American Literature and Composition Course Schedule

Download 27.89 Kb.
Size27.89 Kb.

American Literature and Composition Course Schedule

Mr. Younger

The following is a chronological list of the works studied during the course of the year. Formal extended analysis essays and timed, in-class essay responses are listed; other activities (informal, exploratory writing activities, tests, speeches and presentations, etc) are not. Please note that this list is not set in stone and may be expanded or truncated as time constraints dictate.
Schedule Note: Grammar and occasional vocabulary activities every Monday; majority of vocabulary taught in conjunction with novel units.
Preactivities: Literary Terms Mondays, Tuesdays, and Thursdays (53 first semester and 53 second semester)

Quote analysis on Wednesday; Brain Teasers on Friday’s

After completion of literary terms, we will do vocab activities on Mondays, Tuesdays, and Thursdays.
Grammar Units: (subject to change as time allows)

1) Comma Unit

2) Semicolon and colon unit

3) Quotation Marks with direct Quotations

4) Dashes, Parenthesis, and Hyphens

5) Apostrophes

6) Agreement: subject/verb pronoun/antecedent

7) Common Usage Problems

8) Prefixes, Suffixes, Word-Roots
First Semester Essays:

Reflective Essay: Significant Memory

Short Answer Essay: John Proctor Tragic Hero

Short Answer Essay: John Proctor’s Decision

Short Answer Essay: Ahab Character Analysis: Courageous Captain or Obsessed Madman?

Formal extended analysis: Transcendental Quotation.

Formal extended analysis: Dark Romanticism Characteristics Analysis.

Reflective Essay: Personal Test (Life Challenge)
Second Semester Essays: (subject to change as time allows)

Persuasive Research Essay: A contemporary issue with opposing viewpoints

Timed, In-class Essay: Huckleberry Finn; essay prompt TBA

Formal Extended Analysis: The Great Gatsby various novel-related topics

Formal Extended Analysis: Catcher in the Rye various novel-related topics

Short Answer Essay: Raisin in the Sun: Literary analysis of dynamic character

I. Colonial Period: Beginnings--1800

A. Native American Voices

1. The Earth on Turtle’s Back” (Onondaga)

2. “When Grizzlies Walked Upright” (Modoc)

3. “The Navajo Origin Legend” (Navajo)

Reflective Essay: Reflect upon a Significant Memory.

B. The Puritan Way

1. Arthur Miller

a. Drama: The Crucible (written in 1953, but set in 1692, so we will study it here among the Puritan works.)

Short Answer Essay: John Proctor Tragic Hero. Draw upon textual details to evaluate whether or not the character John Proctor is a prototypical Tragic Hero according to historical tragic hero attributes.

Short Answer Essay: John Proctor’s Decision. At the end of the play, Reverend Hale insists that John Proctor’s decision to hang instead of admitting that he was consorting with the devil is an act of excessive pride or stubbornness. As the old saying goes, sometimes people "bite off their nose to spite their face." Discuss your opinions regarding Proctor’s decision? Do you think that Proctor’s last act was an honorable choice, or an act of excessive pride or honor? Include contextual evidence in support of your answer.

2. Jonathan Edwards

a. from Sinners in the Hands of an Angry God

3. Anne Bradstreet

a. “To My Dear and Loving Husband”
II. Early Nineteenth Century: American Romanticism 1800—1865

  1. Transcendentalism

1. Ralph Waldo Emersom

  1. From Nature

  2. From “Self-Reliance”

  3. “World Soul”

  4. “The Rhodora”

  1. Henry David Thoreau

i. From Walden

ii. From Civil Disobedience

Formal extended analysis: Transcendental Quotation. Select an Emerson or Thoreau quotation and write an essay analyzing, illustrating, reacting to, and expounding upon it and its relation to transcendental values.

3. Walt Whitman

i. From Song of Myself

ii. “When I Heard the Learn’d Astronomer”

iii. “By the Bivouac’s Fitful Flame”

iv. “A Noiseless Patient Spider”

v. “I Saw in Louisiana a Live Oak Growing.”

vi. “I Hear America Singing”

vii. “I, Too” (Langston Hughes)

B. The Fireside Poets; selected poetry from:

a. Henry Wadsworth Longfellow

i. “A Psalm of Life”

ii. “The Tide Rises, The Tide Falls”

iii. “The Cross of Snow”

b. Oliver Wendell Holmes

c. James Russell Lowell

d. John Greenleaf Whittier

C. The Dark Romantics

1. Edgar Allan Poe: Gothic Literature

a. “The Fall of the House of Usher”

b. “The Masque of the Red Death”

c. “The Oval Portrait”

2. Herman Melville

a. From Moby Dick

b. Short Answer Essay: Ahab Character Analysis: Courageous Captain or Obsessed Madman?

