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Greene County Public Schools

English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter

Time/Dates SOL/Strand Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross-curricular

Connections

2-3 days

11.4h, 11.5a,

11.5e

11.5a– Discuss thematic connections to “Great

Awakening” and Puritanism.

-Identify use of figurative language within text

11.4h – demonstrate author’s use of diction,

tone, and imagery in conveying purpose.

Resource: “Sinners in the Hands of an Angry

God”

Bloom=Apply

10.4, 10.5 Non-Fiction

Allusion

Connotation/Denotation

Fact/Opinion/Bias

Metaphor

Hyperbole

Imagery

US/VA History -

Colonization

2-3 days

11.4b, 11.4f 11.4b – relate poetic examples in discussing

gender roles in Puritan America.

11.4f – identify examples of poetic rhythm,

alliteration, and parallel structure; explain

importance of poetic structure in conveying

theme.

Resources: Bradstreet poetry, “Half-Hanged

Mary”

Bloom=Remember

10.4 Allusion

Rhyme scheme

Alliteration

Parallel Structure

US/VA History -

Colonization

(Within 4-6

days of

instruction)

11.6c, 11.6d

(Writing)

11.6c, 11.6d – Summarize purpose of “Sinners”

sermon – explain purpose, identify context and

audience, and assess sermon’s overall

effectiveness in context of Puritan society and

today. (Length approx. 1 page)

Bloom = Understand

9.6, 10.6 Fact/Opinion/Bias

Persuasive Essay

Context





Vertical

Alignment


Connections

4-5 weeks

(total)

11.4d 11.4d – assume the perspective of a Salem

villager, connect events on National Geographic

webquest, predict outcome of webquest

Resource: National Geographic.com – “Salem

Witchcraft Hysteria”

Bloom = Understand

10.4 Analysis/Prediction US/VA History-

Colonization

11.4d, 11.5a,

11.5c-d

11.4d, 11.5a, 11.5c-d – (incorporation of non-

fiction texts) – identify ‘symptom’s of

witchcraft, and connect to ‘symptoms’

mentioned in play. Identify ‘symptoms’ of

witchcraft in Martha Carrier/Sarah Good court

records – compare to events in the play.

Resource: English 11 textbook – Wonders of

the Invisible World, Cotton Mather

Bloom = Remember

10.4i, 10.5 Claim/support

Evidence

11.2d 11.2d - During reading of The Crucible, read

key scenes and identify tone and conflict within

the scene. View corresponding scenes in the

1996 film version – discuss importance of tone

of lines, delivery of lines, etc. in interpreting

conflict. Assess lines as evidence of indirect

characterization

Resource: The Crucible (1996)

Bloom = Remember/Apply

10.2 Tone

Internal/external

conflict

Characterization

(indirect)

COMMON ASSESSMENTS: Crucible Objective Test





Vertical

Alignment


Connections

1 day (after

reading of

play)

11.4d, 11.5a 11.4d, 11.5a – (incorporation of non-fiction

texts) - read “Fact/Fiction” handout – identify

key differences (at least 5) between the historical

facts of the Salem trials and the events of The

Crucible. Explain the impact these differences

have on audience understanding and outcome of

the plot.

Resource: “Fact/Fiction”article, The Crucible

Bloom=Remember/Understand

10.4i, 10.5 Opinion/Bias

Theme

Artistic License

Claim/Support

US/VA History-

Colonization

1st 9 weeks

(complete

quarter –

ongoing)

11.3c, 11.3f 11.3c, 11.3f – (Introduction to SAT

Vocabulary Unit) -Define 15 SAT Vocabulary

terms on a weekly basis. Determine

synonyms/antonyms for each term. Discuss

denotation/connotation(s) for each term.

Resource: Vocabulary Power Plus for the New

SAT – Book 3

Bloom = Understand

10.3a-c Synonym/Antonym

Denotation

Connotation

SAT preparation

1st 9 weeks

(complete

quarter –

ongoing)

11.7a-f 11.7a-f – Introduction to Grammar – Classify

sentence types, identify common usages of

nouns, verbs, verb phrases, adjectives, adverbs,

and prepositions, and correctly revise sentences

using periods and commas.

