3 academic... · web viewacademic english 3. the major thrust of the 11th grade academic english...

2015 - 2016

Academic English 3The major thrust of the 11th grade Academic English course is to develop an understanding of American literature, from the nineteenth to the twenty-first centuries, through a chronological approach emphasizing the values, techniques, and historical backgrounds for each literary period. Supplemental readings include The Things They Carried, The Scarlet Letter, The Crucible, The Night Thoreau Spent in Jail, The Adventures of Huckleberry Finn and The Great Gatsby. Students will examine their native literature in oral and written expression with a balance of expository analyses and creative projects, such as PowerPoint presentations, peer-teaching opportunities, newspapers, journals, poetry, and informative, narrative and persuasive prose. Students will also take bi-weekly vocabulary quizzes as preparation for the SAT. The required research project requires students to read an approved non-fiction novel, analyze the text, research a social issue relevant to the text, and write a 7-10 page informative paper effectively incorporating both primary and secondary sources.

Course Information:

Frequency & Duration: Daily for 42 minutesText: Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. Print.

Hawthorne, Nathaniel, and Robert D. Shepherd. The Scarlet Letter. St. Paul, MN: EMC/Paradigm Pub., 1998. Print.

Lawrence, Jerome. The Night Thoreau Spent in Jail. New York: Bantam, 1981. Print.Miller, Arthur. The Crucible. Philadelphia: Chelsea House, 1999. Print.O'Brien, Tim. The Things They Carried. New York: Broadway, 1998. Print.Prentice Hall Literature: The American Experience. Common Core ed. Upper Saddle River, NJ:

Pearson/Prentice Hall, 2012. Print.Twain, Mark. The Adventures of Huckleberry Finn. Upper Saddle River, NJ: Prentice Hall, 2000. Print.

English 3 Academic v. 2015 - 2016

The Things They Carried (summer reading) Duration: August/September (1 Week)

Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Informative and Explanatory Essays Complex ideas, concepts and information. Sharp, distinct focus Topic, Task, and Audience Information, findings and supporting evidence Clear and distinct perspective Organization, development, substance and

style Purpose, audience, and task Speak clearly and logically analyzing audience

purpose and task

Central Ideas and themes Objective Summary Interaction of Ideas or Themes Plot development Story elements Textual evidence Author’s assumptions and beliefs Point of View, purpose, and content and style in literary

fiction

Essential Question:

To what extent does the writing process contribute to the quality of writing?

How do we develop into effective writers?

What role does writing play in our lives?

What makes American Literature American?

What is the relationship between literature and place?

How does literature shape or reflect society?

Skill: Compose informative/ explanatory essays. Examine and convey complex ideas, concepts,

and information clearly and accurately. Understand topic, task, and audience Compose writing assignments containing sharp,

distinct focus appropriate for topic, task, and audience.

Present information, findings, and supporting evidence

Convey a clear and distinct perspective Consider purpose, audience and task to organize,

Determine two or more ideas in fiction Provide an objective summary of fictional text Analyze development of central idea/ themes with detail in

fiction Explain central interaction ideas/ themes with detail in

fiction. Identify elements of story explain relationship between story elements and author

purpose Identify and analyze author assumptions and beliefs. Analyze relationship between fiction and author beliefs.

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English 3 Academic v. 2015 - 2016develop and substantiate the presentation. Characterize impact of author choices in how to develop

and relate a story Independently and proficiently read literary fiction on

grade level. Comprehend and interpret fictional text on grade level

Assessment:

Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and information.

Identify appropriate topic, task, and audience for various writing assignments.

Create thesis statements and topic sentences to craft sharp, distinct focus.

Write compositions with sharp, distinct focus and awareness of topic, task, and audience.

Students will research, write, and deliver oral presentations conveying a clear and distinct perspective.

Students will consider purpose, audience, and task to develop and substantiate the presentations.

Students will vary style, development, substance, and the organization to meet the needs of the audience as part of an oral presentation.

Write an objective summary of fiction. Identify central idea and describe and analyze

development over text with specific details in fiction. Explain the emergence of central idea in fiction with

specific detail. Recognize elements of a story or drama and its

relationship to author’s intent. Describe impact resulting from author’s decisions to

develop and relate story Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Summarize literary fiction on grade level Demonstrate proficiency in comprehending and

interpreting literary fictional text on grade level

Resources:

The Things They CarriedThe Things They Carried- essay assignmentShort research assignment on Vietnam War (presentation)Letters Home from Vietnam – video documentaryPersonal Essay Rubric “The Things I Carry”

The Things They CarriedObjective Exam

Standards: CC.1.4.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.11-12B: Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.5.11-12D: Present information, findings, and supporting evidence, conveying a clear and distinct

CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text including the development and interaction of the themes: provide and objective summary of the text.CC.1.3.11-12C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

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English 3 Academic v. 2015 - 2016perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.CC.1.5.9-10D: Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.

