UNIT ONE: Native American Mythology
​Big Ideas:​ Archetypes, Myths, Ethnocentrism
​ Guiding Question: ​ Who were the Native Americans, what were their beliefs, and how did this influence literature?
Texts & Resources:
● Excerpt from ​Motel of
Mysteries
● Native American Mythology
Crash Course
● Native American texts
● Essay: “The Sun Still Rises
in the Same Sky” by Joseph
Bruchac
Native American Texts:
● “The Sky Tree” - Huron
● “Earth Only” - Teton Sioux
● “Rabbit and Possum” -
Illiniwek
● “The House Made of Dawn”
- Navajo
● “Coyote Finishes His Work”
- Nez Percé
Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative​ Assessments:
● Define and apply Reading Literature Group Discussion Assignment analyzing ​Motel
the term CC.11-12.R.L.1-6, 9-10 on ethnocentrism. of Mysteries​ for
“ethnocentrism” to ethnocentrism
Reading Crash course video
the story ​Motel of InformationalText for visual learning
Mysteries​, as well as CC.11-12.R.I.1-10 Guided notes (with crash
and guided notes
to our perception of course video) defining myths
Indigenous cultures. Writing
Reading and
● Define and apply CC.11-12.W.1 & 1.a-e Assignment analyzing the
discussion in groups
CC.11-12.W.2 & 2.a-f
the term myths for various literary
CC.11-12.W.3 & 3.a-e
“archetype” to the Application of elements and unit-specific
CC.11-12.W.4-8
story “Coyote vocabulary in vocabulary.
CC.11-12.W.9 & 9.a-b
Finishes his work” context
CC.11-12.W.10
● Analyze Native Assessment: In-Class Essay
Speaking & Timed writing
American myths for connecting the characteristics
theme and Listening of the literary movement to
CC.11-12.SL.1 a,c,d, 2
characteristics of the stories read in class.
the literary Language
movement CC.11-12.L.1 & 1.a-b
CC.11-12.L.2 & 2.a-b
CC.11-12.L.3
CC.11-12.L.4 & 4.a-d
CC.11-12.L.5 & 5.a
UNIT TWO: Puritanism/​The Crucible​ by Arthur Miller:
​Big Ideas:​ Puritanism, Theocracy, Covenant, Witch-Hunt, Hysteria
​ Guiding Question: ​Who were the puritans, what were their beliefs, and how did this movement influence literature?
Texts & Resources:
● HISTORY.com article on
Puritanism:
https://www.history.com/to
pics/colonial-america/purita
nism
● The Mayflower Compact
● Poem “Upon the Burning of
Our House” by Anne
Bradstreet
● Sermon “Sinners in the
Hands of an Angry God” by
Jonathan Edwards
● History Channel
documentary “In Search of
History: The Salem Witch
Trials”
● Play ​The Crucible​ by Arthur
Miller
● Twilight Zone episode “The
Monsters Are Due on Maple
Street”
● The Crucible​ 1996 film
Major Objectives: Standards: Best Practices- Major Assignments-
CCSS Student Common, Formative &
English Literacy Engagement: Summative Assessments:
● Analyze poems, Reading Literature Guided notes and Assignments analyzing the
sermons, and primary CC.11-12.R.L.1-7, 9-10 whole-class works for various literary
documents for unit discussion on elements and vocab such as
Reading Puritanism
vocabulary, theme, InformationalText sermon and imagery.
and characteristics of CC.11-12.R.I.1-10 Reading and
the literary movement Comprehension and analysis
discussion in
● Analyze the play ​The Writing questions for each act of the
groups
Crucible​ for theme, CC.11-12.W.1 & 1.a-e play.
CC.11-12.W.2 & 2.a-f
various literary Translation of
CC.11-12.W.4-8, 10
elements, structure, texts into Quizzes for each act.
and unit vocabulary “modern” English
● Apply historical Speaking & Twilight Zone/hysteria activity
knowledge to the play Listening Application of
CC.11-12.SL.1 & 1.a-d vocabulary in
The Crucible Fishbowl Discussion.
CC.11-12.SL.2-6 context
● Identify the causes of
hysteria in a small Language Comparisons to Modern Witch Hunt Project
community CC.11-12.L.1 & 1.a-b modern-day Presentation
● Analyze historical CC.11-12.L.2 & 2.a-b events
events to determine CC.11-12.L.3 Presentation Notecards
what makes a “witch CC.11-12.L.4 & 4.a-d Speaking in
hunt” CC.11-12.L.5 & 5.a fishbowl Optional Test over all
discussion and materials.
reading play
aloud
Assessment: In-Class Essay
Timed writing connecting the characteristics
of the literary movement to the
stories read in class.
UNIT THREE: Rationalism
​Big Ideas:​ Rationalism, Deism, Pamphlets, Colonialism
​ Guiding Question: ​Who were rationalists, what were their beliefs, and how did this lifestyle influence literature?