Resource: English Dept. – generated binder on

grammar lessons, Virginia SOL Coach: Writing

EOC, RLR EOC

Bloom = Understand/Apply

9.7, 10.7 Sentence types:

exclamatory,

imperative, declarative,

interrogative

Noun, Verb, Adjective,

Adverb, Preposition

Period/Comma






Vertical

Alignment


Connections

1 day (after

reading of

Act III)

11.6a

(Writing)

11.6a – create a dialogue (or play script) based

on indirect characterization or plot events from

The Crucible. Create an ‘additional’ scene.

Practice use of dialect (Puritan plain style) in

creating character lines.

Resource: The Crucible

Bloom=Create

9.6, 10.6 Indirect characterization

Dialect

Dialogue

2-3 days (at

end of unit)

11.8b-c

(Writing)

11.8b-c – Connect and compare concepts of

McCarthyism with events of The Crucible.

Create character and thematic connections, and

respond in a comparison/contrast essay of at

least 2 pgs. Explain Miller’s ultimate message in

comparing the play with McCarthyism.

Resource: McCarthyism slide show; Youtube

clips “McCarthyism in America”/ “Murrow vs.

McCarthy”

Bloom = Analyze/Create

10.8 Compare/Contrast

Theme

US/VA History-

Colonization

Cold War

McCarthyism

11.7e-f

(Writing,

Peer

Revision)

11.7e-f – Upon completion of McCarthyism

response, peer edit/revise for grammar,

mechanics, purpose of comparison

(creation/revision of thesis statement)

Resource: student work, 1st quarter grammar

review sheets on parts of speech, sentence types,

and punctuation. (reference specific

worksheets)

Bloom = Evaluate

10.7 Sentence Fragments

Sentence Run-ons

Commas, Periods,

Semicolons (to be

reinforced in Q3 also)





Vertical

Alignment


Connections

2-3 days

(upon

completion

of

Crucible)

11.2d, 11.4d

(Introduction to Persuasive Essay Format)

11.2d, 11.4d – listen to/read Henry’s “Speech in

the Virginia Convention.” Identify audience,

context, and purpose of speech. Discuss/identify

possible counterclaims to Henry’s speech.

Resource: English 11 textbook – “Speech in the

Virginia Convention”

Bloom = Remember/Understand

10.2, 10.4 Persuasive Argument

Claims

Counterclaims

Audience

Purpose

Context

US/VA History –

Revolutionary War

11.6a, 11.6d

(Writing)

11.6a, 11.6d – Compose a response which

identifies audience, context, purpose,

claims/counterclaims in Henry’s argument.

Create possible rebuttals to counterclaims

discussed in class. Assess speech’s overall

effectiveness in events leading up to the

Revolution.

Resource: copy of Henry speech

Bloom = Analyze/Create


Claims

Counterclaims

Rebuttal

Effectiveness



English 11 Curriculum & Pacing Guide 2014-2015 2nd Quarter



Vertical

Alignment


Connections

2-3 days

11.4a-b,

11.4d-e

11.4a-b, 11.4d-e - Discuss biographical

information on Poe, and concepts/fears that were

important in Poe’s life. Discuss plot events of

two Poe short stories, and explain possible

autobiographical connections between Poe and

his stories. Define Poe’s term “singular affect,”

and explain the “singular affects” of these two

stories.

Resource: Poe A&E Biography video segment,

“The Pit and the Pendulum,” “Masque of the

Red Death”


10.4 Universal theme

Singular Affect

Autobiography

“Affect” =

psychological term

US/VA History-

Mid-19th cent.

