english language arts english iii pacing guide

Maury County Public Schools English III Pacing Guide June 2015

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English Language Arts English III Pacing Guide


2

Units of Study

Title Suggested allotted

time

Quarter

The New World Four weeks 1st/3rd quarter

The American

Revolution/Persuasion

Three weeks 1st/3rd quarter

Romanticism-

Transcendentalism

Three weeks Two weeks 1st/3rd quarter

One week 2nd/4th quarter

A Troubled Young Nation Four weeks 2nd/4th quarter

Emerging and Contemporary

Modernism

Four weeks 2nd/4th quarter


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Instructional strategies (see appendix for graphic organizers and other resources):

Close Reading of

Text

Citing Evidence and

Analyzing Test

Responding to

text through text-

dependent

questions

Writing to Sources Vocabulary and

Language

Development

Close reading is an

instructional routine

in which

students critically

examine a text,

especially through

repeated readings.

The specific reason

for rereading needs

to be clear so the

reader is focused and

strategic. A close

read should

ultimately lead

students to an

understanding of the

text as a whole.

Close reading can

include annotating:

Marking the text

with highlighting,

sticky notes, or text

coding. Students can

also create and

answer questions,

hold academic

discussions, and

complete graphic

organizers toward

this end.

Students cite specific

evidence when offering

an oral or written

interpretation of a text.

They use relevant

evidence when

supporting their own

points in writing and

speaking, making their

reasoning clear to the

reader or listener, and

they constructively

evaluate others’ use of

evidence. Students are

engaged and open-

minded—but

discerning—readers

and listeners. They

work diligently to

understand precisely

what an author or

speaker is saying, but

they also question an

author’s or speaker’s

assumptions and

premises and assess the

veracity of claims and

the soundness of

reasoning.

Types of Text-

Dependent

Questions:

1. General

Understandings

2. Key Details

3. Vocabulary and

Text

Structure

4. Author’s

Purpose

5. Inferences

6. Opinion,

Arguments, and

Intertextual

Connections

Use this

progression to

structure questions

that move students

from explicit to

implicit meaning

and from sentence

level to whole

level of a text.

For students, writing is

a key means of

asserting and

defending claims,

showing what they

know about a subject,

and conveying what

they have experienced,

imagined, thought, and

felt. To be college- and

career ready writers,

students must take

task, purpose, and

audience into careful

consideration,

choosing words,

information, structures,

and formats

deliberately. Students

should write routinely

over extended time

frames (time for

research, reflection,

and revision) and

shorter time frames (a

single sitting or a day

or two) for a range of

tasks, purposes, and

audiences.

To be college and

career ready in

language, students

must have firm control

over the conventions of

standard English. At

the same time, they

must come to

appreciate that

language is as at least

as much a matter of

craft as of rules and be

able to choose words,

syntax, and

punctuation to express

themselves and achieve

particular functions

and rhetorical effects.

They must also have

extensive vocabularies,

built through reading

and study, enabling

them to comprehend

complex texts and

engage in purposeful

writing about and

conversations around

content.

Teachers may choose/change the selections as long as the Tennessee State Standards for English Language Arts

are covered and the texts selected are grade appropriately complex. TN Ready emphasizes informational over

narrative, so teacher selections should take that into account.

Activities in the pacing guide are suggested and subject to teacher discretion, and may not be enough on their

own to sufficiently cover the standards.

*Please note that all pages listed for instructional texts are in the Hold McDougal Literature books. If no page

numbers are listed, teachers are responsible for finding their own texts.


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English Language Arts – Quarter 1

Unit 1: The New World Approximate Instructional Weeks: 4

Overarching Question: What is the impact of spiritual/religious beliefs on early American life in regards to exploration, views of

nature, and the struggle for power?

Standards:

RL.11-

12.1

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.

RL.11-

12.3

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a

story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-

12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings,

analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful.

RL.11-

12.5

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end

a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact.

RL.11-

12.9

Demonstrate knowledge of 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.

W.11-

12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences. (Includes a-e)

L.11-

12.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening.

RI.11-

12.1



RI.11-

12.5

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether

the structure makes points clear, convincing, and engaging.

