Grade 11 Unit Overview Recommended Anchor Text Unit Focus Text Complexity* Content and Standards Time of Year Excerpts from Compare and contrast texts that Undaunted Beginning of year Westward Moderately present various perspectives, build Stephen Courage, (coordinate with Expansion complex historical knowledge, develop Ambrose US History) arguments (Page XX) The Scarlet Letter, Religious influence Examine foundational literary works, Nathaniel Hawthorne Beginning to in the United States Very complex speeches, and documents; build middle of year (Page XX) historical knowledge Connecticut Yankee in Examine how authors use devices and King Arthur’s Tradition and Moderately Court, structure to develop unique styles, Middle of year change complex Mark Twain analysis of satire (Page XX) analyze Determine authors’ purpose, Our Town, Society, Moderately how a central idea is developed, Thorton Wilder Middle of year self-reliance complex evaluate and compare effective (Page XX) arguments in their Analyze authors’ choices American Dream, The American Moderately development of theme/central ideas, Jim Cullen End of year Dream complex compare and contrast similar ideas (Page XX) across multiple texts Grade 12 Unit Overview Recommended Anchor Text Unit Focus Text Complexity* Content and Standards Time of Year Excerpts from The Use of language, irony and Canterbury Tales, Social criticism in Moderately characterization to convey political and Beginning of year Geoffrey Chaucer medieval literature complex social views of the time period (Page XX) Excerpts from Hero with a Thousand Moderately Development of central idea Joseph Faces, The Beginning of year hero’s journey complex through the text structure author’s Campbell (Page XX) William Hamlet, Shakespeare Revenge and Development of characters to impact Very complex Middle of year madness the theme of a text (Page XX) and the The impact of “Politics Determine an central idea, author’s English language on Language,” Very complex point of view, purpose, and End of year George Orwell politics and social rhetorical style values (Page XX) Development of an point of author’s Gulliver’s Travels, The individual view and a central ideas text’s Jonathan Swift (Page Very complex End of year versus society through use of rhetoric, specifically XX) satire The language (words, sentence structure) might be at or below grade level but the content is complex and suitable for Readily accessible text: the grade level, or the language is at grade level and the content is less complex. The language is at grade level, and the content is suitable for the grade level. Moderately complex text: The language is at or slightly above grade level, and the content is significantly complex. Very complex text:
Grade 11 Unit Overview Anchor Text Unit Focus Text Complexity* Content and Standards Recommended Time of Year Excerpts from Undaunted Courage, Stephen Ambrose (Page XX) Westward Expansion Moderately complex Compare and contrast texts that present various perspectives, build historical knowledge, develop arguments Beginning of year (coordinate with US History) The Scarlet Letter, Nathaniel Hawthorne (Page XX) Religious influence in the United States Very complex Examine foundational literary works, speeches, and documents; build historical knowledge Beginning to middle of year Connecticut Yankee in King Arthur’s Court, Mark Twain (Page XX) Tradition and change Moderately complex Examine how authors use devices and structure to develop unique styles, analysis of satire Middle of year Our Town, Thorton Wilder (Page XX) Society, self-reliance Moderately complex Determine authors’ purpose, analyze how a central idea is developed, evaluate and compare effective arguments Middle of year American Dream, Jim Cullen (Page XX) The American Dream Moderately complex Analyze authors’ choices in their development of theme/central ideas, compare and contrast similar ideas across multiple texts End of year Grade 12 Unit Overview Anchor Text Unit Focus Text Complexity* Content and Standards Recommended Time of Year Excerpts from The Canterbury Tales, Geoffrey Chaucer (Page XX) Social criticism in medieval literature Moderately complex Use of language, irony and characterization to convey political and social views of the time period Beginning of year Excerpts from Hero with a Thousand Faces, Joseph Campbell (Page XX) The hero’s journey Moderately complex Development of central idea through the author’s text structure Beginning of year Hamlet, William Shakespeare (Page XX) Revenge and madness Very complex Development of characters to impact the theme of a text Middle of year “Politics and the English Language,” George Orwell (Page XX) The impact of language on politics and social values Very complex Determine an author’s central idea, point of view, purpose, and rhetorical style End of year Gulliver’s Travels, Jonathan Swift (Page XX) The individual versus society Very complex Development of an author’s point of view and a text’s central ideas through use of rhetoric, specifically satire End of year Readily accessible text: The language (words, sentence structure) might be at or below grade level but the content is complex and suitable for the grade level, or the language is at grade level and the content is less complex. Moderately complex text: The language is at grade level, and the content is suitable for the grade level. Very complex text: The language is at or slightly above grade level, and the content is significantly complex.