Eleventh Grade Curriculum Reading List

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

STANDARD 11.3

STRAND: READING ANALYSIS

GRADE LEVEL 11

11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

STANDARD 11.4

STRAND: READING ANALYSIS

GRADE LEVEL 11

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author's intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader's senses and experience. h) Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

STANDARD 11.5

STRAND: READING ANALYSIS

GRADE LEVEL 11

11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors' purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

Language

Language Arts

Author

Holt Textbook

Genre

Context or

Arts

Instructional Focus

Title, Challenge

Cultural

Objectives

Level and/or

Perspective

Lexile

Apply Language Arts Standards 11.3 a-g, as appropriate. Apply 11.4k and 11.5h (Generate and respond logically to literal, inferential,

evaluative, synthesizing, and critical thinking questions before, during, and after reading texts) on all reading selections.

* VUS refers to Virginia and United States History Standards of Learning for Virginia Public Schools

Note: Critical questions for fiction and nonfiction are: What does it say? What does it mean? Why does it matter?

SOL 11.4a SOL 11.4b SOL 11.4d SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.5a SOL 11.5d

Instructors will use the following nonfiction for instructional examples.

? Describe contributions of different cultures to the development of American literature

? Compare and contrast the development of American Literature in historical context

? Use information from texts to clarify understanding of concepts ? Recognize characteristics of major chronological eras ? Relate literary works and authors to major themes, genres, and

issues of eras ? Analyze the social and cultural function of American literature ? Use information from texts to clarify understanding of concepts ? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

? Compare and contrast development of American literature in historical context

? Recognize major literary forms and their elements ? Recognize the characteristics of major chronological eras ? Analyze the social and cultural function of American literature

Informational materials

Informational materials

Exploring American Literature:

Introducing the Essentials pp. 1-18 On level

Introduction: Questions of the Times; Historical Essay; Timeline: Connecting Literature, History, and Culture; The Legacy of the Era

pp. 19-35 pp. 300-317 pp. 513-527 pp. 639-655 pp. 861-877 pp. 1144-1161

Nonfiction: Informational

Reading text materials to develop background

knowledge

Text Analysis Workshop:

On level

Nonfiction: Expository

Essay

Reading to develop background knowledge

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4a SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

? Use information from texts to clarify understanding of concepts ? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support ? Compare and contrast development of American literature in

historical context ? Recognize major literary forms and their elements ? Recognize the characteristics of major chronological eras ? Analyze the social and cultural function of American literature ? Analyze and synthesize information ? Use information from texts to clarify understanding of concepts ? Draw conclusions and make inferences on explicit and implied

information using textual support

Informational materials Cont.

"Historical Narratives"

pp. 70-71 "American Drama"

pp. 132-133 "Persuasive Rhetoric"

pp. 226-227 "The Art of the

Essay" pp. 366-367 "Form and Content in

Poetry" pp. 528-529 "Realism" pp. 598-599 "Setting in Regional Literature" pp. 656-657 "Social Themes in

Fiction" pp. 780-781 "Analytical Essay" pp. 834-835 "Modernism" pp. 934-935 "Persuasive Essay" pp. 1118-1119 "Voice in Contemporary Literature" pp. 1260-1261

? Describe contributions of different cultures to the development of

American literature

Momaday, N. Scott

? Compare and contrast development of American literature in

historical context

? Relate American literature to traditional and contemporary themes,

genres (memoir), universal characters

? Analyze how context and language structures convey an author's

intent and viewpoint

? Explain how an author's specific word choices, syntax, tone, and

voice support the author's purpose

From The Way to Rainy Mountain

pp. 56-62 On level

Nonfiction: Expository

Essay Cont.

Memoir

Reading to develop background knowledge

Cont.

Contemporary Native American

(VUS.8a)*

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4a SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4a SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4a SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

? Describe contributions of different cultures to the development of American literature

? Compare and contrast development of American literature in historical context

? Relate American literature to traditional and contemporary themes, genres (slave narrative), universal characters

? Analyze how context and language structures convey an author's intent and viewpoint

? Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose

? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

? Describe contributions of different cultures to the development of American literature

? Compare and contrast development of American literature in historical context

? Relate American literature to traditional and contemporary themes, genres (historical narrative), universal characters

? Analyze how context and language structures convey an author's intent and viewpoint

? Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose

? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

? Describe contributions of different cultures to the development of American literature

? Compare and contrast development of American literature in historical context

? Relate American literature to traditional and contemporary themes, genres (chronical), universal characters

? Analyze how context and language structures convey an author's intent and viewpoint

? Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose

? Analyze and synthesize information

Equiano, Olaudah

From The Interesting Slave Narrative Narrative of the Life of

Olauday Equiano pp. 84-88

On level

Smith, John

From The General History of Virginia

pp. 94-99

Historical Narrative

More Challenging

Bradford, William

From Of Plymouth Plantation pp. 104-120

More Challenging

Chronicle

Early Colonial Reading primary

sources (VUS.3)*

Early Colonial Reading primary

sources (VUS.2)*

Early Colonial Reading primary

sources (VUS.2)*

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5? SOL 11.5d SOL 11.5g SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5a SOL 11.5g