Instructional Unit

Instructional

Texts

Writing to Sources Language and Vocabulary Speaking and Listening

Primary Texts:

The Crucible p.

136 or The Scarlet

Letter excerpt on p.

467

Short Texts:

Choose 1-2

“On Being Brought

from Africa to

America”

“Upon the Burning

of Our House” p.

118

Revisit and review writing

a summary and

paraphrase for the purpose

of analyzing text.

Writing Focus:

Narrative

W.11-12.3 Write a

narrative from the

perspective of one of the

accused characters from

the primary text using

specific knowledge /

evidence from the text.

L.11-12.3 Discuss the differences

between formal language and

informal language, what it looks like

in everyday life vs. professional

circumstances, what it looks like in

formal speaking and writing versus

what it looks like in informal

speaking and writing, and the

connotations of different words in

different contexts. Have students

generate several examples and track

them.

RL.11-12.4 Review figurative and

connotative language. Choose words

in context to work with. Suggestions:

RL.11-12.5 Class discussion over text structure

related to meaning.

RL.11-12.1 Offer opportunities for students to

refer back to the texts studied to answer text

dependent BIG QUESTIONS. Require students

to note page/paragraph/line citations of the

textual evidence they find to support their

thinking. Chart class findings to compile

evidence throughout the study of these texts.

During these activities, check for understanding

or misinterpretations and allow students to

refine their thinking. Let the students discuss

the evidence and evaluate if the evidence is

convincing.

Example topics for discussion and evaluation:


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“Sinners in the

Hands of an Angry

God” p. 124

Informational

Texts:

Choose 1-2:

“McCarthyism” p.

217

“The Demons of

Salem, With Us

Still” p. 218

“Timebends” p.

220

Supplemental:

Any informational

text regarding the

Red Scare and the

McCarthyism Era

Crucible video or

Salem Witch Trials

video

Culminating

Assessment:

RI.11-12.9 Compare and

contrast the treatment of

spiritual/religious beliefs

on early American life by

two different authors.

Frayer model, vocab centers, word

wall.

RL11-12.3 Analyze a text for themes

(Suggested: “Sinners in the Hands of

an Angry God” or a combination of

poems). Have students create a T-

Chart or graphic organizer of the

themes and track them throughout the

text. Students will show how their

themes connect and interact and will

ultimately write an objective

summary of the text(s).

RI.11-12.9, RL.11-12.9 Compare and

contrast the theme in Bradstreet’s

writing to the theme in Wheatley’s

writing.

RL.11-12.9 Is John Proctor/Hester

Prynne a tragic hero?

RI.11-12.5 Why do you think the

early colonists were persuaded by

Jonathan Edwards?

Skills Instruction Assessment

Cite evidence

Use evidence to support analysis

Infer

Compare themes across texts

Write narratives

Analyze text structure

Determine meanings of words in context,

analyze for figurative/connotative

meanings

Know story elements

MLA citation and practice;

noodletools.com, Owl Perdue,

easybib.com

Inference versus stated chart

Comparison/contrast chart or T chart

Study story elements and put in practice

Socratic seminar or graphic organizer

Vocab in context practice, word walls,

frayer models, vocab expert, etc.

Cornell notes (see appendix)

Formative assessments:

Teacher observation during in-

class activities

Evaluated homework assignments

Peer editing

Writing conferences with

individual feedback

Exit tickets

Writing portfolio

Note check

Reflection journals

Class discussions (formal and

informal)

Student feedback

Student self-evaluation

Summative assessment:

Culminating narrative story

Suggested Common Assessment:


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Quarter 1 (continued)

Unit 2: The American Revolution and the Power of Persuasion Approximate Instructional Weeks 3

Overarching Question(s): 1) How do the authors convey their vision for America (i.e. through tone, syntax, and rhetorical devices)?

2) Why is argumentation an essential part of the evolution of a nation?

Standards:

RI.11-

12.1

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.

RI.11-

12.2

Determine two or more 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 provide a complex analysis; provide an objective summary of the text.

RI.11-

12.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10)

RI.11-

12.5

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether


RI.11-

12.6

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style

and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-

12.8

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of

legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in

works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-

12.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance

(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second

Inaugural Address) for their themes, purposes, and rhetorical features.