CC.1.3.11-12K: Read and comprehend literary fiction on grade level, reading independently and proficientlyCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.CC.1.3.11-12. D: Evaluate how an author’s point of view or purpose shapes the content and style of a text

Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction

Standards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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English 3 Academic v. 2015 - 2016“Meeting of Cultures” Duration: September (2 weeks)


Content

Oral presentation: variety of tasks Digital media to enhance understanding

Central idea/ theme Multiple Central Ideas Objective Summary Interaction of Ideas or Themes plot development story elements Literary fiction Foundational works of literature from a variety of genres

Essential Question:







Skill:

Adapt speech to task Orally Paraphrase text Utilize Power Point, Prezi, or another technology

to enhance presentation

Provide an objective summary of fictional text Analyze development of central idea/ themes with detail in


fiction. Identify elements of story explain relationship between story elements and author

purpose Identify and analyze author assumptions and beliefs. Analyze relationship between fiction and author beliefs. Characterize impact of author choices in how to develop

and relate a story Independently and proficiently read literary fiction on

grade level. Comprehend and interpret fictional text on grade level

Assessment:

Deliver effective presentation paraphrasing original author’s work

Enhance presentation through the use of visual technologies

Write an objective summary of fiction. Identify central idea and describe and analyze


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English 3 Academic v. 2015 - 2016 Demonstrate effective speaking skills including

rate, voice projection, eye-contact, and articulation

specific detail. Recognize elements of a story or drama and its

relationship to author’s intent. Describe impact resulting from author’s decisions to

develop and relate story Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Summarize literary fiction on grade level Demonstrate proficiency in comprehending and

interpreting literary fictional text on grade level

Resources:

The American ExperienceBYOD: Smart Phone/ Internet Research on the Navajo, Onondaga, and ModocOrigin Myth assignment rubric

Objective quizLiterature: The American Experience“The Earth on the Turtle’s Back”“When Grizzlies Walked Upright”“Navajo Origin Legend”

Standards:

CC.1.5.9-10. E Adapt speech to a variety of contexts and tasksCC.1.5.9-10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.

CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text including the development and interaction of the themes: provide and objective summary of the text.CC.1.3.11-12C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.CC.1.3.11-12K: Read and comprehend literary fiction on grade level, reading independently and proficientlyCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.CC.1.3.11-12. D: Evaluate how an author’s point of view or purpose shapes the content and style of a text


Standards:CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

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English 3 Academic v. 2015 - 2016CC.1.3.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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English 3 Academic v. 2015 - 2016“The Puritan Influence” Duration: September/ October (5 weeks)


Content

Informative and explanatory essays Complex ideas, concepts and information Sharp distinct focus Topic, task, and audience Significant and relevant facts Definitions, concrete details, and quotations Information appropriate to audience’s knowledge

of topic Structured and sequential ideas, concepts, and

information Appropriate and varied transitions Concluding statement Proper formatting Precise language and domain specific vocabulary Formal style and objective tone English grammar and usage

Central idea/ Theme Multiple central ideas Objective summary Stated or Implied main idea Textual evidence Author’s assumptions and beliefs Seminal texts focusing on purpose and argument Foundational texts of historical and literary significance Rhetorical Appeals- Ethos, Pathos, logos Unknown words and multiple meaning words Point of view in Non-fiction Purpose, content, and style Literary non-fiction- informational text

Essential Question:

To what extent does the writing process contribute to the quality of writing?How do we develop into effective writers?What role does writing play in our lives?

What makes American Literature American?What is the relationship between literature and place?How does literature shape or reflect society?

Skill: Compose informative/ explanatory essays Examine and convey complex ideas, concepts,

and information clearly and accurately. Understand topic, task, and audience Comprehend strategies for writing with sharp,

distinct focus appropriate for topic, task, and audience

Identify significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Determine two or more ideas in non-fiction Provide an objective summary of non-fiction text Explain central ideas/ themes and development with detail Cite strong and thorough textual support for determining

author inferences and conclusion. Identify and analyze author assumptions and beliefs Analyze relationship between non-fiction and author beliefs Determine author point of view and purpose Analyze how point of view and purpose shape content and

style in non-fiction Explain the relationship between content and author point

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English 3 Academic v. 2015 - 2016 Evaluate effectiveness of significant and relevant

facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Implement appropriate significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic into writing assignments.

