pacing guide for english iii - union county web viewpacing guide for english iii. grade level: ......

PACING GUIDE FOR ENGLISH IIIGrade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools

Time Frame 5 Weeks 4 Weeks 4 Weeks 5 WeeksUnit Topic(Specify skills/information that will be learned.)

Discovery/ Assimilation Independence/ Truth Tolerance Literary Heroes

Enduring Understandings(Give and/or demonstrate necessary information)

Differing views affected the settlement and development of the New World.

Early idealism set the foundation for an independent nation.

Literature reflects societal injustices and serves as an impetus for change.

Literary heroes often reflect the strengths and weaknesses of real human beings.

Essential Questions(Steps to check for student understanding)

1. How did the differing views of the early settlers and the Native Americans affect the cultural identity of the developing New World? 2. How is early American literature reflective of the time period?3. What early influences are still evident in American culture today?

1. How did early American idealism lead to a quest for both national and individual freedom? 2. How did the literature affect the quest?3. How does the literature reflect that quest? 4. What evidence exists that later Americans used the periods’ literature as a basis for their own?5. What literary influences are still evident in today’s literature?

1. How has the representation of a lack of tolerance in American literature affected man’s relationship to society (or to others)?2. How has American literature functioned as an impetus for change?3. How does American literature continue to influence American and world cultures?

1. What is a literary heroic figure?2. What events help to shape and create a literary heroic figure?3. What are the strengths and weaknesses of the literary heroic figure? 4. How does the literary heroic figure reflect or not reflect the cultural or time-honored view of an American hero?

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Time Frame 5 Weeks 4 Weeks 4 Weeks 5 WeeksEssential Questions con’t

4. How has American literature incorporated multicultural voices? 5. How does American literature continue to function as an impetus for change?

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Time Frame 5 Weeks 4 Weeks 4 Weeks 5 WeeksStandards Standard E3-1

The student will read and comprehend a variety of literary texts in print and nonprint formats.Standard E3-2The student will read and comprehend a variety of informational texts in print and nonprint formats.Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently.

Standard E3-1The student

will read and comprehend a variety of literary texts in print and nonprint formats.Standard E3-2The student will read and comprehend a variety of informational texts inprint and nonprintformats. Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently.

Standard E3-1\The student will read and comprehend a variety of literary texts in print and nonprint formats.Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently.

Standard E3-1The student will read and comprehend a variety of literary texts in print and nonprint formats.Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently.Standard E3-4 The student willcreate written work that has a clear focus,sufficient detail,coherent

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Time Frame 5 Weeks 4 Weeks 4 Weeks 5 Weeks

Standards con’t

Standard E3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English. Standard E3-5 The student will write for a variety of purposes and audiences. Standard E3-6 The student will access and use information from a variety of sources.

Standard E3-5 The student will write for a variety of purposes and audiences.Standard E3-6 The student will access and use informationfrom a variety of sources.

Standard E3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English. Standard E3-5 The student will write for a variety of purposes and audiences.

organization, effectiveuse of voice, correct use of theconventions ofwritten StandardAmerican English. Standard E3-6 The student will access and use information from a variety of sources.

Integrations(with other discipline areas)

Reading, Writing, Vocabulary, Social Studies, Science, Ethics




District Assessments(culminating assessments)

Benchmark Test Benchmark Test Benchmark Test Benchmark Test

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Subject: English III-Literature Grade: 11 Big Idea: The American Experience

Unit Topic 1Discovery/ Assimilation

Length of Unit 5 weeks

Enduring Understanding

Differing views affected the settlement and development of the New World.

Focus/Essential Questions

How did the Native Americans view nature? How did the Puritans and other early colonists view nature? How did the Native Americans’ and the Puritans’ differing view of nature affect their roles in the early American identity (and therefore in literature)? How did the differing views of nature of the early Americans affect their self-identity in the developing New World?What were the Native Americans’ vs. early colonial religious views? How are these views depicted in the literature of the early American and Native American authors? What early influences are still evident in American culture?

Instructional Objectives

The learner will be able to Compare and Contrast the early settlers’ and Native American views of nature and religion. Evaluate the effect of these views on the literature of the time period, and discuss how these views have affected later literature. Create a response to literary texts through a variety of methods, including personal and persuasive writing.