W.11-

12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. (Includes a-e)

L.11-

12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Instructional Unit

Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening

Anchor text for

unit: The

Declaration of

Independence p. 238

Additional texts

(choose 2-3 , with at

least one from the

suggested additional

Writing Focus: Argumentative (see

appendix for state writing rubric)

Can administer pre-assessment of mode

(see appendix) to prepare for

argumentative writing.

Students should use POW-TREC/

POW-TREE format when writing

RI.11-12.9 and RI.11-12.4

After reading and discussing The

Crisis, including Paine’s overall

argument and tone, the teacher will

utilize a class period for students to

practice identifying vocabulary in

context and rhetorical devices.

Rhetorical devices include parallelism,

rhetorical questions, anaphora,

RI.11-12.2 Read a speech or

text and determine two

themes. Have students create

a T-chart for the themes, and

then let the students listen to

the speech while noting on

their charts the progression of

the themes. Hold a discussion

and have students write an

Assessment practice on page 1130


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texts):

The Crisis p. 248

“Speech in the

Virginia

Convention” p. 248

Supplementary

texts and

instructional

materials:

Text Analysis

Workshop:

Persuasive Essay, p.

280

From The

Autobiography, p.

266

From Poor Richard’s

Almanac p. 275

An Account of a Late

Military Massacre

(Connections CD)

“50 Ways to Fix

Your Life” p. 278

“Disappointment Is

the Lot of Women”

(Connections CD)

“The Star Spangled

Banner” F. Scott Key

“The Wild

Honeysuckle”

Freneau

The Bill of Rights

argumentative or informational pieces.

(see appendix)

RI.11-12.5 Using a graphic organizer or

chart, break down an argument and

examine what makes points clear,

convincing, and engaging.

Suggested instructional activity for

RI.11-12.1, RI.11-12.2, and RI.11-12.9:

The teacher will model paraphrasing and

summarizing a section of the Declaration

of Independence. Students will then

paraphrase and summarize a teacher-

assigned section. Once all students have

completed their paraphrase and summary,

students will work on revising their

paraphrases and summaries with a small

group who worked on the same section.

Students each submit their individual

draft and revision for assessment.

Suggested culminating assessment for

unit, assessing W.11-12.1 and L.11-

12.1: Using instructional texts from the

unit, draft a convincing argument for

which text makes the most effective use

of rhetoric, including a counterargument

and evidence to support your point.

repetition, logos, ethos, and pathos.

RI.11-12.4: The teacher will model

using context clues and prior

knowledge to approximate meaning of

unknown vocabulary terms with

esteem, dearness, and impious from the

first paragraph; the teacher will then

give students individual copies of pp.

252-254 for students to determine and

attempt to discern meaning of

individualized unknown vocabulary

terms; students annotate copies by

circling self-selected unknown

vocabulary, underlining clues, and

writing a synonym in the text margin

for each word. Selection length can be

expanded or contracted to support

differentiation within a class or among

class levels.

RI.11-12.6: Once students have

completed the vocabulary exercise,

each should continue annotating by

placing parentheses around Paine’s

rhetorical strategies and identifying

each them in the text margins. Students

should then use the bottom of the

annotation to select one type of

rhetorical strategy and analyze how

Paine used it effectively within the

overall argument of the text.

The teacher can facilitate a quick class

discussion of the items, have students

discuss them in small groups, and/or

collect student work for formal

assessment at the end of class.

To close the activity (5 minutes),

students can identify and give an

example of one of the rhetorical

strategies on an exit ticket and add, as

time permits, one of their target

vocabulary words and approximated

meaning for the word, including their

reasoning.

objective summary

afterwards.

RI.11-12.8 Complete a

graphic organizer and then

hold a class discussion on the

premises, purposes, and

arguments in selected texts.


8


Cite evidence

Use evidence to support analysis

Analyze

Find themes

Summarize

Evaluate structure

Infer

Evaluate reasoning, premises, purposes

Write arguments with evidence

Analyze U.S. documents for themes,

purposes, and rhetorical features

MLA citation and practice;

noodletools.com, Owl Perdue,

easybib.com

Annotate with highlighters, sticky notes,

text coding, etc.

