Curriculum Mapping Project
Class: English 3 Grade: 11 Teacher: Mrs. Benson Librarian: Mrs. Gruntorad
Unit Assignment Vocabulary/ Theme NE Standards AASL Standards
Quarter 3 Pre-Reading: The American Dream LA.12.V.1 Integrate grade-level I.A.1. Formulating questions
Explicit Anti-hero academic vocabulary about a personal interest or a
American Instruction Archetype appropriately for a variety of tasks curricular topic.
Literature Vocabulary and purposes.
Modern
Period (1910
-1940)
The Great
Gatsby
by F. Scott
Fitzgerald
6 weeks
KWL worksheet 1920s time period LA.12.RI.5 Analyze seventeenth-, I.A.2. Recalling prior and
eighteenth-, and background knowledge as
nineteenth-century works of context for new meaning.
historical and literary significance
for their central ideas, purposes,
and rhetorical style
1920s Project 1. Consumption LA.12.RI.5 Analyze seventeenth-, IV.C. 1. Accessing and
Slides 2. Advertising eighteenth-, and evaluating collaboratively
Presentation 3. Access to Electricity nineteenth-century works of constructed information sites.
historical and literary significance
4. Technology Advances
for their central ideas, purposes,
5.The Assembly Line and rhetorical style
6. Affordable
Automobiles
7. The Flapper/The New
Woman
8. The Great Migration &
The Harlem
Renaissance
9. The Prohibition
10. The Crash of 29’
Anticipation money/happiness LA.12.RP.6 Evaluate themes II.A.2. Adopting a discerning
Guide morality within and across literary texts to stance toward points of view
crime draw conclusions, deepen and opinions expressed in
social status understanding of self and others, information resources and
family and generate questions for further learning products
dreams inquiry.
Character characterization LA.12.RP.2 Analyze the III.C.2. Involving diverse
Tracker development and interaction of perspectives in their own inquiry
anti-hero literary elements such as processes.
Group work - characterization, setting, and plot,
Think-Pair-Share and how they contribute to the
meaning of the work as a whole.
Cloze Reading extending theme LA.12.RP.1 Evaluate the IV.B.4. . Organizing information
passage development of two or more by priority, topic, or other
the green light implied or explicit themes over the systematic scheme.
course of a literary text or texts.
Party Invitation prohibition LA.12.W.3 Write in a variety of V.B.1. Problem solving through
and Itinerary social status literary forms to convey real or cycles of design,
organized crime imagined experiences or events, implementation, and reflection.
themes, and perspectives in
which the development, structure,
and style are appropriate to the
task, purpose, and discipline.
Found Poetry characterization LA.12.W.3 Write in a variety of VI.B.1. Ethically using and
conflict literary forms to convey real or reproducing others’ work.
imagined experiences or events,
themes, and perspectives in
which the development, structure,
and style are appropriate to the
task, purpose, and discipline.
Quote analysis point of view LA.12.RP.4 Evaluate how an I.B.1. Using evidence to
theme author develops structure in a investigate questions.
irony literary text to contribute to its
symbolism overall meaning and aesthetic
imagery impact.
The Harlem Author Study: Imagery: identify and LA.12.RP.3 Evaluate an author’s V.A.3. Engaging in
Renaissance Langston analyze the author’s use of point of view and how it inquiry-based processes for
selections Hughes connection to the contributes to the meaning, personal growth.
from the ELA significance, or aesthetic of a
landscape (river) around
Study Sync “The Negro literary text.
curriculum
him.
Speaks of
Rivers” poem by What deeper meanings
3 weeks
Langston does the word muddy
Hughes hold in this poem?
What does the change
to golden infer?
What does this help the
reader visualize? How
does this impact the
larger message of the
poem?
“I, too, Sing central idea LA.12.RI.3 Evaluate an author’s V.A.3. Engaging in
America” by perspective or purpose and how it inquiry-based processes for
Langston theme contributes to the meaning, personal growth.
Hughes significance, or aesthetic of an
point of view informational text.
“Dreams” and compare and contrast LA.12.RI.3 Evaluate an author’s V.A.3. Engaging in
“Dreams perspective or purpose and how it inquiry-based processes for
Deferred” by central idea, theme, contributes to the meaning, personal growth.
Langston imagery, simile, significance, or aesthetic of an
Hughes metaphor informational text.
“The color of an Text Annotations skills LA.12.RI.2 Synthesize and V.A.1. Reading widely and
awkward evaluate how the interaction of deeply in multiple formats and
conversation” by compare and contrast individuals, important events, and write and create for a variety of
Chimamanda key ideas contribute to the purposes.
Ngozi Adichie meaning of the work as a whole.