Standards/ Indicators

E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, pun and paradox).E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.E3-1.7 Evaluate an author’s use of genre to convey theme. E3-1.8 Read independently for extended periods of time for pleasure.E3-2.6 Evaluate information from graphic features, (for example, charts and graphs) in information texts. E3-5.2 Create narrative pieces (for example, personal essay, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

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Key Vocabulary Myths, documentary journal, reflection, dialogue, monologue, loaded language, figurative language, simile/metaphor, extended metaphor



Pre-Assessment Evidence

Pre-assessment questionsDiscussion of key concepts

Building Background Knowledge

reading comprehension skillsproficient writing skillspersonal experience for connection to literature

Culminating/ Summative Assessment Evidence

Unit testSummative EssayProjectDiscussion groupsReflective assignmentsWrite a myth (after studying previous myths)

Formative Assessment Evidence

Vocabulary testsObjective quizzesClassroom discussionsEssays Project

Integrations/ Connections

HistoryArt

Instructional Activities Bank

Instructional Activities Bank con’t

The Scarlett Letter and/or The CrucibleNative American Literaturegraphic organizersclass/small group discussionmodelsjournalingoral presentationsdouble entry journalspractical applicationsre-teaching/review

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peer reviewIndicate noteworthy information from non-fiction sources (highlight or create fact sheet)



Differentiation small group work/partner workprojectsscaffoldinglearning centerspeer editing

Rubric TBA

Resources and Materials

College Preparatory Text: The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice HallSupplemental MaterialsVideos WorkbooksMagazinesNewspapers Art supplies

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Subject: English III-Literature Grade: 11 Big Idea: The American Experience

Unit Topic Independence/ Truth

Length of Unit 4 Weeks


Early idealism set the foundation for an independent nation.


How does the literature of the Revolutionary Period reflect the changing views and discontent of the North American people? How does the literature of the Revolutionary Period reflect the views of the Puritans? How does the literature reflect the political views of the people of the Revolutionary period? How did early American idealism lead to the development of a new and independent nation and the quest for freedom? What literary influences are still evident in today’s literature?


The learner will be able toCompare/contrast the literature of the Revolutionaries and their attitudes with those of the previous unit. Evaluate the figurative language of the writers from the period. Create responses to the informational texts through writing, oral presentation, or media productions. Evaluate information texts for propaganda to reveal to political and personal views of the writers of the period. Evaluate the impact text elements have on the meaning of informational text. Students will build vocabulary based upon the usage of the time period.



Key Vocabulary Parallel structure, eulogy, proverbs/aphorisms, persuasion, loaded language, rhetoric, logic, rhetorical question, repetition, allusion

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Discussion of key concepts Anticipation guide




reading comprehension skillsproficient writing skillspersonal experience for connection to literature


Unit testSummative EssayProjectDiscussion groupsReflective assignments Write personal Declaration of IndependenceJournal Entries


Vocabulary testsObjective quizzesClassroom discussionsEssays Project – Write a children’s book of Scarlet Letter (audience and purpose)


History ArtDrama


Sinners in the Hands of an Angry GodDeclaration of Independence Anti-Slavery Literature (and/or The Adventures of Huckleberry Finn)graphic organizersclass/small group discussionmodelsjournalingdrama activitiesoral presentationsdouble entry journalspractical applicationsre-teaching/review peer review

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Rubric Declaration of Independence project rubric Scarlet Letter journal rubric


College Preparatory Text: The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices: Timeless Themes: The American Experience by Prentice HallArt supplies

Unit Topic 3Tolerance


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Literature reflects societal injustices and serves as an impetus for change.


How did the American view/concept of nature change during the Romantic/ Transcendentalist Period? How has the Romantic literature from the period affected the development of mystery/thriller writing? What were the Transcendentalist/Anti-transcendentalist views on man and nature, and how were their views reflected in the period’s literature?How did the Transcendentalist movement reflect the changing views of the individual and his changing self-identity? How is the American view on self-reliance reflected in Transcendentalist literature? How did American literature change during the Civil War Period? How does the literature of the Civil War Period reflect injustices in society? How does a lack of tolerance affect relationships in the developing society?How does American literature continue to function as an impetus of change?