(pre-Civil War)

11.5a 11.5a – (incorporation of non-fiction text) –

Identify symptoms of Bubonic

Plague/tuberculosis, and compare diseases of

“Masque of the Red Death” to the current Ebola

outbreak in w. Africa. Discuss peoples’ reaction

to pandemic disease – compare the reaction of

the courtiers in Poe’s story to the world reaction

to the Ebola outbreak.

Resource: “Masque of the Red Death,” “Ebola

Outbreak ‘Tip of the Iceberg’” – nbcnews.com

Bloom = Remember/Analyze

10.5 Biology

2 days 11.4c 11.4c - Define the term “regionalism,” and

describe Irving’s short story as an example of

regionalist work.

Identify the primary traits of the folk tale genre,

and apply/defend/refute the presence of these

traits in the plot, setting, and characters of the

story.

Resource: Folk Tale traits worksheet, “The

Legend of Sleepy Hollow”


10.4 Regionalism

Folk Tale

2 days 11.4c

11.4c, 11.5a,

11.5c, 11.6d-

e

(Writing)

11.4c - Identify primary traits of Romantic and

Gothic literature, and explain the presence (or

absence) of these traits in the Poe/Irving stories.

11.4c, 11.5a, 11.5c, 11.6d-e - (incorporation of

non-fiction text) - Explain possible reasons for

popularity of the ‘gothic’ or ‘horror’ genre in

American literature and culture. Identify a

modern example of the ‘horror’ genre, and

compose a 2-3 paragraph response attesting to

the popularity of the example – why is the

example well-known? Why would this example

possibly face disapproval? (Persuasive Essay

component – Argument/Counterargument)

Resource: “Why our Brains Love Horror

Movies” – dailybeast.com, Stephen King’s

“Why we Crave Horror Movies”

Bloom = Apply/Create

10.4, 10.5 Romanticism

Gothicism

Universal Theme

2-3 days 11.4c 11.4c - Define the terms “Realism” and

“Naturalism” – defend plot events of Bierce

story (detail, time distortion) as evidence of

traits of Realism and Naturalism.

Resource: “Occurrence at Owl Creek Bridge”

Bloom = Remember/Evaluate

10.4 Realism

Naturalism

11.2a, 11.5e,

11.6a

(Writing)

11.2a, 11.5e, 11.6a – (incorporation of non-

fiction text) . Using internet article, explain the

relationship between emotion and time distortion

in our perception. View Twilight Zone version

of Bierce’s story, and compose a 1-2 paragraph

response identifying at least two examples of

time distortion in the film, and how this

realism/naturalism element affects the

audience’s expectations in the film version.

Resource: Twilight Zone “Occurrence at Owl

Creek Bridge,” “Distortion of Time Perception

from Emotions Offset by Sense of Control” –

sott.net


9.6, 10.2, 10.5, 10.6 DE Psych.

3-4 days 11.4c 11.4c - Explain use of time distortion in the plot

of Chopin’s story. Define the term ‘feminism,’

and explain how the actions of Mrs. Mallard in

the story are applicable to feminism.

Resource: “The Story of an Hour”


10.4 Feminism US/World History-

Late 19th cent.

Feminism

11.4c, 11.5a 11.4c – Explain the plot events/presence of

feminist ideology in Gilman’s short story.

Defend (or refute) that the husband’s treatment

of the main character was justified.

11.5a – Identify primary traits of post-partum

depression. Identify evidence in the story which

suggests the main character is afflicted with this

form of depression, and examine the presence of

post-partum depression in contemporary society

Resource: “The Yellow Wallpaper,” “Xanax

Makes Me a Better Mom” -parenting.com

Bloom = Remember/Evaluate

10.4, 10.5 Post-partum

Depression traits

US/World History-

Late 19th cent.

Feminism





Vertical

Alignment


Connections

1 week

(upon

completion

of short

story unit)

11.8a, 11.8e

(Research)

11.7d, 11.8a

11.8a, 11.8e -Introduction to Research

Process – Define the term ‘source,’ and

differentiate between primary and secondary

sources. (Use classroom texts for examples).

