Scope and Sequence (A4)American Literature12th GradeDate Topic/Activity StandardsWeek1&2M-F-read Huckleberry Finn by Mark Twain-discuss literary elements-read poems by Langston Hughes “Minstrel Man” and Paul Laurence Dunbar “We wear the Mask”-group activity: choose favorite scene from novel and do a dramatic reading for the class -write an paper on stereotypes as seen in the novel and in the poemsReading Strand 2: Comprehending Literary TextConcept 1: Elements or LiteraturePO1. Evaluate the author’s use of literary elements:-theme (moral lesson, meaning, message, view or comment on life),-characterization (qualities, motives, actions, thoughts, dialogue, development, interactions)Writing Strand 3: Writing ApplicationsConcept 5: Literary responsePO1. Write literary analyses that: compares literary texts that express a universal theme, providing textualevidence as support for the identified themeWeek 3M-F-read young adult novel Out of the Dust by Karen Hesse-in-class group character analysis; in class quiz-write a short paper on themes and motifs seen within the novelConcept 1: Elements or LiteraturePO1. Evaluate the author’s use of literary elements:-theme (moral lesson, meaning, message, view or comment on life),-characterization (qualities, motives, actions, thoughts, dialogue, development, interactions)Writing Strand 3: Writing ApplicationsConcept 5: Literary responsePO1. Write literary analyses that: compares literary texts that express a universal theme, providing textualevidence as support for the identified themeWeek4&5T-F-read Of Mice and Men by John Steinbeck-discuss the economic conditions of the Depression Era in scored discussion-write an expository essay on the social and economic state in the novelReading Strand 2: Comprehending Literary TextsConcept 2: Historical and Cultural Aspects of LiteraturePO2: Relate literary works and their authors to the seminal ideas of their eras.Writing Strand 3: Writing applicationsConcept 2: ExpositoryPO1: includes thesis statement, includes topic sentence for each paragraph, includes relevant factors and variables that need to be considered, includes effective conclusionWeek 6M-F-read selected poetry by T.S. Eliot, William Carlos Williams, e. e. cummings, and Archibald MacLeish-write a poem in the style of one of thegreat Depression-era poetsReading Strand 2: Comprehending literary textConcept 1: Elements of LiteraturePO7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition,) structure, graphic elements, (e.g. line length, word position)Writing Strand 3: Writing applicationsConcept 1: ExpressivePO1: Use voice and style appropriate for audience and purpose. Organize ideas in writing to ensure coherence, progression and support. Week 7M-F-read selected short stories by Ernest Hemingway-discuss the role of women Reading Strand 2: Comprehending Literary TextConcept 1: Elements or literaturePO1. Evaluate author’s use of literary elements:-theme (moral lesson, meaning, view or comment on life)-characterization (qualities, motives, actions, thoughts, dialogue, development,-write short story on your own personal journey’sinteractions)Writing Strand 3: Writing applicationsConcept 1: ExpressivePO1: Use voice and style appropriate for audience and purpose. Organize ideas in writing to ensure coherence, progression and support. Week 8M-F-read Sydney Kingsley’s depression-era play, Dead End-break into groups and perform short scenes from the play-write a review of the playReading Strand 2: Comprehending Literary TextConcept 1: Elements or literaturePO1. Evaluate author’s use of literary elements:-theme (moral lesson, meaning, view or comment on life)-characterization (qualities, motives, actions, thoughts, dialogue, development, interactions)Strand 3: Writing ApplicationsConcept 5: Literary ResponsePO1: Write literary analyses that describes the function of dialogue, scene design, soliloquies, asides, and or character foils in dramatic literature.Week 9M-WBeat Poets-read selected poems and prose selections by most prominent Beat writers-discuss the impact of these writers on literature and societyReading Stand 2: Comprehending Literary TextConcept 1: Elements or LiteraturePO 7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position).Reading Stand 2: Comprehending Literary TextsConcept 2: Historical and Cultural-write an essay describing the influence of the Beat writers on their society and the literary worldAspects of LiteraturePO 2. Relate literary works and their authors to the seminal ideas oftheir eras. Writing Strand 3: Writing ApplicationsConcept 5: Literary ResponsePO 1. Write literary analyses that:f. compares literary texts that express a universal theme, providing textual evidence as support for the identified theme.Week 10M-FJD Salinger and Kurt Vonnegut-read selected short stories by Salingerand Slaughter House 5 by Vonnegut-discuss Salinger’s and Vonnegut’s brand of social commentary-write a short essay that explores Salinger’s or Vonnegut’s comments onsociety versus your own perceptions of societyGrammar-discuss tense, aspect, and voice using Salinger’s stories as a source for these grammar aspectsReading Strand 2: Comprehending Literary TextsConcept 1: Elements of LiteraturePO 2. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory withemphasis upon how the writer uses language to evoke readers’ emotions. PO 3. Analyze a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis.Writing Strand 3: Writing ApplicationsConcept 5: Literary ResponsePO 1. Write literary analyses that:f. compares literary texts that express a universal theme, providing textual evidence as support for the identified theme.Writing Strand 2: Writing ElementsConcept 6: ConventionsPO 11: Demonstrate control of grammar and usage in writing:b. verb forms and tenses.Week 11M-F60’s protest songs-student research 60’s protest songs and evaluate them for their poetic value and their purpose as social commentary-students write a short research paper of