This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text.  This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)

 This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text.  This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)

 This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text. This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)This is a link to the same graphic organizer but in Google Slides. The teacher could assign it in Google Classroom for the students to respond to. Google Slides Organizer

In this unit, students will be reading and writing myths following the structure of short stories and eventually publishing their own work.

A guideline for teachers to compare the works of Edgar Allan Poe and Ambrose Bierce and discuss how their narration choices affect the piece and the reader.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will be introduced to Edgar Allan Poe's theory on the “single effect” of the short story. They will read a passage from Poe as well as his short story “The Tell-Tale Heart.”

In this lesson, students will focus on the use of point of view in the short story. They will re-examine first-person narration in “The Tell-Tale Heart” and also consider third-person narration in Kate Chopin's “Regret.”

Explore point of view beyond 1st/2nd/3rd person; give your students a chance to explore perspective of characters to the theme and action of the plot.  Students will consider several questions and themes, discuss their ideas with others, and createa  written response.

Explore point of view beyond 1st/2nd/3rd person; give your students a chance to explore perspective of characters to the theme and action of the plot.  Students will consider several questions and themes, discuss their ideas with others, and create a  written response.

In this lesson, students apply their understanding of the point of view of a literary work and how it affects the story line through writing their own family position paragraphs.

In this lesson, students will build knowledge of characters and events in a story and be introduced to the concept of point of view at various points in a text.

Students lesson compare and contrast the traditional Three Little Pigs, by Golden Books to The True Story of the Three Little Pigs, by Jon Scieszka and Lane Smith. Students will discover how an author’s point of view can influence how a reader feels.

This lesson plan encourages students to examine point of view by writing an eyewitness account. This lesson plan can be used with any novel the students might happen to be reading - students choose a character from whose perspective they'd be interested in examining things.

Students develop and present an evidence-based argument about a change they would like to bring about at their school to make it a healthier place for all students. In this interactive lesson designed for both full-class and individual or small-group work, students examine a similar effort, chronicled in BASIC BLACK: Youth Fighting Fat, in which a group of concerned Boston teens seeks to address the problem of obesity in their community.

Using the topic of Mythology, students will work through various activities to learn the characteristics of a Narrative Essay. This particular unit will/should take place prior to writing the Narrative Essay. Many of the lessons address how to identify, create, apply and analyze point of view, theme, dialogue punctuation, argumenative qualities and citing direct and indirect evidence.

Students complete an English and Language Arts project lesson focused on point of view using the zoo as a theme. The lesson includes a zoo field trip or virtual zoo field trip, class discussions, mini scrapbook point of view project, and a short presentation to the class.

Many students read without questioning a text or analyzing the author's viewpoint. This lesson will introduce students to recognizing point of view of the author. By reading two versions of the same tale and completing an interactive Venn diagram, students recognize that there are not only different versions of a story, but also different viewpoints to consider when reading.

Many students read without questioning a text or analyzing the author's viewpoint. This will let students take any text and analyze the author's purpose and how it is developed. Extension: By reading two versions of the same tale and completing an interactive Venn diagram, students recognize that there are not only different versions of a story, but also different viewpoints to consider when reading.