11.7d, 11.8a – Identify and discuss correct MLA

sequence for create a Works Cited entry. Using

at least two sample primary and two sample

secondary sources, create a sample Works Cited

page (Bibliography) using correct MLA format.

Resource: Sample primary/secondary sources,

MLA Handbook (7th ed.)

Bloom = Understand/Apply/Create

10.7, 10.8 Primary Source

Secondary Source

Works Cited page

MLA format in

writing research

11.8e

(Research)

11.8e – (incorporation of non-fiction texts) -

Define the term ‘bias’ as a class, and identify

primary steps of identifying bias (vs. fact) in

non-fiction. Identify primary names in current

events (sample article from website), and

explain which facts have been changed/added

onto/omitted from sample article. Create at least

three questions that you feel should have been

answered completely in the sample article but

weren’t. Discuss possible reasons behind bias in

the media.

Resource: website “How to Recognize Bias in

a Newspaper Article – 14 steps;” website

(Student News Daily) “Which Names do You

Know?”


10.8 Bias

Fact vs. Opinion

MLA format in

writing research





Vertical

Alignment


Connections

2nd 9 weeks

(complete

quarter-

ongoing)

11.3a (building on 1st 9 weeks sequence)

11.3a -Practice strategies for the

Reading/Writing sections of the SAT: identify

common word roots/prefixes/suffixes, relate

words with common roots/affixes, define

unfamiliar terms based on meanings of

roots/affixes.


SAT – Book 3

Bloom = Remember

10.3 Etymology

Word Roots

Prefix

Suffix

Presentation of

word roots/affixes

in

Biology/Chemistry

2nd 9 weeks

(complete

quarter –

ongoing)

11.7a-f (building on 1st 9 weeks sequence)

11.7a-f – Grammar Reinforcement –

Classify sentence types, reinforce identification

of parts of speech, identify use of active and

passive voice, and correctly revise sentences

using colons, semicolons, and commas.

Resource: English Dept. – generated binder

on grammar lessons, Virginia SOL Coach:

Writing EOC, RLR EOC


10.7 Sentence types:

exclamatory, imperative,

declarative, interrogative

Noun, Verb, Adjective,

Adverb, Preposition

Active/Passive Voice

Colons/Semicolons/Comma

2 weeks

(total

sequence of

activity)

11.4f-g,

11.1e-f

11.4f-g, 11.1e-f – Poetry Out Loud – Select a

poem from the POL website, and explain its

overall theme. Identify figurative language,

imagery, and rhyme scheme of the selected

poem. Present memorized poem in classwide

format, explaining author’s tone and use of

language.

Resource: http://www.poetryoutloud.org


10.1, 10.4 Rhyme Scheme

Rhythm

Figurative Language

(varying by poem)

Imagery

http://www.poetryoutloud.org/


English 11 Curriculum & Pacing Guide 2014-2015 3rd Quarter



Vertical

Alignment


Connections

5-6 weeks

(total) 11.4b,11.1a,

11.1e

11.4b, 11.1a, 11.1e-Before a reading of the

novel, describe information on the 1920s –

relating to social/historical context of the novel.

Identify at least 10-12 facts surrounding social

issues of the 1920s. Groups will break into the

following categories: Politics,

Science/Inventions, Social Trends,

Racism/Prejudice, Economy, and Crime. Create

informal presentation (group format) – describe

facts to class. Discuss, in classwide format, how

these facts reflect the changing social conditions

of the decade.

Bloom = Remember/Create

10.1, 10.4 Context US/VA History –

WWI/1920s

Scientific

developments in

Bio, Chemistry,

Physics

11.4e, 11.4h 11.4e, 11.4h – After a reading of Chapters 1-2 of

Great Gatsby, identify and justify Fitzgerald’s

use of indirect characterization in presenting

Tom, Daisy, and Myrtle. Cite/list at least four

descriptions/quotes which illustrate indirect

characterization – explain Fitzgerald’s purpose

in indirect characterization in relation to the

novel’s narration.

