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This document outlines the goals and objectives of an American literature unit focusing on contemporary literature from the 20th century. The unit aims to help students understand how historical events influenced authors during this period and how societal expectations often conflicted with reality. Students will analyze themes within and across texts and distinguish between what is directly stated versus implied. They will learn about external and internal conflicts as well as how authors were impacted by social events of the time. To demonstrate their knowledge, students will complete performance tasks analyzing characters using psychological frameworks and participate in discussions, literature circles, and other assessments.
This document outlines the goals and objectives of an American literature unit focusing on contemporary literature from the 20th century. The unit aims to help students understand how historical events influenced authors during this period and how societal expectations often conflicted with reality. Students will analyze themes within and across texts and distinguish between what is directly stated versus implied. They will learn about external and internal conflicts as well as how authors were impacted by social events of the time. To demonstrate their knowledge, students will complete performance tasks analyzing characters using psychological frameworks and participate in discussions, literature circles, and other assessments.
This document outlines the goals and objectives of an American literature unit focusing on contemporary literature from the 20th century. The unit aims to help students understand how historical events influenced authors during this period and how societal expectations often conflicted with reality. Students will analyze themes within and across texts and distinguish between what is directly stated versus implied. They will learn about external and internal conflicts as well as how authors were impacted by social events of the time. To demonstrate their knowledge, students will complete performance tasks analyzing characters using psychological frameworks and participate in discussions, literature circles, and other assessments.
HAS American Literature Unit 6: Contemporary Literature
Stage 1 Desired Results
ESTABLISHED GOALS Transfer CCSS.ELA-Literacy.RL.1-12.1 Cite strong and Students will be able to independently use their learning to… thorough textual evidence to support analysis Link themes across texts and analyze historical context and its influence on a text. of what the text says explicitly as well as Meaning inferences drawn from the text, including UNDERSTANDINGS ESSENTIAL QUESTIONS determining where the text leaves matters Students will understand that… What happens when perception and uncertain. -Writers of this time were often still expectation don’t meet reality? CCSS.ELA-Literacy.RL.11-12.2 recovering from the experiences of war and Determine two or more themes or central the depression How can the difference between expectation ideas of a text and analyze their development -Historical events of the time greatly and reality create internal and external over the course of the text, including how influenced the writings of these authors conflict? they interact and build on one another to -Societal and personal expectations and produce a complex account; provide an reality often conflicted How did social events of the time influence objective summary of the text. writers? CCSS.ELA-Literacy.RL.11-12.6 RELATED MISCONCEPTIONS Analyze a case in which grasping a point of Students may struggle with the bigger view requires distinguishing what is directly concepts of this unit, but this class is a strong stated in a text from what is really meant group, and I’m confident they will be able to (e.g., satire, sarcasm, irony, or work to understand. understatement). Acquisition CCSS.ELA-Literacy.RL.11-12.9 Students will know… Students will be skilled at… Demonstrate knowledge of eighteenth-, -The difference between perception and -Identify themes within a text nineteenth- and early-twentieth-century expectation -Relating themes between two novels foundational works of American literature, -The difference between external and internal -Identifying conflict and source of conflict including how two or more texts from the conflict same period treat similar themes or topics. within a text -How authors were influenced by social events of this time period -How to identify common and conflicting themes across texts -How to look at non-fiction texts as context for a fiction novel Stage 2 - Evidence Evaluative Criteria Assessment Evidence Ability to cite evidence to support a claim PERFORMANCE TASK(S): Ability to identify external and internal Students will perform one task per novel, assessing characters based on Kohlberg’s Stages of conflict as well as sources of conflict Moral Development (To Kill a Mockingbird) and Maslow’s Hierarchy of Needs (The Bell Jar) Ability to make connections between two texts Grammar and conventions Ability to cite evidence to support a claim OTHER EVIDENCE: Ability to identify external and internal Reading quizzes conflict as well as sources of conflict Literature circles Ability to make connections between two Class discussions texts Textbook questions Grammar and conventions Ability to participate respectfully in small group and whole class discussions