The learner will be able toCompare various selections of Romantic poetry. Find and identify examples of intolerance in American literature and history. Student will create their own philosophy of self reliance to apply to their own lives. Analyze the impact of point of view and figurative language in selected literature of the period. Contrast the ideas presented in the selected works of Transcendentalist and Romantic authors. Identify, define and apply unfamiliar terminology in discussion and writing activities. Create a research based writing or project that reflects the understandings of the unit.




E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text.E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.E3-2.8 Read independently for extended periods of time to gain information. E3-3.3 Explain how American history and culture have influenced the use and development of the English

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Standards/ Indicators con’t

language.E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example. definitions and descriptions).E3-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.E3-6.1 Clarify and refine a research topic.E3-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. E3-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E3-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.E3-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.E3-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.E3-6.7 Use a variety of print and electronic reference materials.E3-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

Key Vocabulary Myths, documentary journal, reflection, drama, stage directions, dialogue, monologue, loaded language, figurative language, imagery, symbolism, tone, irony, prejudice/bias


pre-assessment questionsdiscussion of key concepts


reading comprehension skillsproficient writing skillspersonal experience for literature connections



Culminating/ Unit test

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Summative Assessment Evidence

Summative EssayProjectDiscussion groupsReflective assignments


Vocabulary testsObjective quizzesClassroom discussionsEssays Project



Our Town Self-Reliance (and or Nature) An Occurrence at Owl Creek Bridgegraphic organizersclass/small group discussionmodelsjournalingdrama activitiesoral presentationsdouble entry journalspractical applicationsre-teaching/reviewpeer review




Rubric TBA

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College Preparatory Text; The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice HallSupplemental MaterialsVideos WorkbooksMagazinesNewspapersArt supplies

Unit Topic Literary Heroes


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Literary heroes often reflect the strengths and weaknesses of real human beings.


How does literature shape personal views of heroes (fictional and non-fictional)? How is the hero depicted in modern literature? How is the hero depicted in modern media? How do the heroes of modern literature reflect the values of modern society?


The learner will be able toDefine and name some real life heroes. Identify heroic traits from literary texts and media.Identify the values of modern society. Compare and contrast values or traits of past heroes with present day heroes. Apply the identified heroic traits to a student-created character.


Standards/ Indicators con’t

E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.E3-2.1 Evaluate theses within and across informational texts. E3-2.7 Evaluated propaganda techniques and rhetorical devices in informational texts.E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.E3-3.4 Spell new words using Greek and Latin Roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)E3-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works.E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex and compound-complex).E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions)E3-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including

Subject-verb agreement Pronoun-antecedent agreement Agreement of nouns and modifiers Verb formation Pronoun case Formation of comparative or superlative adjective and adverbs, and Idiomatic usage(See Instructional Appendix: Composite Writing Matrix.)

E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E3-4.6 Edit written pieces for the correct mechanics and usage of written Standard American English 15

including Internal and end of sentence punctuation Commas to indicate appositives Word placement to avoid ambiguity Appropriate coordination and subordination Relationship between and among clauses Placement of modifiers, and Shifts in construction. (See Instructional Appendix: Composite Writing Matrix.)

E3-5.3 Create descriptive pieces (for example personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E3-5.5 Create technical pieces for emphasis (for example, proposals, instructions and process documentation) that use clear and precise language appropriate for the purpose and audience. E3-5.6 Compose effective pieces of writing to respond to prompts in “on-demand” situations.



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Key Vocabulary Hero, romantic hero, satire, Southern Gothic, humor, oppression, extended metaphor, irony, hypocrisy, Realism, Regionalism, Naturalism, The American Dream


Pre-assessment questionsDiscussion of key concepts


reading comprehension skillsproficient writing skillspersonal experience for literature connections


Unit testSummative EssayProjectDiscussion groupsReflective assignments


Vocabulary testObjective quizzesClassroom discussionsEssays Project



(in lieu of Unit 1) The CrucibleThe Worn Pathgraphic organizersclass/small group discussionmodelsjournalingdrama activitiesoral presentationsdouble entry journalspractical applicationsre-teaching/reviewpeer review



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Rubric TBA


English III Text: The Language of Literature: American Literature by McDougal Littell English III Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice HallSupplemental MaterialsVideos WorkbooksMagazinesNewspapersArt supplies

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pacing guide for english iii - union county web viewpacing guide for english iii. grade level: ......

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