Close reading or graphic organizer

Cornell notes, paragraph summaries


Inference vs. stated chart

Close reading, graphic organizer, text

coding

POW-TREE/TREC (see appendix),

argument flowchart/template (see

appendix), peer editing

SOAPStone (see appendix); Cornell notes

(see appendix)

Rhetorical features: parallelism, rhetorical

questions, anaphora, repetition, logos,

pathos, ethos



class activities

Evaluated homework

assignments

Peer editing


individual feedback

Exit tickets

Writing portfolio

Note check

Reflection journals


informal)

Student feedback


Individual SOAPSTone


Culminating argumentative

essay

Suggested common assessment:

Assessment practice on page

292


9

Quarters 1 & 2

Unit 3: Romanticism to Transcendentalism Approximate Instructional Weeks 3

Overarching Question(s): 1) What are the similarities and differences between Transcendentalism and Romanticism and how have

they influenced American culture? 2) How are argumentative techniques evolving?

Standards:

RI.11-

12.1



RI.11-

12.2



RI.11-

12.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and

develop over the course of the text.

RI.11-

12.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

RI.11-

12.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary

significance . . . for their themes, purposes, and rhetorical features

W.11-

12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content. (Includes a-f).

L.11-

12.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and

content, choosing flexibly from a range of strategies. (Includes a-d).

L.11-

12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Includes a-b).

RL.11-

12.6

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really

meant (e.g., satire, sarcasm, irony, or understatement).

Instructional Unit


Primary Texts:

1) “Self-Reliance” p. 370

2) “Civil Disobedience” p.

390

3) “Song of Myself” p.

534

4) “Because I Could Not

Stop for Death” p. 548

Writing Focus: Informational/Explanatory

(see appendix for state writing rubric)

Students should use POW-TREC/ POW-

TREE format when writing argumentative

or informational pieces.

POW-TREC/POW-TREE:

Pull apart the prompt

Organize your thoughts

L.11-12.5 Analyze

figurative language, word

relationships, and nuances in

word meanings as you read;

have students highlight for

figurative language and

make word webs for word

relationships.

RI.11-12.9 Have students

work collaboratively in

jigsaw fashion to analyze

themes, purposes, and

rhetorical features of

different poems/works.

Students will create a final

product and present it for the

class.


10

Supplementary Texts:

Pick one additional

Whitman and one

additional Dickinson

poem, one Poe piece, and

at least one additional

work from the textbook

unit, as time permits.

Poetry:

“A Noiseless Patient

Spider” p. 538

“Beat!Beat!Drums!” p.

539

“Success is Counted

Sweetest” p. 550

“Much Madness is

divinest sense” p. 551

“My life closed twice

before it closed” p. 551

“The Soul selects her own

Society” p. 552

“I heard a Fly buzz – when

I died” p. 553

“My life had stood – a

loaded gun” p. 554

“Annabel Lee” (Poe)

Short Stories:

“The Devil and Tom

Walker” p. 320

“Young Goodman Brown”

“The Minister’s Black

Veil” p. 470

Write

Topic Sentence

Reasoning

Evidence

Explain

Conclusion

Culminating Assessments RI.11-12.1 and

W.11-12.2:

1. a) Provide the five elements of

Transcendentalism. Students will

chart, for each work, what the author

thinks regarding each element and

supporting evidence from the text that

demonstrates that belief. At the end of

the unit, they will write an

informational/explanatory essay

explaining how the author treated

each element.

2. b) After studying multiple Romantic

selections, students will select a piece

that they think best represents

Romanticism and provide and explain

three pieces of evidence from the text

to support their thinking.

RI.11-12.4 and L.11-12.4:

Keep track of new words, or

different uses of words that

you know, in the works read

in this unit. Use the

dictionary to confirm the

words’ definitions and parts

of speech. Note their

etymology and whether or

how the author used the

word differently than it is

used today. In your journal –

or on a shared spreadsheet

completed with others –

write new sentences of your

own using each new word

encountered. (from Common

Core Curriculum Maps:

English Language Arts)

RL.11-12.6 Analyze irony

in “The Devil and Tom

Walker”; make a stated

versus implied chart to

complete throughout the

reading of the text.

RI.11-12.3 Assign students a

Transcendental concept to

track throughout the course

of a text (or several texts).