Resource: The Great Gatsby

Bloom = Understand/Evaluate

10.4 Direct/Indirect

characterization

11.4d, 11.5a 11.4d, 11.5a – (incorporation of non-fiction,

visual texts) - After a reading through Chapter 4

of the novel, identify primary locations in the

plot (NYC area) – using both in-text and

contemporary maps of the tri-state area, plot

locations from the novel on the map, and discuss

possible geographic changes to these areas from

the 1920s to today.

Resource: The Great Gatsby in-text map,

contemporary NYC area map


10.4, 10.5 US Geography





Vertical

Alignment


Connections

11.4c, 11.4k 11.4c, 11.4k – After reading at least the first 6

chapters of The Great Gatsby, identify at least

three universal themes present in the plot. Cite

examples of themes specific to characters, and

infer Fitzgerald’s purpose in including themes in

the plot – possible social commentary?



10.4 Universal Theme US/VA History –

WWI/1920s

11.4b-c, 11.4j 11.4b-c, 11.4j – Identify key symbols and motifs

from the novel, and identify at least two clear

usages of the theme/symbol in the plot.

Speculate on possible symbolic value of each,

and demonstrate possible connections between

symbols/motifs and universal themes. Identify

key traits of Modernism in literature, and

explain how these symbol/theme pairings reflect

traits of the literary movement.

Resource: The Great Gatsby; symbols/themes

worksheet. Modernism traits sheet.


10.4 Symbol

Motif

Universal Theme

Modernism

US/VA History –

WWI/1920s

11.4c, 11.4h 11.4c, 11.4h – Identify plot-based, character, or

cultural importance of significant quotations

from the novel. Discuss Fitzgerald’s purpose in

using specific quotations.

Resource: The Great Gatsby, Quotation Sheets

Chapters 1-4, Chapters 5-9.

Bloom = Understand


Purpose

Metaphor

Hyperbole

US/VA History –

WWI/1920s





Vertical

Alignment


Connections

11.2d 11.2d - During reading of The Great Gatsby,

read key scenes (Chapter 2, 3, and 6) and

identify use of imagery and figurative language

within the scenes. (How the use of imagery and

figurative language contributes to tone) View

corresponding scenes in the 1974 and 2013 film

versions – cite examples of imagery and

figurative language in use in the original text,

and assess the effectiveness of the film scenes in

conveying tone to audience.

Resource: The Great Gatsby (1974), The Great

Gatsby (2013)

Bloom = Remember, Apply

10.2 (Sensory) Imagery

Metaphor

Simile

Allusion

Hyperbole

US/VA History –

WWI/1920s

11.4c, 11.1a-

b, 11.1e,

11.1g

11.4c, 11.1a-b. 11.1e, 11.1g – Upon completion

of the novel, present (in group format) on the

depiction of a universal theme in both the novel

and American society. Explain how the

thematic concept of “The American Dream” is

presented in the novel using textual support.

Describe the vision of the “American Dream” as

it is depicted today (using multimedia

examples), and compare that vision to that

depicted in the novel.

Resource: student-generated examples, The

Great Gatsby

Bloom = Understand/Apply/Create

10.4 Universal Theme US/VA History –

WWI – post WWII

2-3 days

(upon

completion

of The

Great

Gatsby)

11.6a, 11.1e

(Writing)

11.6a, 11.1e – Based on character traits

discussed in class, create a monologue based on

one of the character’s feelings/motivations. (A

deleted/omitted scene from the novel). Discuss

at least one potential theme within the

monologue. Present a dramatic performance of

the monologue in class-wide format.


Bloom = Understand/Create

9.6, 10.1, 10.6 Monologue

Universal Theme





Vertical

Alignment


Connections

11.5c, 11.6a

(Writing)

11.5c, 11.6a (incorporation of non-fiction text).

Summarize key points of the excerpt from

Adrienne Rich’s “Some Notes on Lying.”