Identify, evaluate, and implement graphics and multimedia useful to aiding comprehension.

Identify appropriate ideas, concepts and information for proper structure and sequence, varied transitions, and concluding statement elements

Sequence ideas, concepts, and information appropriately in relation to one another

Use varied transitions to logically shift writing from one idea, concept, or piece of information to another

Create a concluding statement related to appropriate structure and sequence of ideas, concepts, and information.

Identify precise language and domain specific vocabulary including metaphor, simile, and analogy

Understand elements of formal style and objective tone

Examine precise language and domain specific vocabulary including metaphor, simile, and analogy, and how it impacts formal style and objective tone

Apply precise language to create a formal style and objective tone

Implement proper usage of English grammar, including capitalization, punctuation, and spelling into personal writing abilities.

of view and purpose. Read seminal non-fiction texts to determine author

reasoning and premise Analyze seminal non-fiction texts in terms of author

purpose and argument Read foundational non-fiction texts to determine theme,

purpose and rhetorical features Analyze and draw conclusions regarding foundational non-

fiction texts’ use of theme, purpose, and rhetorical features Understand strategies and tools for determining or

clarifying meaning of unknown or multiple meaning words and phrases

Apply strategies and tools for determining or clarifying meaning of unknown or multiple-meaning words and phrases

Recognize words in different contexts Independently and proficiently read literary non-fiction and

informational text on grade level. Comprehend and interpret literary non-fiction and

informational text on grade level.

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Assessment:

Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and information

Identify appropriate topic, task, and audience for various writing assignments

Create thesis statements and topic sentences to craft sharp, distinct focus

Write compositions with sharp, distinct focus and awareness of topic, task, and audiences

Examine significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Analyze significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Write essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Examine, analyze, and incorporate graphics and multimedia useful to aiding comprehension

Comprehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elements.

Outline appropriate ideas, concepts, and information in a logically sequential order

Use appropriate transitions to aid development and structure of appropriate ideas, concepts, and information

Write a logical concluding statement Write using precise language and domain specific

vocabulary to establish formal style and objective tone

Write with proper usage of English grammar.

Write an objective summary of non-fiction Identify central idea and describe and analyze

development over text with specific details Explain the emergence of central idea with specific detail Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Analyze author assumptions and beliefs Identify how content and point of view influence author

purpose in non-fiction Explain how content and point of view influence author

purpose in non-fiction Evaluate how content and point of view influence author

purpose in non-fiction Comprehend seminal non-fiction texts on grade-level. Explain seminal texts in terms of reasoning, premises,

purposes, and arguments Draw conclusions of seminal text effectiveness and impact

based on understanding and analysis Summarize theme, purpose and rhetorical features of

foundational texts Explain foundational non-fiction texts in light of theme,

purpose, and rhetorical features State effectiveness of foundational texts and connect to

previous and future units of study, including how foundational texts influence historical events, political and social events, and future writings

Practice strategies and tools for determining or clarifying meaning of unknown words or phrases

Demonstrate understanding of unknown words or phrases using strategies and tools

Given unknown words or multiple-meaning phrases, using tools for determining or clarifying meaning of unknown words or phrases

Summarize literary non-fiction and informational text on grade level

Demonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade level

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Resources:

Pocket style manualInformative writing assignmentJournal assignmentsThe Scarlet Letter PBS filmThe Scarlet Letter Critical Analysis Assignment and Rubric“Sinners in the Hands of an Angry God” audio file

Prentice Hall Literature: The American ExperienceOf Plymouth Plantation and William Bradford’s biography “Sinners in the Hands of an Angry God” and Jonathan Edward’s biography“Plea of the Infants” and Michael Wigglesworth’s biography“Huswifery” and Edward Taylor’s biography“To My Dear and Loving Husband” and Anne Bradstreet’s biographyStudy and Discussion Questions and guidesThe Scarlet Letter

Standards: .CC.1.2.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12B: Write with a sharp, distinct focus identifying topic, task, and audienceCC.1.4.11-12C: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topicCC.1.4.11-12D: Organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehensionCC.1.4.11-12E: Write with an awareness of the stylistic aspects of composition

Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Establish and maintain a formal style and objective ton while attending to the norms of the discipline in which they are writing.