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e

? Draw conclusions and make inferences on explicit and implied information using textual support

? Recognize historical context and traditional theme: Revolutionary Period w/ theme of rebellion and protest

? Analyze the social or cultural role of this persuasive speech ? Analyze how context and language structures convey an author's

intent and viewpoint, esp. use of rhetorical devices ? Explain how an author's specific word choices (esp. rhetorical

devices), syntax, tone, and voice support the author's purpose ? Use information from texts to clarify or refine understanding of

concepts ? Use information to clarify understanding of concepts ? Analyze ambiguity, contradiction, paradox, irony, overstatement,

or understatement as found in text ? Draw conclusions and make inferences on explicit and implied

information using textual support ? Recognize historical context and traditional theme:

Revolutionary period w/ theme of rebellion and protest ? Analyze the social or cultural role of American literature ? Analyze how language devices are used to convey viewpoints,

esp. use of parallelism and other rhetorical devices ? Analyze how context and structures convey author's viewpoint

and intent ? Use information to clarify understanding of concepts ? Analyze explicit and implied information to make inferences and

draw conclusions ? Recognize historical context and traditional theme:

Revolutionary period w/ theme of protest and rebellion ? Analyze the social or cultural role of American literature ? Analyze how language devices are used to convey viewpoints,

esp. use of parallelism and other rhetorical devices ? Analyze how context and structures convey author's viewpoint

and intent ? Use information to clarify understanding of concepts ? Analyze explicit and implied information to make inferences and

draw conclusions

? Recognize historical context and traditional theme: Colonial period w/ theme of the cultural ideal

? Analyze the social or cultural role of American literature ? Analyze how language devices are used to convey viewpoint

Henry, Patrick

"Speech to the Virginia Convention"

980L pp. 230-234

Persuasive Speech

More challenging,

Colonial: 18th Century American

(VUS.4c)*

Reading primary sources

Jefferson, Thomas

"The Declaration of Independence" 1390L

pp. 240-244 More Challenging

Public Document

Colonial:18th Century American

Reading primary sources

(VUS.4c)*

Paine, Thomas

From The Crisis pp. 250-255

On level

Essay

Colonial:18th Century American

Reading primary sources

(VUS.4c)*

Franklin, Benjamin

Excerpts: The Autobiography

1400L

Autobiography Colonial: 18th Century

And

American

Aphorisms

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4h SOL 11.5a SOL 11.5c SOL 11.5d SOL 11.5h

? Analyze how context and structures convey author's viewpoint and intent

? Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose

? Use information to clarify understanding of concepts ? Draw conclusions and make inferences on explicit and implied

information using textual support

? Recognize historical context and traditional theme: Transcendental period w/ themes of harmony with nature and self-reliance

? Analyze the social or cultural role of American literature ? Analyze how language devices are used to convey viewpoint ? Analyze how context and structures convey author's viewpoint

and intent ? Explain how an author's specific word choices, syntax, tone, and

voice support author's purposes ? Use information to clarify understanding of concepts ? Analyze information to make inferences and draw conclusions ? Recognize historical context and traditional theme:

Transcendental period w/ themes of harmony with nature and self-reliance ? Analyze the social or cultural role of American literature ? Analyze how language devices are used to convey viewpoint ? Analyze how context and structures convey author's viewpoint and intent ? Explain how an author's specific word choices, syntax, tone, and voice support author's purposes ? Use information to clarify understanding of concepts ? Analyze information to make inferences and draw conclusions ? Recognize historical context and traditional theme: Transcendental period w/ themes of nonconformity, protest, citizen's responsibilities with international consequences ? Analyze the social or cultural role of American literature ? Analyze how context and structures convey author's viewpoint and intent ? Explain how an author's specific word choices, syntax, tone, and voice support author's purposes ? Use information to clarify understanding of concepts ? Analyze information to make inferences and draw conclusions ? Generalize ideas from selections to make predictions about other

Cont. Emerson, Ralph

Waldo

Thoreau, Henry David

Thoreau, Henry David

Gandhi, Mohandas K.