Compose a 1-page response from the

perspective of one character from Gatsby, and

defend/refute at least three points on the theme

of dishonesty from Rich’s essay.

Resource: The Great Gatsby, Rich essay


9.6, 10.5, 10.6 First-Person Perspective

Universal Theme

3rd 9 weeks

(complete

quarter -

ongoing)

11.3b, 11.3f (building on 1st 9 weeks sequence)

11.3b, 11.3f - Practice strategies for the

Reading/Writing sections of the SAT:

determine context when using unfamiliar

vocabulary; determine word relationships when

practicing sample SAT reading/writing

questions


SAT – Book 3


10.3 Context clues SAT preparation

3rd 9 weeks

(complete

quarter –

ongoing)

11.7a-f (building on 1st 9 weeks sequence)

11.7a-f – Grammar Reinforcement–

Formatting sentences – identify/correct sentence

fragments and run-ons; correctly punctuate using

hyphens, dashes, and parentheses. Correctly

punctuate using commas, semi-colons, and

colons (review from 2nd quarter)

Resource: English Dept. – generated binder on

grammar lessons, Virginia SOL Coach: Writing

EOC, RLR EOC


10.7 Sentence Fragment

Run-on sentence

Hyphens, dashes,

parentheses, commas,

colons, semicolons





Vertical

Alignment


Connections

3-4 days 11.6a, 11.6d

(Writing)

11.6a, 11.6d - (Reinforcement of Persuasive

Essay Format) Identify the primary

components of the Persuasive Essay. Select a

persuasive topic, and compose a ‘rough draft’

response of approx. 4-5 paragraphs. In

composing thesis statements, differentiate

between a thesis statement and a topic

statement.

Resource: Persuasive Essay PowerPoint,

Persuasive Essay topic list

Bloom = Remember/Analyze/Create


Thesis Statement

Claims

Counterclaims

Rebuttal

Audience

Purpose

Context

11.7e-f

(Writing, Peer

Revision)

11.7e-f – Upon completion of the Persuasive

Essay response, peer edit/revise for grammar,

mechanics, purpose of essay. Evaluate validity

of claims, counterclaims and rebuttal -

(creation/revision of thesis statement)

Resource: student work, 1st – 3rd quarter

grammar review sheets on parts of speech,

sentence types, and punctuation. (reference

specific worksheets)

Bloom = Evaluate

10.7 Persuasive Argument

Thesis Statement

Claims

Counterclaims

Rebuttal

Sentence Fragments

Sentence Run-ons

Commas, Periods,

Semicolons (to be

reinforced in Q3 also)

11.6a, 11.7a,

11.7d(Research,

Writing)

11.6a, 11.7a, 11.7d - (Reinforcement of

Research Process) – (incorporation of non-

fiction text) – Identify procedure for citing

facts/quotes from sources, and explain when

internal citations are necessary in placing facts

within a response. Compose a 1-2 page

response summarizing the content of JFK’s

Inaugural Address (or another equally

recognizable piece), and cite at least 2

statements from the work. Create correct

9.6, 10.6, 10.7 Internal Citations

General vs. specific fact

US/VA History

MLA format in

writing research

internal citations for the statements using the

identifying material from the speech.

Resource: JFK’s 1961 Inaugural Address,

MLA Handbook (7th ed.)

Bloom = Remember/Understand/Apply


English 11 Curriculum & Pacing Guide 2014-2015 4th Quarter



Vertical

Alignment


Connections

4-5 weeks

(total) 11.4b,11.1a,

11.1e

11.4b, 11.1a, 11.1e-Before a reading of the

novel, describe information on the 1950s –

relating to social/historical context of the novel.

Identify at least 10-12 facts surrounding social

issues of the 1950s. Groups will break into the

following categories: Politics,

Science/Inventions, Social Trends,

Racism/Prejudice, Economy, and Crime. Create

informal presentation (group format) – describe

facts to class. Discuss, in classwide format, how

these facts reflect the changing social conditions

of the decade.


