Grade 11 Ela Curriculum Map

Cholla Academy ELA Grade 11 CURRICULUM MAP
Course: ELA Grade 11

UNIT 1 TITLE: Encounters & Foundations to 1800 (Puritanism & Rationalism) (6 Weeks)
OBJECTIVES
1. Students will be able to identify influences of Puritanism and Rationalism in the early
writings of American settlers and Founding Fathers.
2. Students will be able to analyze texts for rhetorical effectiveness and utilize those
rhetorical strategies in their own editorial work.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.11.1 and RI.11.1 Cite strong and
L.11.1 Demonstrate command of the
thorough textual evidence to support analysis.
conventions of standard English grammar and
RL.11.6 Analyze a case in which grasping
usage.
point of view requires distinguishing what is
L.11.1a Apply the understanding that usage
directly stated in a text from what is really
can change over time.
meant.
L11.3 Apply knowledge of language to
RI.11.5 Analyze and evaluate the
understand how language functions in different
effectiveness of the structure on author uses in contexts.
his or her argument.
L.11.3a Vary syntax for effect
RI.11.6 Determine an authors point of view L.11.4a Use context as a clue to the meaning
or purpose in a text.
of a word or phrase.
RI.11.8 Delineate and evaluate the reasoning L.11.5b Analyze nuances in the meaning of
in seminal U.S. texts.
words with similar denotations.
RI.11.9 Analyze 17th, 18th and 19th century
foundational U.S. documents.
W.11.1 Write arguments to support claims.
SL.11.4 Present information, findings, and
W.11.1f Use specific rhetorical devices to
supporting evidence.
support assertions.
W.11.5 Develop and strengthen writing as
needed.
W.11.7 Conduct short as well as more
sustained research projects to answer a
question or solve a problem.
ESSENTIAL QUESTION(S): Belief systems can foster radical change within society and within
the individual.
1. What happens when two different belief systems collide?
2. How can belief systems be used as tools of persuasion?
3. Can controversial actions be justified by ones belief system?
4. Whose belief system should dictate the rules of society?
SKILLS:
Literary Skills: Evaluate the philosophical, political, religious, ethical, and social
influence of a historical period; analyze archetypes, plain style, allusions, the sonnet,
aphorisms, figures of speech, persuasion, parallelism; analyze and compare political
points of view on a topic.
Reading Skills: Analyze cultural characteristics, the use of inversion, chronological order;
inferences about a writers beliefs, modes and persuasion; compare main ideas across
ELA Curriculum Map Grade 11
texts
Vocabulary Skills: Understand synonyms, prefixes and suffixes, the etymology of words
used in political science and history; use context clues.
Writing Skills: Develop, write, and revise an editorial
Listening and Speaking Skills: Present and evaluate a persuasive speech
CORE TEXTS: Holt Elements of Literature 3rd Course
Edwards, Jonathan. From Sinners in the Hands of an Angry God. Pgs. 46-48.
Henry, Patrick. Speech to the Virginia Convention. Pgs. 80-83.
Jefferson, Thomas. From the Autobiography: The Declaration of Independence. Pgs. 97103.
Extended Works Choose one:
Miller, Arthur, The Crucible
Hawthorne, Nathaniel. The Scarlett letter
SUGGESTED TEXTS:
Bradstreet, Anne. Here Follow Some Verses upon the Burning of Our House, July 10,
1666. Pg. 29
De la Cruz, Sor Juana Ines, World, in hounding me Pg. 33.
Paine, Thomas. From The Crisis, No. 1. Pgs. 87-91.
ASSESSMENT / EVIDENCE
Editorial Essay and Persuasive Speech
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:
GRAMMAR INTEGRATION:
1. Review Parts of Speech
2. Complex language
3. Rhetorical Writing Methods
RESOURCES:
UNIT 2 TITLE: American Romanticism (1800 - 1860) (3 Weeks)