Formal extended analysis: Dark Romanticism Characteristics Analysis. Choose a story from the Dark Romantics unit, and drawing upon a careful examination of textual details, considering its structure, style, and themes, develop an extended literary interpretation of its merit as a representative of the Dark Romanticism (Gothic) genre. Response will be rewritten through the peer and teacher revision process.

3. Emily Dickinson

  1. Selected Poetry

III. Late Nineteenth Century: Realism, Naturalism, and Regionalism 1865-1914

  1. The Divided Nation

  1. Abraham Lincoln

    1. “The Gettysburg Address” (speech)

B. Naturalism

1. Novel (excerpt): The Red Badge of Courage

a. Reflective Essay: Personal Test. In the Red Badge of Courage, Henry Fleming’s personal test comes in war. In a reflective essay, discuss a personal test that you faced.

2. Stephen Crane: Selected Poetry

3. Jack London

a. “To Build a Fire”

C. Regionalism

1. Mark Twain

a. “The Notorious Jumping Frog of Calaveras County”

b. Novel: The Adventures of Huckleberry Finn

c. Timed, In-class Essay: Huckleberry Fin; essay prompt TBA

C. New Perspectives

1. Kate Chopin

a. “The Story of an Hour”

b. Formal extended analysis: Social Criticism Draw upon careful examination of textual details in these two feminist works to interpret and evaluate the social, historical, and/or cultural criticism they exhibit.

2. Chief Joseph

a. “I Will Fight No More Forever” (speech)

IV. Modern Period: 1914-1945

A. Toward Modernism

1. Edgar Lee Masters

a. From Spoon River Anthology (Poetry)

2. Robert Frost

a. Selected Poetry

3. Edna St. Vincent Millay

a. Selected Poetry

B. Literary Experimentation

1. Selected Poetry from: Ezra Pound, William Carlos Williams,

e.e. cummings, Carl Sandburg and T.S. Eliot.

2. Katherine Anne Porter

a. “The Jilting of Grannie Weatherall”

C. Earnest Hemingway

1. “Hills Like White Elephants”

2. “Cat in the Rain”

3. “A Clean, Well-Lighted Place”

a. Timed, in-class response: Symbols Through the close examination of textual details, students will develop an extended interpretation of symbolism and its affect on themes in one of the Hemingway works studied in this unit.

D. F. Scott Fitzgerald

1. Novel: The Great Gatsby

a. Formal Extended Analysis: various novel-related topics

E. The Harlem Renaissance

1. Various Poetry Selections

2. Novel: Zora Neale Hurston, Their Eyes Were Watching God

a. Timed, in-class response: Conflict There are four main types of conflict: Man vs. Man, Man vs. Nature, Man vs. Society, and Inner Conflict. Through the close examination of textual details create an extended interpretation of conflict in the novel, providing one example for each conflict type, and concluding with a summative evaluation of the conflicts’ effect on Janie as a dynamic character.

F. John Steinbeck

1. “The Chrysanthemums”

G. James Thurber

1. “The Catbird Seat”
V. Contemporary Period: 1945-Present

A. Poetry

1. Selected Poems by: Sylvia Plath, William Stafford, Lorna Dee Cervantes, Gary Snyder, Gary Soto, Gwendolyn Brooks, Yusef Komunyakaa, and Garrett Hongo

B. Southern Gothic:

1. Flannery O’Conner

a. “The Life You Save May Be Your Own”

2. William Faulkner

a. 2. “A Rose For Emily” (1930)

3. Eudora Welty

a. “A Worn Path”

C. Modern Gothic:

1. Joyce Carol Oates

a. “Where is Here?”

D. Selected Prose:

1. Kurt Vonnegut

a. “Epicac”

2. Ray Bradbury

a. Selected Short Stories

3. Tim O’Brien

a. From The Things They Carried

4. Martin Luther King

a. “I Have a Dream”

E. Novel: The Catcher in the Rye

a. Formal extended analysis: various novel-related topics

F. Drama: A Raisin in the Sun

a. Formal extended analysis: various novel-related topics

G. Opposing viewpoints research essay: Choose one side of a multi-sided contemporary issue—one with two or more opposing viewpoints—and support your chosen side in a research-based essay. Make a thesis statement that it is an argument or judgment, and then support it with facts, ideas, and quotes from your research.
Directory: site -> handlers

Download 27.89 Kb.

Share with your friends:

The database is protected by copyright © 2024
send message

    Main page