10.1, 10.4 Context US/VA History –

Cold War/1950s

Scientific

developments in

Bio, Chemistry,

Physics

11.4e, 11.4g 11.4 e, 11.4g - (Up to the reading of Chapter 12)

– Identify primary peers in Holden’s life, and

describe Holden’s feelings on these peers.

Identify common characteristics among

Holden’s peers, and identify key common words

and phrases that Holden uses to describe these

characters. Discuss how Salinger utilizes diction

to depict Holden’s feelings on his peers.

Resource: The Catcher in the Rye


10.4 Indirect/Direct

characterization

Diction

Tone

11.4e, 11.4g 11.4e, 11.4g – (Follow up to previous activity) – (Up to the reading of Chapter 25) – Identify

primary adults in Holden’s life, and describe

Holden’s feelings on these adults. Identify

common characteristics among these adult

figures, and identify key common words and

phrases the Holden uses to describe these

characters. Discuss how Salinger Compare

Holden’s feelings on adults vs. peers – assess

Salinger’s changing diction in describing these

characters.

10.4 Indirect/Direct

Characterization

Diction

Tone


Bloom = Remember/Understand/Evaluate





Vertical

Alignment


Connections

11.4j-k, 11.5e 11.4j-k, 11.5e – (incorporation of non-fiction

texts) – Summarize Holden’s feelings towards

peers/adults, and predict how Holden might feel

about certain social aspects. Discuss the

relationship between sensation and perception,

and identify key psychological terms concerning

this relationship. Apply these psychological

conditions to Holden’s mentality, and discuss

the bias Holden exhibits when encountering new

sensations.

Resource: Youtube video “Sensation and

Perception – a Crash Course,” two related

psychological articles (Science Daily and

AllPsych), The Catcher in the Rye

Bloom = Remember/Understand/Apply

10.4, 10.5 Sensation/Perception

Sensory adaption

Sensory threshold

Grouping

Perceptual constancy

DE Psych

(PSY230)

11.4b-c,

11.4k

11.4b-c, 11.4k – After reading at least the first

14-15 chapters of The Catcher in the Rye,

identify at least three universal themes present in

the plot. Cite examples of themes specific to

characters, and infer Salingers’s purpose in

including themes in the plot – possible social

commentary? Identify key elements of Post-

modern literature, and explain how the three

themes reflect elements of this literary

movement.



10.4 Universal Theme

Post-modernism

US/VA History –

Cold War/1950s

11.4c, 11.4j 11.4c, 11.4j – Identify key symbols and motifs

from the novel, and identify at least two clear

usages of the theme/symbol in the plot.

10.4 Symbol

Motif

Universal Theme

US/VA History –

Cold War/1950s

Speculate on possible symbolic value of each,

and demonstrate possible connections between

symbols/motifs and universal themes.

Resource: The Catcher in the Rye;

symbols/themes worksheet


COMMON ASSESSMENTS: Catcher in the Rye Obj. Test





Vertical

Alignment


Connections

11.4c, 11.4h 11.4c, 11.4h – Identify plot-based, character, or

cultural importance of significant quotations

from the novel. Discuss Salinger’s purpose in

using specific quotations.

Resource: The Catcher in the Rye, Quotation

Sheets Chapters 1-14, Chapters 15-26.

Bloom = Understand


Purpose

Metaphor/Simile

Understatement

Sarcasm

Hyperbole

US/VA History –

Cold War/1950s

11.4k, 11.5a,

11.5d

11.4k, 11.5a, 11.5d – (incorporation of non-

fiction texts) - Explain how Salinger uses

characterization to depict Holden Caulfield, and

speculate key psychological issues that Holden

might be facing. Identify traits of adolescent

depression, and explain, using text evidence,

whether or not Holden is clinically depressed.