OBJECTIVES
1. Students will be able to articulate the influence of American Romanticism on the
literature of the period.
2. Students will be able to cite textual evidence in support of literary analysis.
ELA STANDARDS:
conventions of standard conventions of
RL.11.2 Determine two or more themes or
standard English grammar and usage.
central ideas of a text.
L.11.1a Apply the understanding that usage
can change over time.
conventions of standard English capitalization,
meant.
punctuation, and spelling when writing.
RL.11.9 Demonstrate knowledge of 18th,
L.11.3 Apply knowledge of language to
th
th
19 , and early 20 century foundational works understand how language functions in different
of American literature.
contexts.
RI.11.4 Determine the meaning of words and L.11.3a Vary syntax for effect
phrases as they are used in a text.
L.11.5a Interpret figures of speech in
SL.11.1 Initiate and participate effectively in context.
a range of collaborative discussions.
W.11.4 Produce clear and coherent writing.
needed.
W.11.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research
ESSENTIAL QUESTION(S): Change is necessary for growth
How do belief systems change as new generations develop their own identities?
How is change a necessary part of our national identity?
SKILLS:
influence of a historical period; analyze archetypes, plain style, allusions, the sonnet,
aphorisms, figures of speech, persuasion, parallelism; analyze and compare political
points of view on a topic.
Reading Skills: Make predictions and inferences; recognize inverted sentences and
persuasive techniques; monitor reading by identifying main ideas and paraphrasing; make
generalizations about a writers beliefs.
Vocabulary Skills: Use context clues; analyze word analogies, create etymology maps;
understand archaic words; use Latin, Greek, and Anglo-Saxon affixes
Writing Skills: Develop, write, and revise a short story.
Listening and Speaking Skills: Present and evaluate a persuasive speech
The Devil and Tom Walker pg. 153
Nature pg. 182

Self-Reliance pg. 185
SUGGESTED TEXTS:
Resistance to Civil Government. Pg. 211
The Raven pg. 274
Response to literature process essay
2. Mechanics and Punctuation Review
3. Complex language
RESOURCES:
UNIT 3 TITLE: Early American Poets (Whitman and Dickinson) (4 Weeks)

OBJECTIVES
1. Students will be able to analyze poetry of the period to determine the way an author
uses language to evoke emotion and/or make a comment on life.
2. Students will be able to articulate what they have learned about poetry in a variety of
expository and narrative forms.
ELA STANDARDS:
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.11.3 Analyze the impact of the authors usage.
choices regarding how to develop and relate
elements of a story or drama.
understand how language functions in
RL.11.5 Analyze how an authors choices
different functions in different contexts.
contribute to its overall structure and
L.11.3a Vary syntax for effect.
meaning.
L.11.4(a-d) Determine for clarify the
th
RL.11.9 Demonstrate knowledge of 18 ,
meaning of unknown and multiple-meaning
19th, and early 20th century foundational
words and phrases.
works of American literature.
SL.11.1 Initiate and participate effectively
context.
in a range of collaborative discussions.
L.11.5b Analyze nuances in the meaning of
W.11.2 Write informative/explanatory texts.
needed.
W.11.10 Write routinely for a variety of
tasks, purposes, and audiences.
ESSENTIAL QUESTION(S): Life events and society can change a persons perspective
1. How do works of art capture the essence of society?
2. How do the circumstances of an artists life influence his/her work?
3. How does an authors style and word choice affect the purpose, meaning, and tone of
writing?
SKILLS:
Literary Skills: Evaluate genres and traditions in American literature; analyze catalogs
in poems, free verse, symbolism, exact and slant rhyme, tone, irony, paradox; and
compare works from different literary periods.
Reading Skills: Compare and themes across text; compare and contrast poems;
summarize a text.
Vocabulary Skills: Understand multiple-meaning words.
Writing Skills: Develop, write, and revise a reflective essay
Listening and Speaking Skills: Adapt a reflective essay into an oral presentation