Teaching Strategies
KWL - What do you know? What do you want to know? What did you learn? This strategy is used to get students to tap into their
background knowledge about a specific topic. It is also optional for students to work together in groups to begin discussions about
the topic.
Cloze reading - As a school improvement strategy for LHS, this strategy is used to build vocabulary as it helps students make
connections to academic ideas. Students can use nearby words and sentences to look for context clues. It can also be used as a
reading comprehension check and, therefore, works well as a sponge activity or exit ticket.
Think/Pair/Share - T : (Think) Students “think” about what they know or have learned about the topic/prompt given by the teacher. P :
(Pair) Each student should be paired with another student or a small group. S : (Share) Students share their thinking with their
partner and listen to their partner's answer as well. This strategy is a staple in many classrooms. It is beneficial to all students as it
asks them to practice academic vocabulary and concepts, and it also allows ELL students to practice English. The cooperative work
builds student confidence, social skills, and can also expand their knowledge. An alternative version of this strategy is Stand
Up-Hand Up-Pair Up.
Explicit Instruction (EI) Vocabulary: This strategy includes numerous steps, modeled by the teacher, that teach students to build a
deeper understanding of essential words. It can also build independent reading skills and reading comprehension.
Guided Notes: Student learning is enhanced through note taking. A variety of guided notes can be used including formal outline,
Cornell notes, webbing, etc.
Text Annotation: Teachers can guide students in annotating texts in order to help readers slow down, focus, think critically, track
thoughts, and process the text.
Special Needs Consideration
Individualized Education Plan (IEP) and 504 Plan students: All accommodations as required in students’ IEPs are provided by the
teacher, including any modifications to tests. I design my class to reach all learners, so all assignments are scaffolded as needed.
Common practices are:
read aloud
guided notes
graphic organizers
scaffolded worksheets
pre-taught vocabulary
modified tests
Gifted and talented students: These high-ability learners may be supported with:
alternative pacing requirements
project-based learning opportunities
questions from a higher-level on Bloom’s Taxonomy
mentor grouping
English Language (EL) students: EL students Adaptations can be made for EL students including:
audio books
vocabulary supports
graphic organizers
opportunities for interaction
project-based learning that supports language development
Existing Materials Available
Topic Title Author Date of Call #
Publication
1920s The 1920s: A Cultural Hanson, Erica 1999 973.91
History of the United
States Through the
Decades
Flappers and the new Gourley, Catherine 2008 305.4
American woman
The Crash of 1929 Aaseng, Nathan 2001 338.5
American Decades: Baughman, Judith 1996 REF 973.92
1920-1929
Prohibition Prohibition Currie, Stephen 2013 363.4
Prohibition Dunn, John M. 2010 363.4
Bootleg: murder, Blumenthal, Karen 2013 363.4
moonshine, and the
lawless years of
prohibition
The end of the roaring Severn, Bill 1969 178
twenties: prohibition
and the repeal
The Great Gatsby The Great Gatsby Fitzgerald, F. Scott 1925 F FIT
Understanding The Wyly, Michael J. 2002 813
Great Gatsby
American Classics: Telgen Diane (Editor) 1989 REF 820.9
Great Writers of the
English Language
Harlem Renaissance Harlem Stomp!: A Hill, Laban Carrick 2003 810.9
cultural history of the
harlem renaissance
Harlem Renaissance Howes, Kelly King 2001 REF 700.89
The Harlem Koopmans, Andy 974.7
Renaissance
Harlem Hellfighters Moore, Shannon Baker 2006 940.54
Here in Harlem: poems Meyers, Walter Dean 2004 811
in many voices
James Baldwin: Voice Gottfried, Ted 1997 B BAL
from Harlem
Other The roads we traveled: Waitley, Douglas 1979 629.2
an amusing history of
the automobile
Henry Ford: York, M.J. 2011 B FOR
manufacturing mogul
People Who Have 1999 B TIM
Shaped the Century:
Our American Century
The 1900s: A Cultural Woog, Adam 1999 973.91
History of the United
States Through the
Decades
The Great Migration: an Lawrence, Jacob 1993 759.13
American story
Langston Hughes Langston Hughes Berry, S.L. 1994 B HUG
My People Hughes, Langston 2009 811
The Negro Speaks of Hughes, Langston 2009 811
Rivers
Resource Report
The Lexington High School Library houses a handful of non-fiction, biography, and reference books that could be used by teachers to
supplement their curriculum. There are four books about the 1920s and four additional books about prohibition specifically. Students
could use these texts for projects included in the curriculum map. In the same way, there are a few books about Henry Ford and the
automobile that students may use for project based learning. In addition, there are a couple books that teachers could use to gain
more insight into the novel The Great Gatsby and the author F. Scott Fitzgerald. About six or seven titles are available that discuss
the Great Migration and the Harlem Renaissance which could also be used by teachers or students for assignments on that section
of the curriculum map.