Resource: The Catcher in the Rye,

psychological articles: “Teen Depression: A

Guide for Parents” and “Experiencing the Death

of a Sibling as an Adolescent”


10.4, 10.5 Direct/Indirect

characterization

Depression traits

PVCC - PSY200

11.5b, 11.5d 11.5b (Functional Reading), 11.5d – Identify

key depression traits that Holden exhibits based

on article resources and the novel. Using a ‘case

report’ template, diagnosis Holden’s depression,

identify causes, and explain possible prognoses.

Resource: Psychological Treatment Plan

template, psychological articles

Bloom = Apply/Create

10.5 Direct/Indirect

characterization

Depression Traits

Diagnosis

PVCC- PSY200





Vertical

Alignment


Connections

1-2 days

(upon

completion

of The

Catcher in

the Rye)

11.4h, 11.6a

(Writing)

11.4h, 11.6a – Based on character traits

discussed in class and the reading of the novel,

create a narration (monologue) based on one of

the scenes in the plot. (A deleted/omitted scene

from the novel). Base narration on

dialect/diction presented by Salinger in the

novel. Discuss Salinger’s purpose in the use of

dialect in the narration.


Bloom = Understand/Create

9.6, 10.4, 10.6 Monologue

Universal Theme

First-person narration

Dialect

Slang

3-4 weeks 11.4b-c,

11.8a

11.4b-c, 11.8a – Research and identify key ideas

and events behind the Civil Rights Movement of

the 1950s-60s. Explain why large North

American cities, like NYC and Chicago, were

important centers of the movement. Research

multiple websites to identify common ideas of

the Civil Rights Movement in both the northern

and southern US.

Resource: Civil Rights webquest sheet,

websites relevant to Civil Rights Movement


10.4, 10.8 Universal Theme

US/VA History –

Civil Rights

Movement/1960s

11.4i 11.4i – After reading Act I of play, identify key

personality traits of the Younger family.

Discuss key conflicts which exist between

characters. After reading the remaining two

acts, classify each character as ‘static’ or

‘dynamic,’ and cite at least 4 quotes from each

character to indicate their status.

Resource: A Raisin in the Sun


10.4i Static/Dynamic

character

COMMON ASSESSMENTS: A Raisin in the Sun Obj Test





Vertical

Alignment


Connections

11.4e, 11.4j 11.4e, 11.4j – Identify key lines said by each

primary character in the play. From the lines

selected, explain how the use of dialect and

slang reinforce the author’s intent in depicting

the character. Identify the unique characteristics

of dialects from each member of the Younger

family.

Resource: A Raisin in the Sun


10.4 Dialect

Slang

Universal Theme

11.4e, 11.5d-

e

11.4e, 11.5d-e – Identify levels of Maslow’s

Hierarchy of Needs; discuss sample needs from

each level. Connect at least two levels of needs

to each major character in the play. Explain the

connection of the levels to the character’s

situation/traits, and discuss how the differing

levels of needs are indicative of the

social/gender inequalities in 1950s America.

Resource: A Raisin in the Sun, Maslow’s

Hierarchy worksheet


10.4, 10.5 Maslow’s Hierarchy of

Needs

Universal Theme

PVCC – PSY200

2 days

(upon

completion

of A Raisin

in the Sun)

11.5e, 11.6c,

11.8a, 11.8g

11.5e, 11.6c, 11.8a, 11.8g - (Reinforcement of

Research Strand). Identify key, underlying

points from MLK’s “I Have a Dream” speech.

Identify uses of metaphors, parallel structure,

antithesis, and repetition in the speech.

Compare at least three thematic concepts in

MLK’s speech to universal themes in the play.

Compose a two-three page response connecting

the two works, and correctly cite direct

quotes/supports from both works using

parenthetical (internal) citations.

Resource: MLK’s “I Have a Dream” speech, A

Raisin in the Sun

Bloom = Remember/Understand/Create

10.5, 10.6, 10.8 Universal theme

Metaphors

Parallel Structure

Antithesis

Repetition

Internal Citations

Sources

US/VA History –

Civil Rights

Movement/1960s

Documents

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