Texts & Resources: Major Objectives: Standards: Best Practices- Major Assignments-
CCSS Student Common, Formative &
English Literacy Engagement: Summative
Assessments:

● HISTORY.com article on the ● Analyze primary Reading Literature Guided notes and Assignments analyzing the
American Revolution: historical CC.11-12.R.L.1-6, 9-10 whole-class documents for various
https://www.history.com/to documents, discussion on literary elements and vocab
Reading Rationalism
pics/american-revolution/a narratives, InformationalText such as almanack, aphorism,
merican-revolution-history speeches, and CC.11-12.R.I.1-10 tyranny, tone, faction,
Reading and
● “Letters to John Adams” by poetry for unit suffrage, narrative, satire,
discussion in
Abigail Adams vocabulary and Writing and despotism.
groups
● Silence DoGood Letter #5 + characteristics of CC.11-12.W.1 & 1.a-e
CC.11-12.W.2 & 2.a-f
“Poor Richard’s Almanack” the literary Kinesthetic Aphorism Activity
CC.11-12.W.4-8, 10
by Benjamin Franklin movement learning with (Create your own/offer
● “The Narrative of Olaudah ● Apply historical Speaking & creation of original analysis)
Equiano” knowledge to the Listening aphorisms
● Slave Trade Crash Course literature CC.11-12.SL.1 a-d Optional Test over all
CC.11-12.SL.2-4, 6 Translation of older
● “The Declaration of ● Identify what makes materials
texts into “modern”
Independence” an “aphorism” Language English
● “The Federalist Papers” by ● Develop an account CC.11-12.L.1 & 1.a-b Assessment: In-Class Essay
Alexander Hamilton and for an author from CC.11-12.L.2 & 2.a-b Application of connecting the
James Madison (10 & 84) this movement CC.11-12.L.3 vocabulary in characteristics of the literary
● Preamble to the United using independent CC.11-12.L.4 & 4.a-d context movement to the stories
States Constitution + Bill of research CC.11-12.L.5 & 5.a read in class.
Rights Timed writing
● “Washington’s Farewell
Address” by Alexander
Hamilton and George
Washington
UNIT FOUR: Romanticism / ​Last of the Mohicans​ by James Fenimoore Cooper
​Big Ideas:​ Romanticism, Dark Romanticism, Short Fiction, the Romantic American hero
​ Guiding Question: ​Who were the romantics, what were their beliefs, and how did this lifestyle influence literature?

Texts & Resources: Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative
Assessments:

● Encyclopedia Britannica ● Analyze the short Reading Literature Guided notes and Assignments analyzing the
article on romanticism: stories and poetry CC.11-12.R.L.1-7, 9-10 whole-class stories for various literary
https://www.britannica.com for unit vocabulary, discussion on elements and vocab such as
Reading Romanticism
/art/Romanticism theme, and InformationalText archetype, romanticism,
● “The Raven” characteristics of the CC.11-12.R.I.1-10 scansion, allegory, folklore,
Reading and
“The Black Cat” literary movement thanatopsis, unreliable
discussion in
“The Pit and the Pendulum” ● Apply historical Writing narrator, tone, and gothic.
groups
by Edgar Allan Poe knowledge to the CC.11-12.W.1 & 1.a-e
CC.11-12.W.2 & 2.a-f
● “Rip Van Winkle” literature Translation of Last of the Mohicans​ film
CC.11-12.W.4-8, 10
“The Legend of Sleepy ● Analyze the film older texts into analysis activity.
Hollow” Disney short film Last of the Speaking & “modern” English
version Mohicans​, and it’s Listening Fishbowl Discussion.
“The Devil and Tom Walker” protagonist Natty CC.11-12.SL.1 & 1.a-d Application of
CC.11-12.SL.2-4, 6 vocabulary in
by Washington Irving Bumpo as an One-pager “visual essay”
context
● “Young Goodman Brown” by “American Romantic Language assignment
Nathaniel Hawthorne Hero” CC.11-12.L.1 & 1.a-b Presentations and
● “Thanatopsis” by William ● Create a one-pager CC.11-12.L.2 & 2.a-b speaking in Optional Test over all
Cullen Bryant that acts as a “visual CC.11-12.L.3 fishbowl materials.
● “Cross of Snow” + essay” in which you CC.11-12.L.4 & 4.a-d discussion
“Tide Rises” by Henry analyze a romantic CC.11-12.L.5 & 5.a Assessment: In-Class Essay
Wadsworth Longfellow short story Kinesthetic and connecting the characteristics
● The Last of the Mohicans visual learning in of the literary movement to
-one pager
1992 film the stories read in class.
Timed writing
UNIT FIVE: Transcendentalism
​Big Ideas:​ Romanticism, Poetry, Transcendentalism
​ Guiding Question: ​Who were the romantic poets and transcendentalists, what were their beliefs, and
how did their lifestyles influence the literature?
Texts & Resources:
● HISTORY.com article on
transcendentalism:
https://www.history.com/to
pics/19th-century/transcend
entalism
● “I Hear America Singing”
“Song of Myself”
“When Lilacs Last…”
“O Captain, my Captain” by
Walt Whitman
● Various Emily Dickinson
poems
● PBS documentary on
Walden Pond
● Excerpts from “Walden” by
Henry Thoreau
● Grizzly Man​ 2005
documentary
● “Civil Disobedience”
● “Self Reliance”
“Nature” by Ralph Walso
Emerson
Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative
Assessments:
● Analyze the poetry Reading Literature Guided notes and Assignments analyzing the
and essays for unit CC.11-12.R.L.1-6, 9-10 whole-class stories for various literary
vocabulary, theme, discussion on elements and vocab such as
Reading Transcendentalism
and characteristics InformationalText
of the literary CC.11-12.R.I.1-10 “Song of Myself” informal
Reading and
movement group analysis.
discussion in groups
● Apply historical Writing
knowledge to the CC.11-12.W.1 & 1.a-e Thoreau’s cabin blueprint
Translation of older
CC.11-12.W.2 & 2.a-f activity
literature texts into “modern”
CC.11-12.W.4-8, 10
● Analyze “Walden” English
for specific details Speaking & Grizzly Man ​film
of his cabin and Listening Application of comparison activity
recreate it in a CC.11-12.SL.1 & 1.a-d vocabulary in context (modern example of
formal blueprint CC.11-12.SL.2-4, 6 transcendentalism)
Comparisons to
● Analyze the Language modern “texts” (song Optional Test over all
documentary CC.11-12.L.1 & 1.a-b and film) materials
Grizzly Man​ as a CC.11-12.L.2 & 2.a-b
modern example of CC.11-12.L.3 Presentations and
Assessment: In-Class Essay
Thoreau’s CC.11-12.L.4 & 4.a-d speaking in group
CC.11-12.L.5 & 5.a connecting the
transcendentalism informal analysis
characteristics of the literary
Timed writing movement to the stories
read in class.
UNIT SIX: Realism
​Big Ideas:​ Realism, Regionalism, Dialect, Naturalism
​ Guiding Question: ​Who were the realists, what were their beliefs, and how did this lifestyle influence the literature?