I believe that the weakness/needs that our library collection shows relate to the number to texts available as well as the age. I would
like to see more than a small handful of books available in order to reach more students. With a student population of 940, and a
junior class of 250, I do not find five books on a topic sufficient for a topic covered so thoroughly in the curriculum. In addition, I would
like to see more recently published reference books included in the library collection.
Needs Report
I was able to find about 20 additional titles about the decade of the 1920s that cover the history and culture. I believe these would be
beneficial to use and supplement the classroom assignments in this unit. In addition, I was able to find a couple texts on 1920s
fashion, organized crime, and sports - which I did not think there were adequate texts for students’ research and projects. I also
wanted to find a couple more texts on sports in the 1920s, so I listed a couple from Amazon that I thought would work well for
students’ projects also.
Materials Needed
Title Author Publisher Date Price Vendor ISBN
Fashions of a Herald, Chelsea House 2007 35.00 Follett 978-0-8160-6718-
decade: The Jacqueline 3
1920s
The Second Gordon, Linda Liveright 2017 25.51 Follett 978-1-63149-369-
coming of the Publishing 0
KKK: the KKK of Corporation
the 1920s
The 1920s Corrigan Jim Enslow 2010 24.00 Follett 978-0-7660-3131-
decade in Publishing 9
photos
New world Miller, Nathan De Capo Press 2004 18.47 Follet 978-0-306-81379-
coming: the 5
1920s and the
making of a new
America
The 1920s Drowne, Greenwood 2004 28.00 Follett 978-0-313-36163-
Kathleen Press 0
The bobbed Duncombe, New York 2006 35.00 Follett 978-0-8147-1980-
haired bandit: a Stephen University Press 0
true story of
crime and
celebrity in
1920s New York
Only Yesterday: Allen, Frederick Perennial 2010 14.98 Follett 978-0-06-095665-
an informal Lewis 3
history of the
1920s
Classic Klinger, Leslie Pegasus Crime 2018 36.07 Follett 978-1-68177-861-
American crime 7
on the 1920s
America in the O’Neal, Michael Facts on File 2006 35.00 Follett 978-0-8160-5637-
1920s 8
Fabulous Niven, Felicia Enslow 2012 19.26 Follett 978-0-329-90430-
Fashions in the Lowenstein Publishers 2
1920s
The 1920s: Shalley-Jenson, Salem Press 2014 175.00 Follett 978-1-61925-493-
Defining Michael (editor) 0
Documents in
American
History
Crash! how the Payne, Phillip G. Johns Hopkins 2015 22.00 Follett 978-1-42141-856-
economic boom University Press 8
& bust of the
1920s worked
Discontented Goldberg, David Johns Hopkins 1999 27.00 Follett 978-0-8018-6005-
American: the Joseph University Press 8
United States in
the 1920s
Making Modern Oja, Carol Oxford 2000 180.00 Follett 978-0-19-505849-
Music: New York University Press 9
in the 1920s
Beyond Gatsby: McParland, Rowman & 2015 63.00 Follett 978-1-442
how Fitzgerlad, Robert Littlefiled 24-709-3
Hemingway, and
writers of the
1920s shaped
American
culture
1920s Fashion: Fiell, Charolette Welbeck 2021 22.87 Follett 978-1-78739-887-
the definitive Publishing 0
sourcebook Group
Heroes & Bohn, Michael K Potomac Books 2009 31.67 Follett 978-1-59797-412-
ballyhoo: how 7
the golden age
of the 1920s
formed
American sports
American Currell, Susan Edinburgh 2009 35.95 Follett 978-0-7486-2522-
Culture in the University Press 2
1920s
Philadelphia Anderson, Anne Arcadia 2014 21.99 Follett 978-1-46712-117-
organized crime Margaret Publishing 0
in the 1920s
1920s America Brendel, Jackdraw 2000 78.82 Follett 978-1-56696-147-
enters the Christine Publications 9
Modern Age (compiler)
American Whorf, Michael McFarland & 2012 55.00 Follett 978-0-786
popular song Company, Inc. 4-6537-8
composers:
1920s-1950s
Art Deco Duncan, Alastair Abrams 2009 110.91 Follett 78-0-8109-8046-4
complete: the
definitive guide
to the decorative
arts of the
1920s
Films of the MacCann, Scarecrow 1996 50.00 Follett 978-0-8108-3256-
1920s Richard 5
The First NFL Bowles, Mark Independently 2019 19.99 Amazon 978-1797436241
Season: 1920 Published
Calling the Shea, Stuart Society for 2015 24.95 Amazon 978-1933599403
Game: Baseball and Gary American
Broadcasting Gillette Baseball
from 1920 Research
