American Literature

In American Literature, we will be reading short stories and books by American authors, specifically Of Mice and Men and The Handmaid’s Tale. We will be focusing on themes and other important topics related to Literature. You will focus on creating a deeper understanding of reading and writing essays. 

All students are to adhere to rules and expectations set by the Pittsville Student Handbook. In addition: 

1. Students must arrive to class on time every day ready to give their best effort. This means having all materials, as well as a good attitude. 

2. Students have 2 days after an excused absence to make up work. Once that time has passed, and for all other late work, students must fill out a “late work request” form. 

3. Make-up tests will be offered to students who fill out the “re-teach, re-do, re-take request” form and complete all necessary components. 

4. Cheating will not be tolerated. This includes plagiarism. Cheating/plagiarizing will result in having to re-do the assignment as well as disciplinary action. 

5. Students are expected to be respectful of all people, spaces, and materials.

Tests/quizzes/projects/exams/essays…………………………..50% Classwork…………………..……………………………………………...30% Homework…………………..…………………………………………….20% 

A 100-93 B- 82-80 D+ 69-67

A- 92-90 C+ 79-77 D 66-63

B+ 89-87 C 76-73 D- 62-60

B 86-83 C-72-70 F Below 60 

RL. 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.

RL. 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. 

RL. 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)

RL.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.)

RL. 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

RL.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). 

W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

W.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “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”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).