] Edward Third: Edward III, king of England 1327-77.

98] Beelzebub: "lord of flies," name for the devil.

232] Baal's vestments: those of a pagan (Canaanite) deity.

250] Charles: Charles I, king of England (1625-49).

263] pursuivants and catchpoles: officers of arms and sheriff's deputies.

282] Abraham's seed: the chosen people of God (Romans 4:13-18).

290] Canaanite: pagan people living in ancient Palestine.

Georgia Department of Education 19

Georgia Department of Education 20

Circumstances of the Assignment

Georgia Department of Education 21

Georgia Department of Education 22

Circumstances of the Assignment

Georgia Department of Education 23

Colonial Period Characteristics Literary Text:

Georgia Department of Education 24

What is the author’s purpose in this text?

The student will write a timed essay answering the question:

Students may read the Declaration of Independence online at http://www.ushistory.org/declaration/document/ .

Circumstances of the Assignment

Georgia Department of Education 25

Georgia Department of Education 26

Circumstances of the Assignment