I Hear America Singing
Whispers of Heavenly Death
A Sight in Camp in the Daybreak Gray and Dim
Conscientious Objector
In the Event of My Demise
(Dont Fear) The Reaper
Success is Counted Sweetest
Because I Could Not Stop for Death
SUGGESTED TEXTS:
I Heard a Fly Buzz
Emily Dickinson Biography
Walt Whitman Biography
It Feels a Shame to be Alive
To Know Just How He Suffered
An Army Corps On the March
Dirge for Two Veterans
Edna St. Vincent Millay Biography
Tupac Shakur Biography
Background on (Dont Fear) The Reaper
Comparison Essay on two poets/artists
Mini multi-genre memoir
2. Mechanics and Conventions
RESOURCES:
UNIT 4 TITLE: The Rise of Realism (The Civil War on 1914) (5 Weeks)
OBJECTIVES
1. Students will be able to analyze the social, political, and economic influences of the
Civil War on literature of the period.
2. Students will be able to write and present a historical research paper using multiple
sources of information and digital media.
ELA STANDARDS:
L.11.1 Demonstrate command of
RL.11.3 Analyze the impact of the authors usage.
elements of story or drama.
conventions of standard English
RI.11.3 Analyze a complex set of ideas or
capitalization, punctuation, and spelling when
sequence of events.
writing.
L.11.4(a-d) Determine or clarify the
effectiveness of the structure an author uses
in his or her argument.
words and phrases.
RI.11.6 Determine an authors point of
view or purpose in a text.
context.
RI.11.7 Integrate and evaluate multiple
sources of information presented in different
media or formats.
SL.11.4 Present information, findings, and
supporting evidence.
W.11.2 Write informative/explanatory texts.
SL.11.5 Make strategic use of digital
media.
needed.
W.11.6 Use technology, including the
Internet, to produce, publish and update.
W.11.8 Gather relevant information from
multiple authoritative print and digital
sources.
W.11.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
ESSENTIAL QUESTION(S): Conflict forces reflection and change
1. How can the horrors of war change a societys character?
2. Is human behavior determined by forces beyond the individuals power?
3. Does conflict bring out the best or the worst in people?
SKILLS:
Literary Skills: Evaluate the philosophical, political, religious, ethical and social
influences of a historical period; analyze metaphor, internal and external conflict, point
of view, verbal and situational irony, comic devices, satire, naturalism, motivation,
setting, connotations; analyze political points of view on a topic.
Reading Skills: Compare points of view across text; analyze a writers purpose,
authors styles, and historical context; analyze cause and effect.
Vocabulary Skills: Use context clues; identify synonyms and antonyms, and Greek and
Latin roots; understand noun-forming suffixes; analyze analogies.
Writing Skills: Develop, write, and revise a historical research report.
Listening and Speaking Skills: Present and evaluate an oral research report.
Douglass, Fredrick. From Narrative of the Life of Frederick Douglass. Pgs. 399-403.
Bierce, Ambrose. An Occurrence at Owl Creek Bridge. Pgs. 424-430.
Extended Work
Twain, Mark. The Adventures of Huckleberry Finn
SUGGESTED TEXTS:
Twain Mark. The Lowest Animal. Pgs. 469-473
Chief Joseph. I Will Fight No More Forever. Pg. 455.
Historical research paper and presentation
2. Mechanics and Conventions of English
RESOURCES:
UNIT 5 TITLE: The Modern (1914-1939) (6 Weeks)

OBJECTIVES
1. Students will be able to articulate the influence of Modernism on the literature of the
period, and analyze an authors purpose and style.
2. Students will be able to write an essay using precise language to analyze literature
from the Modern Period.
ELA STANDARDS:
RI.11.1 and RI.11.1 Cite strong and
usage.
RL.11.3 Analyze the impact of the authors understand how language functions in
different contexts.
L.11.3a Vary syntax for effect.

meaning.
meant.
RI.11.6 Determine an authors point of view
L.11.4(a-d) Determine or clarify the

words and phrases.
context.

W.11.4 Produce clear and coherent writing.
needed.
ESSENTIAL QUESTION(S): Change affects both the individual and the whole society
1. How did the forces of change in the early 20th century affect American attitudes?
2. How can changing social values impact individuals as well as the community at large?
SKILLS:
influences of a historical period; analyze dramatic monologue, antihero, archetype,
motivation, stream of consciousness, ambiguity, parody, sonnets, philosophical ideas,
allusion, narrative poetry, blank verse; compare works from different literary periods.
Reading Skills: Identify main ideas and details about a character; analyze syntax, the
use of sound, and punctuation in poetry.
Vocabulary Skills: Understand synonyms and antonyms and Greek and Latin roots;
analyze connotations and analogies.
Writing Skills: Develop, write and revise an analysis of a novel.
Listening and Speaking Skills: Present and evaluate an oral response to a literary work.
Faulkner, William. A Rose foe Emily. Pgs. 646-653
Frost, Robert. The Death of the Hired Man. Pgs. 731-735
Frost, Robert. From a New York Times interview in 1917: I must have the pulse beat
of rhythm Pg. 736.
Hughes, Langston. The Weary Blues. Pg. 751 and/or Harlem Pg. 754
Extended Work:
Fitzgerald, F. Scott. The Great Gatsby
SUGGESTED TEXTS:
Pound, Ezra. The River-Merchants Wife: A Letter Pg. 575.
Williams, William Carlos. The Red Wheelbarrow, The Great Figures, This Is Just
to Say. Pgs. 592-594.
Faulkner, William. Nobel Prize Acceptance Speech, 1950. Pg. 654.
Quiroga, Horacio (translated by Margaret Sayers Peden). The Feather Pillow. Pgs.
659-661.
Hughes, Langston, The Negro Speaks of Rivers Pg. 759.
Clifton, Lucille. The Mississippi River Empties into the Gulf Pg. 761
Analytical Essay
1. Rhetorical Writing Techniques
RESOURCES:
10
UNIT 6 TITLE: Contemporary Literature: Non-fiction (1939 - Present) (4 Weeks)