Students will chart out their

findings, include a

connection to a secondary

Transcendental concept

found in the text, and present

to the class.

RL.11-12.1 and RI.11-12.2:

Based on your study of

Romanticism, find another

pop culture piece

(poetry/song, media, or text-

based) and analyze it for

archetypal characters, theme

and setting, utilizing strong

and thorough textual

evidence, and present it to

the class formally through a

media presentation; the class

will discuss it in a class

discussion setting.



11


Unit 4: A Troubled Young Nation Approximate Instructional Weeks 4

Overarching Questions: 1) Why are we a troubled young nation? 2) How do the characteristics of fiction help express the major

challenges facing America?

Standards:

RL.11-

12.1



RL.11-

12.2

Determine 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

RL.11-

12.5

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or

end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact.

RL.11-

12.6

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really

meant (e.g., satire, sarcasm, irony, or understatement)

W.11-

12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. (Includes a-e)

L.11-


RI.11-

12.1



RI.11-

12.2



RI.11-

12.5

Analyze an evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether


Cite evidence

Analyze

Find themes/central ideas

Infer

Write informative/explanatory texts

through analysis



Separate satire, sarcasm, irony,

understatement from seriousness

MLA citation and practice

Annotate with highlighters, stickies, etc.

Close reading or graphic organizer. TP-

CASTT for poetry (see appendix)


POW-TREE/TREC (above), peer editing

SOAPStone (see appendix)

Learn satirical terms and techniques;

Cornell notes



class activities

Evaluated homework

assignments

Peer editing

Writing conferences

Exit tickets

Writing portfolio

Note check

Reflection journals

Class discussions



Culminating informative essay

Suggested common assessment:

Assessment practice on page 498

or 630


12

RI.11-

12.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance

(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second

Inaugural Address) for their themes, purposes, and rhetorical features.

Instructional Unit

Instructional Texts: Writing to Sources Language and Vocabulary Speaking and

Listening

Primary Text:

A Raisin in the Sun

Extended Texts:

Lincoln’s First Inaugural Address

Lincoln’s Second Inaugural Address

Informational texts:

“Letter from Birmingham Jail” Martin

Luther King p. 1204

Jim Crow Laws

Short Texts: Choose 2-4

“Baker’s Blue Jay Yarn”

The Autobiography of Mark Twain excerpt

p. 660

The Adventures of Huckleberry Finn

excerpt p. 694

“The Law of Life” p. 768

“The Story of an Hour” p. 782

“The Yellow Wallpaper” p. 796

“Why I Wrote The Yellow Wallpaper” p.

814

“An Occurrence at Owl Creek Bridge” p.

602

Narrative of the Life of Frederick Douglass

excerpt p. 558

Ain’t I a Woman? Sojourner Truth

“I Want a Wife” by Judy Brady

Supplementary Texts:

Comparing Points of View in Short Story

and Film: “An Occurrence at Owl Creek

Bridge” (Media Smart CD and p. 618)

Text Analysis Workshop: Setting in

Regional Literature p. 656

Text Analysis Workshop: Social Themes in

Fiction p. 780

The Gettysburg Address p. 584

The Fugitive Slave Act (Connections CD)

From Narrative of the Life of Sojourner

Truth (Connections CD)

From Diary of a Confederate Soldier

(Connections CD)

Writing focus: Argumentative

Culminating Assessments (2)

W.11-12.1 After reading Lincoln’s

inaugural address(es), students will

write an essay that analyzes

Lincoln’s use of rhetorical strategies

and other devices of language to

advance his argument.

RI.11-12.2 and W.11-12.1 While

researching or reading teacher-

selected primary texts on women’s

roles in the historical period,

students will determine two or more

central ideas to track on a graphic

organizer over the course of their

reading. Using their graphic

organizer and notes, they will then

formulate an argument on women’s

roles and expectations for women as

well as challenges to these roles.

Students will incorporate primary

documents and applicable literature

from the list of instructional texts.

RL.11-12.6 Examine irony

in “The Story of an Hour”

and “Autobiography of

Mark Twain” and satire in

“I Want a Wife.” Have

students write a satirical

piece called “I Want a

Husband.”

