1st Quarter    Sep-Nov
1800-1862

2nd Quarter   Nov-Jan
1862-1914

3rd Quarter   Jan-Mar
1914-1950s

4th Quarter   Mar-June
1960s-Present


Week 1 "Hands" by Sherwood Anderson  Story  Link 

Monday & Tuesday:
Lecture and note-taking on Modernism.  Assignment of a one-page paper defining Modernism.  They can use the links under "Big Ideas of Modernism" at left, the glossary entry on pg. 1196, and the yellow textbox "Elements of Modernism in American Literature" on pg 533, both in their textbook.  Here are your Helpful Notes on the Modern Period.  Cross-Curricular PowerPoint Show covering the period's artwork. 

Wednesday:
Read Sherwood Anderson's "Hands"  Discuss the role of alienation and anti hero in this text. 

Thursday: Work on paper.

Friday: quiz on "Hands"; paper  due.

This activity will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English:
CE 3.3.1 Movements in American literature: Modernism   
CE 2.3.1 Read and View Diverse Texts
CE 1.4.2 Gather and Prepare Material 
CE 1.1.4 Create Writing that Serves a Purpose
CE 1.3.1 Compose a Variety of Compositions 
CE 1.3.2 Essays: Content and Organization
CE 1.3.3 Essays: Sentence-Building and Word Choice
CE 1.4.6 Cite Quotations
CE 3.1.8 Demonstrate an understanding of historical & cultural themes and questions raised  by literary works.

Big Ideas of Modernism
Alienation   reference.com  Link 2   Link 3   
Slice of Life   
dictionary
Stream of Consciousness
xxxxxxx    dictionary     Wikipedia
"Make it New!"
Link 1 
Loss of Innocence 
Link 1   
Avant-Garde  Link1  Link 2
Imagism   Link 1   Link 2
The Harlem Renaissance
xxx Link 1       Link 2
American culture, early 1900s


Theme
Modernism recognized the many ways in which society dehumanized people, resulting in alienation.  Alienation destroys human relationships. 

Week 2 "The Leader of the People"  pg 609  by John Steinbeck  Online Textbook    another story link

Monday: Vocab for "Leader":
arrogant
cleft
contemptuously
convened
disconsolately
humoring
immune
marshaling
rancor
unseemly

Tuesday-Wednesday: Respond to the following statements:
1. Older people usually see the past nostalgically.  The "Golden Age" that they remember never existed - they just forget or romanticize the hard parts. 
2. Younger people have difficulty measuring up to the achievements of past generations. 
3. Younger people don't respect the achievements of the previous generation. 
4. Older people need to set aside their achievements in order to clear the stage for the younger generation. 
Discuss conflict (see glossary entry on pg 1191). 
Read and discuss "The Leader of the People".

Thursday: Read the poem: "Miniver Cheevy", on pg 646.  Quiz on "Leader of the People" 
Friday: No School

This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English:
Xxx CE 3.1.4 Study of a Specific Author
Xxx CE 2.1.3 Expand Vocabulary
Xxx CE 2.1.7 Demonstrate Comprehension
Xxx CE 3.1.9 Study of Conflict   

Essential Questions
How were people of different generations alienated? Different races? 

What place does a dream or vision have in one's life and relationships?

How can a one hour glimpse of everyday life reveal character?

Stream of Consciousness

Why was it so important to "Make it New!"? 

Why are people at the cutting edge of their field sometimes not understood at their time?

Week 3 "The Secret Life of Walter Mitty" pg 625 by James Thurber      Online Textbook    Story  Link
XxxXxx and Modern Poetry 

Monday:
Write a melodrama in which you are the hero or heroine. 

Tuesday:
Vocab for "Walter Mitty":
bedlam          cannonading
craven           distraught
haggard         insinuating
insolent          pandemonium
rakish            rending

Wednesday:
Review the literary terms "Slice of Life"and parody.  (pg. 624 of our textbook and by the glossary entry on pg. 1197). 
Read the story. 
Thursday: Take quiz over "Walter Mitty". 

Thursday-Friday: Study the literary elements of symbolism and imagism see article on pgs 770-2).   
Xxx "In a Station at the Metro" 772
Xxx "The Red Wheelbarrow" 779
Xxx "The Great Figure" 780
Xxx "Poetry" 788
Xxx "Ars Poetica" 790
Xxx "Chicago" 793
Xxx "What if much… Wind" 797
Xxx "anyone lived in a pretty how town"
Each student will participate in a creative exercise in adapting a famous piece of modern into something of his or her own (see
demonstration). 

Quotations:
     "At the heart of the modernist aesthetic lay the conviction that the previously sustaining structures of human life, whether social, political, religious, or artistic, had been either destroyed or shown up as falsehoods or fantasies…" 

Baym et al.  "Modernism".  The Norton Anthology of American Literature.  2nd Ed.  Vol. 2.  New York: W. W. Norton & Co., 1979.  Pg 867-872. 

There was "an explosion of innovation and creative energy that shook every field of artistic endeavor... It was an era when major artists were fundamentally questioning and reinventing their art."   The Modernist Revolution

Week 4: "A Worn Path" pg 634 Story   Link by Eudora Welty

appointed
ceremonial
furrow
illumined
meditative
pendulum
persistent
radiation
solemn
intent

Xxx This portion of the unit, we will also study the literary elements of theme.   We will be assisted in this by the glossary entry on pg 1202. 

Xxx This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English:
Xxx CE 2.1.3 Expand Vocabulary
Xxx CE 2.1.7 Demonstrate Comprehension
Xxx CE 3.1.8 Study of Themes 

Week 5  Poetry of Robert Frost  (biography, 558-9) Pgs 560-575  Online Textbook

Monday:
"Stopping by the Woods on Snowy Evening"
"The Road Not Taken
"Mending Wall"

Work on Poetry Out Loud selections.

Tuesday:
"Design"(560),           
"Nothing Gold can Stay" (562),
"Once by the Pacific" (564). 
"Birches" (567)
Work on Poetry Out Loud selections.

Wednesday:
"The Death of the Hired Man" (569).

Thursday:
Spirit Week

Friday:
Quiz on Robert Frost

Xxx This portion of the unit, we will also study the literary elements of the symbol and blank verse.   We will be assisted in this by the article on pg 575 of our textbook and the glossary entry on pg 1202.

Xxx This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English:
Xxx CE 3.1.4 Study of a Specific Poet
Xxx CE 2.1.7 Demonstrate Comprehension
Xxx CE 3.1.1 Symbolism (literary language)
Xxx CE 3.2.2 Poetic Genres & Features: Blank Verse

The Beats--a minor footnote in American Literature

3rd Quarter Exam Review Checklist
John Steinbeck's Of Mice and Men
As per ELA 10  Michigan Merit Curriculum Course Requirements Page 32

Terms
Alienation

Anti-Hero

Harlem Renaissance

Imagism

Stream of Consciousness

Symbolism

Poets:
xxxRobert Frost
xxxWilliam Carlos Williams
xxxe e cummings
xxxLangston Hughes