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pp 268-274 More challenging and Poor Richard's

Almanac p. 275

Less challenging

From "Nature" and "Self-Reliance" 960L pp. 370-374 On level

Excerpts: Walden 1190L

pp. 380-387 On level

From "Civil Disobedience"

1050L pp. 390-396

On level "On Civil Disobedience" pp. 400-401

(VUS.4)*

Classic Essay

19th Century Transcendentalism

(VUS.6)*

Classic Essay

19th Century Transcendentalism

(VUS.6)*

Essay: Influential document

19th Century Transcendentalism

Primary source

(VUS.6d,e)*

Speech: Influential Response

Contemporary India

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5? SOL 11.5c SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5? SOL 11.5c SOL 11.5d SOL 11.5h

SOL 11.4b SOL 11.4c SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5? SOL 11.5c SOL 11.5d SOL 11.5h

texts

? Recognize historical context and traditional theme: Antebellum South w/ themes of search for freedom, suffering of slavery

? Analyze the social or cultural role of American literature ? Analyze how context and structures convey author's viewpoint

and intent ? Explain how an author's specific word choices, syntax, tone,

and voice support the author's purpose ? Use information to clarify understanding of concepts ? Generalize ideas from selections to make predictions about other

texts ? Analyze information to make inferences and draw conclusions

? Recognize historical context and traditional themes: Civil War w/ themes of meaning of freedom and its worth

? Analyze the social or cultural role of American literature ? Analyze how context and structures convey author's viewpoint

and intent ? Explain how an author's specific word choices, syntax, tone,

and voice support the author's purpose ? Use information to clarify understanding of concepts ? Generalize ideas from selections to make predictions about other

texts ? Analyze information to make inferences and draw conclusions ? Recognize historical context and traditional themes: life on the

frontier ? Analyze the social or cultural role of American literature ? Analyze how context and structures convey author's viewpoint

and intent ? Explain how an author's specific word choices, syntax, tone,

and voice support the author's purpose ? Use information to clarify understanding of concepts ? Generalize ideas from selections to make predictions about other

texts ? Analyze information to make inferences and draw conclusions

On level

Douglass, Frederick

From Narrative of the Slave Narrative Life of Frederick Douglass, An American Slave pp. 560-569

OR

OR

Jacobs, Harriet

From Incidents in the Life of a Slave Girl

pp. 574-579 On level

Lincoln, Abraham

The Gettysburg Address p. 586

Speech: Influential document

AND

The Emancipation Proclamation pp. 588-589

Twain, Mark

From The Autobiography of

Mark Twain pp. 660-669

OR From Life on the

Mississippi pp. 674-681

On level

Autobiography, Memoir

Mid-19th Century American (VUS.7a)*

Mid-19th Century American (VUS.7c)*

Primary source

Nineteenth Century American

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS ELEVENTH GRADE INSTRUCTIONAL READING LIST

SOL 11.4d SOL 11.4e SOL 11.4h SOL 11.5? SOL 11.5c SOL 11.5d SOL 11.5h

? Analyze the social or cultural role of American literature: journalism as literature

? Analyze how context and structures convey author's viewpoint and intent

? Explain how an author's specific word choices, syntax, tone, and voice support the author's purpose

? Use information to clarify understanding of concepts ? Generalize ideas from selections to make predictions about other

texts ? Analyze information to make inferences and draw conclusion

SOL 11.4b ? Recognize historical context and traditional themes: 1960's

SOL 11.4c

racial unrest and themes of protest, rebellion, disillusionment

SOL 11.4d ? Analyze the social or cultural role of American literature

SOL 11.4h ? Explain language devices used to convey viewpoint: tone, word

SOL 11.4e

choice

? Use information from texts to clarify understanding of concepts

? Analyze explicit and implied information to make inferences and

draw conclusions

SOL 11.4a ? Recognize contributions of different cultures to the

SOL 11.4b

development of American literature

SOL 11.4d ? Recognize historical context and traditional and contemporary

SOL 11.4e

themes

SOL 11.4h ? Analyze the social or cultural role of American literature

SOL 11.5? ? Analyze how context and structures convey author's viewpoint

SOL 11.5c

and intent

SOL 11.5.d ? Explain how an author's specific word choices, syntax, tone, and

SOL 11.5g

voice support the author's purpose

SOL 11.5h ? Use information to clarify understanding of concepts

? Generalize ideas from selections to make predictions about other

texts

? Analyze information to make inferences and draw conclusions

? Analyze ambiguity, contradiction, paradox, irony, overstatement,

or understatement as found in text.

Hemingway, Ernest OR

Parker, Dorothy OR

White, E. B.

"A New Kind of War" Journalism as

pp. 1096-1101

Literature:

OR

News dispatch,

"A Book of Great book review or

Short Stories"

essay

1106-1109

OR

"The Duty of

Writers"

pp.1114-1115

On level

20th Century American

King, Jr., Martin Luther

From "Letter from Birmingham Jail"

1330L On level

Letter

20th Century African American

(VUS.14)*

(Choose two of the

following essays):

"How It Feels to Be

Hurston, Zora Neale

Colored Me"

pp. 900-904

OR

OR

From Coming of Age

Moody, Anne

in Mississippi

pp. 1140-1246

OR

OR

"Mother Tongue"

Tan, Amy

pp. 1264-1269

OR

OR

"In Search of our

Walker, Alice

Mothers' Gardens"

pp. 1280-1284

OR

OR

"Straw into Gold: The

Cisneros, Sandra Metamorphosis of the

Everyday"

pp. 1288-1292

on level

Page 8 of 32

Essay

Contemporary America (VUS.15)*

Revised August 2016

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