Unit Summary
The goal of this unit is for you to learn about Puritans and Pilgrims, and their role in colonizing early America. In order to do this, you will read multiple texts and genres of both fiction and non-fiction, including Of Plymouth Plantation, The Scarlet Letter, and The Crucible, each of which provide a unique historical and cultural point of view. Reading all three of these texts will take approximately four to five weeks, and will require multiple reading quizzes, small group discussions, and reading journals in order to evaluate students learning and productivity. Once these are read, you will create a solid argument and thesis about one or more of the themes discussed in at least two of the texts, through which you will support using multiple primary and secondary sources. Therefore, you will then be required to do print or online source research in the library or at home, organizing information and citations in a way that will assist you when begin writing your final paper. By the end of the unit, you will have two final products: an argumentative essay written to prove your thesis through contextual evidence and source information, as well as a group, oral presentation focusing on one of the texts you have read and additional information provided from your individual research.
In doing this, all students will complete specific reading, writing, listening and speaking English standards for 11th grade, such as: contrasting and comparing multiple texts to determine a thesis, researching and citing strong primary and secondary sources that support their thesis, organizing and formulating their research into an argumentative essay, and presenting their overall product in a digital and group capacity.
In doing this, all students will complete specific reading, writing, listening and speaking English standards for 11th grade, such as: contrasting and comparing multiple texts to determine a thesis, researching and citing strong primary and secondary sources that support their thesis, organizing and formulating their research into an argumentative essay, and presenting their overall product in a digital and group capacity.
Subject Area
English
Grade Level
Eleventh Grade
California Content Standards
Reading Standard 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.
Reading Standard 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.
Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing Standard 7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research (apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of seventeenth-, 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”)).
Speaking and Listening Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening Standard 4: Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Speaking and Listening Standard 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Reading Standard 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.
Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing Standard 7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research (apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of seventeenth-, 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”)).
Speaking and Listening Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening Standard 4: Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Speaking and Listening Standard 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Big Ideas
1. Examine multiple texts (both fiction and non-fiction) to learn about the lives, faith, and culture of the 17th Century Puritans.
2. Recognize the difference between the Pilgrims and the Puritans.
3. Learn about early America, as well as the first colonies and colonists.
2. Recognize the difference between the Pilgrims and the Puritans.
3. Learn about early America, as well as the first colonies and colonists.
Student Learning Objectives
1. One objective of this lesson is for students to examine multiple texts (both fiction and non-fiction) in order to learn about the Puritans and early American colonies.
2. Another objective is for students to build a solid argument and thesis concerning one or more themes within the literature read in class, supported through the research of primary and secondary sources.
3. In the end of this unit, students are going to be able to express newly learned knowledge through written form (essay) and oral presentation (powerpoint).
2. Another objective is for students to build a solid argument and thesis concerning one or more themes within the literature read in class, supported through the research of primary and secondary sources.
3. In the end of this unit, students are going to be able to express newly learned knowledge through written form (essay) and oral presentation (powerpoint).