Course

Content and Performance Objectives

Quarter 1: The objective for quarter one
will be multicultural prose literature
analysis and synthesis. The Common Core
Standards that will act as the power
standards for this quarter are CCSS.ELALITERACY.RL.11-12.1, CCSS.ELALITERACY.RL.11-12.2, CCSS.ELALITERACY.RL.11-12.4, CCSS.ELALITERACY.RL.11-12.6, and CCSS.ELALITERACY.W.11-12.1 A-E. The texts
students will read will include selections
from prominent multicultural literature
including chapters from Toni Morrisons
Beloved, Maxine Hong Kingstons The
Woman Warrior, Sandra Cisneros The
House on Mango Street, and Junot Diazs
Drown. The final assessment for this
quarter will be a synthesis essay. Students
will be required to analyze and synthesize
at least 3-4 literary texts by authors of
color, featuring characters of color, and
assess the accessibility of the American
Dream for immigrant families. Students
will be required to integrate 3-4 literary
sources into a cohesive analytical essay.


Quarter 2: The objective of the second
quarter of the multicultural literature
analysis course will be the analysis of a
novel from African American tradition:
Toni Morrisons The Bluest Eye. The
Common Core Standards that will act as

STAR

HSEE

N/A



























N/A

N/A



























N/A

S & B


N/A



























N/A

SITE ESLR Assessment

Timeline

1,2,3,4



























1,2,3,4

Eight weeks.



























Eight weeks.

Project Based
Products which
will include
presentations,
discussions, and
written work.






















Project Based
Products which
will include
presentations,
written work,

the power standards for this quarter will

be CCSS.ELA-LITERACY.RL.11-12.5,
CCSS.ELA-LITERACY.RL.11-12.2,
CCSS.ELA-LITERACY.SL.11-12.1,
CCSS.ELA-LITERACY.RL.11-12.1, and
CCSS.ELA-LITERACY.W.11-12.1 A-E. The
quarter will be divided between reading,
discussing, and writing about the
multicultural novel. Students will engage
in regular literature circles in order to
discuss and analyze the novel, and will be
required to write passage analyses of the
novel at the end of each week. The final
assessment for this quarter will be a
literary analysis of The Bluest Eye.
Students will write an essay that analyzes
Toni Morrisons use of diction and
imagery in portraying the experience of
young African American women in the
Southern United States. Students will
construct a portfolio of their work and
reflect on how that work demonstrates
their mastery of the CCSS focused on in
the first semester.


Quarter 3: The objective of Quarter 3 will
be poetry analysis and research writing.
Students will read and analyze in both
discussion and writing the works of
multicultural poets including June Jordan,
Edna St. Vincent Millay, Langston Hughes,
Adrienne Rich, etc. Students will engage in
several formative assessments in which
they analyze the poetry of these writers.
The Common Core Standards that will act
as the power standards for this quarter
are CCSS.ELA-LITERACY.RL.11-12.10,

N/A

N/A

N/A

1,2,3,4

discussions and a
final studentcreated portfolio
of student work
in which they will
reflect on how
their work
reflects their
mastery of the
CCSS focused on
during the first
semester














Project Based
Products which
will include
presentations,
discussions and
written work.

Eight weeks.

CCSS.ELA-LITERACY.RL.11-12.4,
CCSS.ELA-LITERACY.RL.11-12.7,
CCSS.ELA-LITERACY.W.11-12.7,
CCSS.ELA-LITERACY.W.11-12.8, and
CCSS.ELA-LITERACY.W.11-12.2. The final
assessment will be to research and
present an American poet who speaks to
the multicultural experience in America.
Students will be required to research and
present information about the poet, any
movement or class the poet belonged to,
their work, and an analysis of one poem in
particular.


Quarter 4: The objective of the fourth
quarter of the multicultural literature
analysis course will be to write and
present their own fictional narratives.
Students will read several multicultural
narratives that focus on telling the stories
of parents, grandparents and other elder
members of family units. Students will
then interview a family member (parent,
grandparent, aunt, uncle, etc.) about a lifechanging experience, and then begin to
craft their narratives based on the stories
they hear in their interviews. After writing
their narratives students will then
combine narratives and create a class
anthology with a unified theme, a
prologue, table of contents, epigraph, etc.
Students will then present these
anthologies to the members of their
family whose stories they told in their
narratives and will conduct a select
reading of narratives. Students will
construct a portfolio of their work and

N/A

N/A

N/A

1,2,3,4
















1,2,3,4

Project Based
Products which
may include
presentations,
written work,
webcasts, and
webpages.

Eight weeks.

reflect on how that work demonstrates

their mastery of the CCSS focused on in
the first semester. Students will construct
a portfolio of their work from the second
semester and reflect on how their work
demonstrates their mastery of the CCSS
focused on during the second semester.