American Literature (Course) Unit 5

AMERICAN LITERATURE UNIT

This page is part of the American Literature high school curriculum page. To see the entire curriculum, click here.

DRAFT

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The information on this page may be outdated, inaccurate, or incomplete. Use this page with caution.

Unit 5: Stepping Onto the Stage (1914-1945)

Modernism

The Modern Period in American literature begins with the start of World War I and ends with the conclusion of World War II.

Standards and I Can Statements

CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• I can define textual evidence ("word for word" support). (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion ("based on what I've read, it's most likely true that…"). (R)
• I can read closely and find answers explicitly in the text ("right there" answers) and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)
• I can determine places in the text that leave matters uncertain (e.g., when the reader must draw his or her own conclusions or assumptions). (R)

CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

• I can analyze an author's point of view in a text. (K)
• I can analyze words stated directly in a text and determine when an author is requiring the reader to make an inference as to what is really meant. (R)
• I can recognize when authors use literary techniques to shape the content and style of a text. (R)

CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• I can define textual evidence. (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. (R)
• I can read closely and find answers explicitly in text and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)
• I can determine places in the text that leave matters uncertain. (R)

CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• I can identify the writing style that best fits my task, purpose, and audience. (K)
• I can use organizational/formatting structures (graphic organizers) to develop my writing ideas. (S)
• I can composes a clear and logical piece of writing that demonstrates my understanding of a specific writing style. (P)

CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• I can identify the parts of my presentation, including findings, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest. (K)
• I can integrate appropriate digital media in a strategic manner to improve my presentation. (S)

CCSS.ELA-Literacy.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• I can recognize the difference between general academic words and phrases and domain-specific words and phrases.
• I can acquire and use college and career readiness level academic and domain-specific words and phrases to demonstrate proficiency in reading, writing, speaking, and listening.
• I can consider vocabulary knowledge including denotation, nuance, etymology, etc., and determine the most appropriate words or phrases to express overall meaning. (S)
• I can gather vocabulary knowledge independently when considering a word or phrase important to comprehension or expression. (S)

Literary Resources

Fitzgerald, F. Scott
Novels

• The Great Gatsby