1.+Reading

=Common Core Standard Statements for Reading Grades 11-12= =Reading Literature=

__EARLY AMERICAN LITERATURE[[file:Early Authors Test II.doc]]__
> ==========
 * **William Bradford**
 * **Mary Rowlandson**
 * **Jonathan Edwar****ds**
 * =====**Anne Bradstreet[[file:Anne Bradstreet questions.doc]]**=====
 * **Ben Franklin[[file:American Revolution.doc]][[file:Ben Franklin TIME questions.docx]][[file:Is it easy to be BEN FRANKLIN.docx]]**
 * **Olaudah Equiano**
 * **William Byrd**
 * **Edward Taylor**
 * **Sor Juana Ines de la Cruz**

__**Colonial Writers**__

 * **Thomas Jefferson[[file:Thomas Jefferson Declaration 2.docx]]**
 * **Patrick Henry**[[file:Patrick Henry 2.docx]]
 * **Thomas Paine[[file:Thomas Paine 2.docx]]**

__**ROMANTICISM**__

 * **Washington Irving[[file:The Man Who Slept for 19 Years.docx]][[file:Rip_Van_Winkle.doc]][[file:Rip Van Winkle Quiz 2.docx]][[file:Rip Van Winkle Intro]]**
 * **Henry Wadsworth Longfellow**
 * [[file:Longfellow.docx]]
 * **TRANSCENDENTALISM**
 * **Ralph Waldo Emerson**
 * **Henry David Thoreau**
 * [[file:Longfellow.docx]][[file:ralph_waldo_emerson_and_transcendentalism.ppt]][[file:Transcendentalism Activities]][[file:Transcendentalist Writers notes.docx]]
 * **GOTHIC ROMANTICISM**
 * **Edgar Allan Poe**


 * **Nathaniel Hawthorne**: //The Scarlet Letter//

REALISM

 * ====**Kate Chopin**====
 * **Ambrose Bierce**

__**NATURALISM**__

 * **Jack London**

__HARLEM RENAISSANCE__

 * **Langston Hughes**
 * **Zora Neale Hurston**
 * **Paul Laurence Dunbar**
 * **Aaron Douglas**

__American Drama__
> ====== > === ===
 * ==="The Crucible" by Arthur Miller[[file:Thought Provoking Crucible Ques]]===

** //OF MICE AND MEN// by John Steinbeck **

 * This is a complete unit guide for //Of Mice and Men//. It contains worksheets and activities that cover: informational text, theme analysis, supporting arguments with textual evidence, author's writing style, vocabulary, etc.
 * Character Analysis: Essence Collage


 * Pre-reading informational text article (similar to "Article of the Week" setup)
 * THE GREAT GATSBY by F. Scott Fitzgerald**

BLEACHERS by John Grisham

 * Activities, lesson plan, and unit guide

**"SO HELP ME GOD" by Joyce Carol Oates**

 * Writing response that asks students to analyze this piece as feminist, gothic, and romantic literature

**STEPHEN KING**

 * Semester Independent Reading Projects[[file:Outside Reading Report Form.doc]][[file:End of nine weeks reading projects.rtf]]**

COMMON CORE DOWNLOADS
-BEVER/K. HINER 7/11
 * The following files were downloaded from a site with suggested examples of what quality common core lessons look like.


 * Key Ideas and Details**
 * 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.
 * 2) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * 3) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed.

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Included at least one play by Shakespeare and one play by an American dramatist.) 8. (Not applicable to literature) 9. Demonstrate knowledge of eighteenth,-nineteenth-and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
 * Craft and Structure**
 * Integration of Knowledge and Ideas**
 * Range of Reading and Level of Text Complexity**

=Reading Informational Text= 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6. Determine and author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content and contribute to the power, persuasiveness, or beauty of the text. 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-. Eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
 * Key Ideas and Details**
 * 1) Cite strong and thorough textural 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.
 * 2) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
 * 3) Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
 * Craft and Structure**
 * Integration of Knowledge and Ideas**
 * Range of Reading and Level of Text Complexity**