OBJECTIVES
1. Students will be able to discern authors purpose and point of view based on the
influences of his/her background and circumstances.
2. Students will be able to develop and write and autobiographical narrative using a variety
of techniques to create a clear, cohesive account.
ELA STANDARDS:
conventions of standard English grammar and
usage.
conventions of standard English capitalization,
meant.
punctuation, and spelling when writing.
L11.3 Apply knowledge of language to
effectiveness of the structure on author uses in understand how language functions in different
his or her argument.
contexts.
SL.11.1 Initiate and participate effectively in L.11.5a Interpret figures of speech in
a range of collaborative discussions.
context.
W.11.3 Write narratives.
needed.
ESSENTIAL QUESTION(S): Power may be used or abused
1. What lesson should society learn from the past?
2. Should those who abuse their authority and privilege be stripped of their power?
3. How can those who are not born into privilege reach a position of power?
SKILLS:
Literary Skills: Evaluate traditions in American literature; analyze implied metaphor,
subjective and objective reporting, persuasion, satire, magic realism, dialogue in
nonfiction, personal essay, allusion, poetic devices, figurative language, and archetypes;
analyze and compare political points of view on a topic; compare and contrast works
from different literary periods.
Reading Skills: Analyze an authors credibility, a writers message, historical context;
make inferences about characters; identify main ideas and supporting details; evaluate an
authors argument.
Vocabulary Skills: Understand connotations of synonyms and etymologies of words used
in political science and history; use context clues; recognize synonyms; analyze word
analogies.
Media Skills: Develop, write, and revise a multimedia presentation.
Listening and Speaking Skills: Present and evaluate an oral recitation of literature.
Wiesel, Elie (translated by Stella Rodway). From Night Pgs. 818-827.
Jackson, Robert H. The Arrogance and Cruelty of Power From Speech at the
11
Nuremberg Trial, November 21. 1945. Pgs. 846-851

Wright, Richard. From Black Boy. Pgs. 969-980
Cisceros, Sandra. Straw into Gold: The Metamorphosis of the Everyday Pgs. 10251029
SUGGESTED TEXTS:
Hersey, John. A Noiseless Flash from Hiroshima. Pg. 830.
Frank, Anne. From The Diary of a Young Girl. Pg. 857.
Whitehead, John. The Biggest Battle of All History From The Greatest Generation
Speaks by Tom Brokaw. Pg. 859.
Bourke-White, Margaret. From April in Germany. Pg. 861
Autobiographical narrative
1. Rhetorical Writing techniques
2. Grammar Review
RESOURCES:
1. MLA Handbook
12
UNIT 7 TITLE: Contemporary Literature: Fiction, Drama, & Poetry (1939-Present) (5

Weeks)
OBJECTIVES
1. Students will be able to analyze characteristics of subgenres used in poetry, prose,
prose, plays, novels, short stories, essays, and other games.
2. Students will be able to apply their knowledge of subgenres by writing either an
analytical essay or short story.
ELA STANDARDS:
usage.
RL.11.3 Analyze the impact of the authors conventions of standard English
capitalization, punctuation, and spelling when
writing.
L.11.5 Demonstrate understanding of
figurative language, word relationships, and
meaning.
nuances in word meanings.
RL.11.7 Analyze multiple interpretations of
a story, drama, or poem.
W.11.3 Write narratives
needed.
ESSENTIAL QUESTION(S): Change can generate additional change
1. How do political, social and economic development shape peoples lives and the whole
of society?
2. How do multiple meanings and multiple worlds reflect the world of a writer?
3. Does reality need to be experienced physically to be fully appreciated?
SKILLS:
Literary Skills: Evaluate traditions in American literature; analyze implied metaphor,
subjective and objective reporting, persuasion, satire, magic realism, dialogue in
nonfiction, personal essay, allusion, poetic devices, figurative language, and
archetypes; analyze and compare political points of view on a topic; compare and
contrast works from different literary periods.
Reading Skills: Analyze an authors credibility, a writers message, historical context;
make inferences about characters; identify main ideas and supporting details; evaluate
an authors argument.
Vocabulary Skills: Understand connotations of synonyms and etymologies of words
used in political science and history; use context clues; recognize synonyms; analyze
word analogies.
Media Skills: Develop, write, and revise a multimedia presentation.
Listening and Speaking Skills: Present and evaluate an oral recitation of literature.
Walcott, Derek. Elsewhere. Pg. 1067
Extended Works Choose One:
13
Steinbeck, John. Of Mice and Men