Texts & Resources: Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative
Assessments:

● HISTORY.com article on the
Civil War:
https://www.history.com/topi
cs/american-civil-war/america
n-civil-war-history
● “War is Kind” + song
“Mystery of Heroism” by
Stephen Crane
● “The Gettysburg Address” by
Abraham Lincoln
● “Chickamauga” +
“An Occurrence at Owl Creek
Bridge” by Ambrose Bierce
● “The Celebrated Jumping
Frog…” by Mark Twain
● “Story of an Hour” + “Desiree’s
Baby” by Kate Chopin
● “Impressions of an Indian
Childhood” by Zitkala Sa
● “To Build a Fire” by Jack
London
● “Battle with Mr. Covey” by
Frederick Douglass
● Excerpt “Incidents in the Life
of a Slave Girl” by Harriet
Jacobs
● Analyze the short Reading Literature Guided notes and Assignments analyzing the
stories, poems, CC.11-12.R.L.1-7, 9-10 whole-class stories for various literary
essays, speeches, discussion on elements and vocab such as
Reading Realism
and narratives for InformationalText point of view, frame narrative,
unit vocabulary, CC.11-12.R.I.1-10 chickamauga, irony,
Reading and
theme, and foreshadowing, narrative,
discussion in
characteristics of Writing dialect, naturalism, address,
groups
the literary CC.11-12.W.1 & 1.a-e and assimilation.
CC.11-12.W.2 & 2.a-f
movement Translation of
CC.11-12.W.4-8, 10
● Apply historical older texts into Freedom Narratives informal
knowledge to the Speaking & “modern” English group presentations.
literature Listening
● Present information CC.11-12.SL.1 & 1.a-d Application of Optional Test over all
CC.11-12.SL.2-4, 6 vocabulary in
to the class on a materials.
context
particular Language
freedom/slave CC.11-12.L.1 & 1.a-b Presentations and Assessment: In-Class Essay
narrative of the CC.11-12.L.2 & 2.a-b speaking in connecting the characteristics
1860s CC.11-12.L.3 freedom of the literary movement to
CC.11-12.L.4 & 4.a-d narratives the stories read in class.
CC.11-12.L.5 & 5.a informal analysis
Timed writing
UNIT SEVEN: Modernism / ​The Great Gatsby​ by F. Scott Fitzgerald
​Big Ideas:​ Modernism, The American Dream, Stream of Consciousness, Anti-heroes, Color Symbolism
​ Guiding Question: ​Who were modernists, what were their beliefs, and how did this lifestyle influence the literature?
Texts & Resources:
● HISTORY.com article on
World War I:
https://www.history.com/topi
cs/world-war-i/world-war-i-hi
story#:~:text=World%20War
%20I%20began%20in%20191
4%2C%20after%20the,Japan
%20and%20the%20United%2
0States%20%28the%20Allied
%20Powers%29​.
● “Hills like White Elephants”
“Soldier’s Home”
“A Clean, Well-Lighted Place”
by Ernest Hemingway
● “A Rose for Emily” by William
Faulkner
● “The Yellow Wallpaper” by
Charlotte Perkins-Gilman
● The Yellow Wallpaper Crash
Course
● “Bernice Bobs Her Hair” by F.
Scott Fitzgerald
● Novel ​The Great Gatsby​ by F.
Scott Fitzgerald
● The Great Gatsby​ 2013 film
● Poem “Nothing Gold Can
Stay” by Robert Frost
Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative Assessments:
● Analyze the short Reading Guided notes and Assignments analyzing the
stories, poems, Literature whole-class stories for various literary
essays, speeches, and CC.11-12.R.L.1-7, discussion on elements and vocab such as
narratives for unit 9-10 Modernism characterization, point of
vocabulary, theme, Reading view, psychoanalysis,
Reading and
and characteristics of InformationalText archetype, iceberg principle,
discussion in
the literary movement CC.11-12.R.I.1-10 groups and stream of consciousness.
● Apply historical
Writing
knowledge to the Annotation of more Comprehension and analysis
CC.11-12.W.1 & 1.a-e
literature complicated texts questions for each chapter of
CC.11-12.W.2 & 2.a-f
● Develop an account CC.11-12.W.4-8, 10 the book.
for an author from Application of
this movement using Speaking & vocabulary in Quizzes every 3 chapters.
Listening context
independent research
● Analyze the novel ​The CC.11-12.SL.1 & 1.a-d Color Symbolism Character
CC.11-12.SL.2-4, 6 Presentations and
Great Gatsby​ for speaking in Mood Boards mini-project
theme, various Language fishbowl discussion
literary elements, CC.11-12.L.1 & 1.a-b Fishbowl Discussion.
structure, and unit CC.11-12.L.2 & 2.a-b Timed writing
vocabulary CC.11-12.L.3 Optional Test over all
CC.11-12.L.4 & 4.a-d materials.
CC.11-12.L.5 & 5.a
Assessment: In-Class Essay
connecting the characteristics
of the literary movement to
the stories read in class.
UNIT EIGHT: Junior Literary Analysis Term Paper
​Big Ideas:​ Essay Writing, MLA formatting, Outlining, Drafting, Citing Sources, Integrating Quotes, Analysis
​ Guiding Question: ​Where can characteristics of the various literary movements be seen in modern-day examples
of literature, music, television, and film?