RL.11-12.5 For A

Raisin in the Sun (or

other text), hold an

academic discussion on

how the structure

influences the text.

Would it be more/less

engaging if it were

written in prose form?

What benefits does the

audience have by

reading/seeing it in play

format? Etc.


13

Student Researched or Teacher Selected

primary documents on women’s roles in

the historical period


Unit 5: Emerging & Contemporary Modernism Approximate Instructional Weeks 4

Overarching Question(s): In what ways does the American dream manifest itself in American life? How does one create a personal

definition of the American dream?

Standards:

RL.11-

12.1



RL.11-

12.2

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.

RL.11-

12.3

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a

story is set, how the action is ordered, how the characters are introduced and developed.)

RL.11-

12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning;

analyze the impact of specific word choices on

RL.11-

12.5

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end

a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact.

W.11-

12.7

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.

L.11-


L.11-

12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Cite evidence

Analyze

Infer

Write arguments with evidence

Use proper English when writing or

speaking









POW-TREE/TREC, argument

flowchart/template, peer editing

Grammar practice


cornell notes




Teacher observation

Writing conferences

Exit tickets

Writing portfolio

Note check

Reflection journals

Class discussions

Student feedback



Culminating argumentative essay


Assessment Practice on page 846


14

L.11-

12.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend

Instructional Unit:


Primary Text: The

Great Gatsby or The

Bluest Eye

Additional texts (select

3-5):

“The Negro Speaks of

Rivers” p. 882

“Harlem” p. 880

“The Death of the Hired

Man” p. 944

“Grass” p. 932

“I, Too” p. 883

“How it Feels to be

Colored Me” p. 900

“Poetry” p. 964

“Richard Cory” p. 922

“The Love Song of J.

Alfred Prufrock” p. 970

Informational texts:

Stride Toward Freedom

p. 1120

“Necessary to Protect

Ourselves” p. 1224

”He Showed Us the

Way” by Caesar

Chavez

Literary Texts:

The Glass Menagerie

(excerpt) p. 1164

“Revolutionary Dreams

p. 1247

“Coming of Age in

Mississippi” p. 1240

“In Search of Our

Mother’s Gardens” p.

1280

RL.11-12.5 and RL.11-12.1 Instruct students to reflect in

writing reasons they believe

Richard Cory from Edwin

Arlington Robinson’s poem would

have to kill himself. Students will

need to cite the information the

author gives and explain the

inferences that are also included.

As an extension to this reflection,

students can be instructed to write

about the inside lives of others we

rarely see and why so many of us

wear that facade.

RL.11-12.5 With “Richard Cory,”

analyze how the author’s choice to

give it a tragic ending influenced

the poem and meaning.

W.11-12.7 Throughout the study

of Unit Five, students will be

completing a small research

project on a major author or

contributor to the Harlem

Renaissance or Modernism.

L.11-12.2 While completing their

research projects, students will

continuously revise their papers.

During the revision process

students will be expected to check

for grammar, punctuation, sentence

structure, and vocabulary.

RL.11-12.4 While reading the

poems of Langston Hughes, the

teacher will stop students to

identify various types of figurative

language and connotation used in

the poems.

L.11-12.3 Analyze the function of

the language of Langston Hughes’

poems. How is the language

different? Why? How does this

contribute to the poetry?

As a culminating project for their

research, students will present their

research in an oral presentation to

their peers using multiple mediums.

RL.11-12.2 Put students in

collaborative groups to extrapolate

themes from a text, track them

throughout the text on a T-Chart or

graphic organizer, examine how they

interact in the text, and present their

findings to the class. Have students

write an objective summary of the

text based on their findings.

RL.11-12.3 Hold a Socratic Seminar

or academic discussion to examine

the elements of the story and how

they develop and connect.



15

Cite evidence

Analyze

Infer

Research, synthesize, write

Use proper English when writing or

speaking






Identify connotations of words




Graphic organizer, index cards, outline

Grammar practice


Cornell notes



TP-CASTT (see appendix)



class activities

Evaluated homework

assignments

Peer editing


individual feedback

Exit tickets

Writing portfolio

Note check

Reflection journals


informal)

Student feedback



Individual TP-CASTT


Culminating research paper


Assessment practice on page

1324

english language arts english iii pacing guide

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