Hansberry, Lorraine. A Raisin in the Sun
SUGGESTED TEXTS:
Barthelme, Donald. Game Pgs. 879-882
Carver, Raymond. Everything Stuck to Him. Pgs. 889-892
Alvarez, Julia. Daughter of Invention Pgs. 899-909
Marquez, Gabriel Garcia. The Handsomest Drowned Man in the World. Pgs. 913917
Tan, Amy. Rules of the Game from The Joy Luck Club. Pgs. 921-929.
Walker, Alice. From In Search of Our Grandmothers Gardens. Pgs. 1009-1012
Plath, Sylvia. Mirror, Mushrooms. Pgs. 1050-1053
Cofer, Judith Ortiz. The Latin Deli: An Ars Poetica. Pg. 1079
Dove, Rita. Testimonial Pg 1083
Collins, Billy. Man Listening to Disc Pg. 1098.
Analytical essay / Short story
1. Rhetorical writing techniques
2. Grammar Review
RESOURCES:
UNIT 8 TITLE: Do I Dare? (Personal Philosophy) (3 Weeks)

OBJECTIVES
1. Students will be able to analyze a variety of fiction and nonfiction texts to identify
beliefs and the influencing factors.
2. Students will be able to reflect on an produce a written personal philosophy
ELA STANDARDS:
RL.11.2 Determine and analyze two or
usage.
more themes or central ideas of a text.
L.11.4 Determine or clarify the meaning of
RL.11.4 Determine the meaning of words
unknown and multiple-meaning words and
and phrases as they are used in a text.
phrases.
RI.11.3 Analyze and explain how specific
L.11.5 Demonstrate understanding of
individuals, ideas, or events interact and
figurative language, word relationships, and
14
develop over the course of the text.

RI.11.6 Determine an authors point of view
RL.11.10 and RI.11.10 By the end of grade
11, read and comprehend complex grade level
text proficiently.
nuances in word meanings.

L.11.6 Acquire and use accurately general
academic and domain-specific words and
phrases.
W.11.3 Write narratives

needed.
W.11.7 Write routinely for a variety of
tasks, purposes, and audiences.
ESSENTIAL QUESTION(S): Your personal philosophy guides your life choices.
1. What influences beliefs?
2. How do beliefs affect thoughts and actions?
3. How do belief systems shape individuals?
4. What is my personal philosophy?
SKILLS:
Literary Skills: Analyze theme; compare universal themes; compare and contrast
themes across genres; analyze characteristics of fiction and non-fiction genres.
Reading Skills: Evaluate the credibility of opposing arguments; generate research
questions and evaluate sources; synthesize information from several sources on a
single topic.
Writing Skills: Develop, write and revise a personal belief statement. Compose a
technical writing portfolio.
Speaking and Listening Skills: present a small presentation about a personal belief
statement.
Sacchetti, Maria. Daughter Aims High, Hits Target
Eliot, T.S. The Lovesong of J. Alfred Prufock.
SUGGESTED TEXTS:
Ehrmann, Max. Desiderata.
Sullivan, Deirdre. Always Go to the Funeral.
Giovanni, Nikki. Choices
Masters, Edgar Lee. George Gray
Reflective essay
Podcast (if technology available)
Power Point presentation
1. Grammar Final Exam
15
2. Final Writing Portfolio
RESOURCES:
16

Grade 11 Ela Curriculum Map

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Cholla Academy ELA Grade 11 CURRICULUM MAP

Course: ELA Grade 11

ELA Curriculum Map Grade 11

UNIT 2 TITLE: American Romanticism (1800 - 1860) (3 Weeks)

Nature pg. 182

ELA Curriculum Map Grade 11

UNIT 3 TITLE: Early American Poets (Whitman and Dickinson) (4 Weeks)

CORE TEXTS: Holt Elements of Literature 3rd Course

ELA Curriculum Map Grade 11

UNIT 5 TITLE: The Modern (1914-1939) (6 Weeks)

RL.11.5 Analyze how an authors choices

L.11.4(a-d) Determine or clarify the

W.11.1 Write arguments to support claims.

ELA Curriculum Map Grade 11

UNIT 6 TITLE: Contemporary Literature: Non-fiction (1939 - Present) (4 Weeks)

Nuremberg Trial, November 21. 1945. Pgs. 846-851

ELA Curriculum Map Grade 11

UNIT 7 TITLE: Contemporary Literature: Fiction, Drama, & Poetry (1939-Present) (5

Steinbeck, John. Of Mice and Men

UNIT 8 TITLE: Do I Dare? (Personal Philosophy) (3 Weeks)

develop over the course of the text.

nuances in word meanings.

W.11.3 Write narratives

2. Final Writing Portfolio

ELA Curriculum Map Grade 11

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