Texts & Resources: Major Objectives / Standards: Best Major Assignments-

Basic Skills: CCSS Practices- Common, Formative &
English Literacy Student Summative
Engagement: Assessments:

● Various individual sources for ● Create a formal Reading Literature Modelling best Formal Thesis Statement
individual student research outline using a CC.11-12.R.L.1-6 practices in
essays template CC.11-12.R.L.9-10 preparing thesis Formal Outline
● Compile sources into statements,
Reading outlines, and
an annotated InformationalText MLA Works Cited Page
drafts of formal
bibliography and CC.11-12.R.I.1-10 writing
transfer a bibliography Annotated Bibliography
into an MLA 8 Writing
Whole-class
CC.11-12.W.1 & 1.a-e
formatted Works Cited review of MLA Rough Draft of essay
CC.11-12.W.2 & 2.a-f
page
CC.11-12.W.4-8
● Draft a formal essay, at “Chunking” the Final Draft of essay
CC.11-12.W.9 & 9.a-b
least 5 pages in length essay into
CC.11-12.W.10
that integrates research smaller pieces
Speaking & over the course
and analyzes various
Listening of 2.5 weeks
texts.
CC.11-12.SL.1 & 1.a,c,d
● Connect modern pieces Self-revisions,
CC.11-12.SL.2
of literature, television, peer revisions,
and film to a previous Language and
literary movement CC.11-12.L.1 & 1.a-b teacher/student
CC.11-12.L.2 & 2.a-b conferences
CC.11-12.L.3
CC.11-12.L.4 & 4.a-d
CC.11-12.L.5 & 5.a
UNIT NINE: The Harlem Renaissance / ​A Raisin in the Sun​ by Lorraine Hansberry
​Big Ideas:​ Harlem Renaissance, The American Dream
​ Guiding Question: ​What made the Harlem Renaissance, and how did this lifestyle influence the literature?
Texts & Resources:
● HISTORY.com article on the
Harlem Renaissance:
https://www.history.com/topi
cs/roaring-twenties/harlem-re
naissance
● Langston Hughes Crash
Course
● “I, Too Sing America”
“Harlem: A Dream Deferred”
“Negro Speaks of Rivers”
“The Weary Blues”
“Let American be America
Again” by Langston Hughes
● Play ​A Raisin in the Sun​ by
Lorraine Hansberry
● A Raisin in the Sun​ 1961 film
● Article “How We Built the
Ghettos” by Jamelle Bouie
● “Adam Ruins the Suburbs” -
episode of the show ​Adam
Ruins Everything
Major Objectives / Standards: Best Major Assignments-
Basic Skills: CCSS Practices- Common, Formative &
English Literacy Student Summative
Engagement: Assessments:
● Analyze the poems and Reading Guided notes Assignments analyzing the
play for unit Literature and whole-class poems and play for various
vocabulary, theme, and CC.11-12.R.L.1-7, 9-10 discussion on literary elements and vocab
characteristics of the Renaissance lit. such as dualism, harlemese,
Reading
literary movement InformationalText panAfricansim, etc.
Reading and
● Apply historical CC.11-12.R.I.1-10 discussion in
knowledge to the groups Comprehension and analysis
literature Writing questions for each act of the
CC.11-12.W.1 & 1.a-e
● Compare and contrast Application of play.
CC.11-12.W.2 & 2.a-f
“the American Dream” vocabulary in
CC.11-12.W.4-8, 10
of the family in ​A context Quizzes after every act of the
Raisin in the Sun,​ and Speaking & play.
Jay Gatsby of ​The Listening Presentations
CC.11-12.SL.1 & 1.a-d and speaking in
Great Gatsby​. Fishbowl Discussion
CC.11-12.SL.2-4, 6 fishbowl
● Analyze and explore
discussion
experiences of different Language Raisin in the Sun MixTape
people during this CC.11-12.L.1 & 1.a-b Speaking / Activity
time, especially those CC.11-12.L.2 & 2.a-b reading the play
of people of color CC.11-12.L.3 aloud Optional Test over all
CC.11-12.L.4 & 4.a-d materials
CC.11-12.L.5 & 5.a Timed writing
Assessment: In-Class Essay
connecting the characteristics
of the literary movement to
the stories read in class.
UNIT TEN: Postmodernism / Contemporary Literature
​Big Ideas:​ Postmodernism, Contemporary literature, Poetry, Beat Poets
​ Guiding Question: ​Who were the postmodernists or contemporaries, what were their beliefs, and how did this
lifestyle influence the literature?

Texts & Resources: Major Objectives / Standards: Best Practices- Major Assignments-
Basic Skills: CCSS Student Common, Formative &
English Literacy Engagement: Summative
Assessments:

● Presentation and notes with ● Analyze the poems, Reading Guided notes and Assignments analyzing the
characteristics of the literary songs, and short Literature whole-class poems/stories/etc. for various
movement & a NF article stories for unit CC.11-12.R.L.1-7 discussion on literary elements and vocab.
● Various poems by William vocabulary, theme, CC.11-12.R.L.9-10 Postmodernism
Carlos Williams and characteristics of Reading Optional Test over all
Reading and
● Poems by Sylvia Plath the literary movement InformationalText materials
discussion in
● Poems by Allen Ginsberg ● Apply historical CC.11-12.R.I.1-10 groups
● “The Things They Carried” by knowledge to the Assessment: In-Class Essay
Writing
Tim O’Brien Ch. 1 literature Application of connecting the characteristics
CC.11-12.W.1 & 1.a-e
● Poems by Yusef Komunyakaa ● Analyze and explore vocabulary in of the literary movement to
CC.11-12.W.2 & 2.a-f
● “Everyday Use” by Alice experiences of context the stories read in class.
CC.11-12.W.4-8, 10
Walker different people
● “Code Talker” by Joseph during this time Speaking & Comparisons to
Listening high-interest
Buchac (various excerpts) period, including the
CC.11-12.SL.1 & 1.a-d pieces
● The House on Mango Street LGBTQ community,
CC.11-12.SL.2-4, 6
by Sandra Cisneros excerpts women, and people of Presentations and
● Salvage the Bones​ by Jesmyn color Language speaking in
Ward Ch. 12 ● Analyze post-9/11 CC.11-12.L.1 & 1.a-b informal song
● The Absolutely True Diary of literature w/ Captain CC.11-12.L.2 & 2.a-b analysis
a Part-Time Indian​ by America CC.11-12.L.3
Sherman Alexie Ch. 8 ● Compare and contrast CC.11-12.L.4 & 4.a-d Timed writing
CC.11-12.L.5 & 5.a
(censored) Alexie’s work to earlier
Native American
experiences

*​One Week SAT Prep ​will cover the following standards: CC.11-12.L.3.a / CC.11-12.L.5.b / CC.11-12.L.6.