CC.1.4.11-12F: Demonstrate grade-appropriate command of the conventions of standard English

CC.1.2.11-12A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide and objective summary of the textCC.1.2.11-12B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.2.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11-12H: Analyze seminal texts based upon reasoning, premises, purposes and arguments.CC.1.2.11-12.I: Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.CC.1.2.11-12.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.CC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

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English 3 Academic v. 2015 - 2016grammar, usage, capitalization, punctuation, and spelling



11

English 3 Academic v. 2015 - 2016Drama Unit The Crucible Duration: October/ November (3 weeks)


Content

Extended and shorter time frames Reflection, and revision Range of discipline-specific tasks, purposes, and

audiences Range of collaborative discussions Grade-level topics, texts, and issues Others’ ideas and own ideas Grade appropriate command of conventions of

standard English Informative essays Complex ideas, concepts, and information Sharp, distinct focus Topic, task, and audience

Central Idea/ Theme Multiple central ideas Objective summary Interaction of ideas or themes Inferences, conclusions, and explicit ideas Textual evidence Author’s assumptions and beliefs Story and Drama elements Multiple interpretations of drama

Essential Question:







Skill: Write routinely over shorter time frames Write for a range of discipline-specific tasks,

purposes, and audiences. Identify strategies and techniques for conducting

a range of collaborative discussions. Discuss a grade-level topic, text, or issue clearly

and persuasively by building on previous arguments.

List the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Recognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audience

Utilize the steps for properly developing and strengthening writing skills, including planning,

Determine two or more ideas in fiction Provide an objective summary of fictional text Analyze development of central idea/ themes with detail in

fiction Explain central interaction ideas/themes with detail in

fiction Cite strong and thorough textual support for determining

author inferences and conclusion Analyze relationship between fiction and author beliefs. Identify elements of drama Explain relationship between story elements and author

purpose. Characterize the impact of author choices in how to

develop and relate a story or drama Identify objective events of drama in multiple mediums Analyze the similarities and differences that occur between

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English 3 Academic v. 2015 - 2016revising, editing, and re-writing.

Demonstrate command of conventions of language

the multiple mediums of the drama Evaluate how each medium interprets the drama reaching

a conclusion about overall effectiveness.

Assessment:

Recognize common errors in conventions, usage, capitalization, punctuation, and spelling.

Write prose that demonstrates a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Evaluate peers’ writing, identifying proper and improper use of grammar

State the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting

Write essays for a variety of discipline specific tasks, purposes, and audiences given both short and long term deadlines

Name strategies and techniques for conducting a range of collaborative discussions

Critique a variety of discussions on grade-level topics, texts, and issues, understanding how ideas are built upon clearly and persuasively.

Conduct a collaborative discussion on grade-level topic, text, or issue

Comprehend plot, character, and purpose of story, drama, or poem in multiple mediums

Compare and contrast the multiple mediums of the drama. Judge the effectiveness of each medium’s interpretation of

the drama Identify how content and point of view influence author

purpose in fiction Explain how content and point of view influence author

purpose in fiction Evaluate how content and point of view shape content and

style in fiction Explain the relationship between content and author point

of view and purpose Recognize elements of a drama and its relationship to

author intent Describe impact resulting from author’s decisions to

develop and relate story or drama. Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Analyze how author assumptions and beliefs influence

inferences, conclusions, and explicit ideas Write an objective summary of fiction Identify central idea and describe and analyze


specific detail

Resources:

The Crucible text and filminformative writing assignment rubricSocratic seminar prompts

The CrucibleThe Crucible movieFormative and summative assessmentsQuote identificationsArthur Miller biography PPTReading/ study guidesNational Geographic Interactive Salem Witch Trial experience

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Standards:

CC.1.4.11-12X: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiencesCC.1.5.11-12 A: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.4.11-12 R: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.11-12A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12 B: Write with a sharp, distinct focus, identifying topic, task and audience.

CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusion based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or dramaCC.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.3.11-12 G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.



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English 3 Academic v. 2015 - 2016“A Nation is Born” Literature of the Revolution Duration: December (2.5 weeks)


Content

Arguments- persuasion Substantive topics Sharp, distinct focus Topic, task, audience Precise and knowledgeable claim English grammar and usage Speaker’s perspective, reasoning, evidence Speakers use of rhetoric Credibility, argument, stance Links among ideas, word choice, points of

emphasis, and tone

Point of view in non-fiction Purpose, content, and style Structure, quality of points, Exposition/ argument Vocabulary choice, context, meaning, and tone Seminal texts Purpose and argument Foundational Texts of historical, political, and literary

significance Theme, purpose Rhetorical features- Ethos, Pathos, and Logos

Essential Question:







Skill: Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling

Examine, evaluate, and craft arguments that support claims in an analysis of substantive topics

Recognize topic, task and audience Identify precise, knowledgeable claims. Comprehend strategies for writing with sharp,

distinct focus. Compose writing assignments containing sharp,

distinct focus with a precise, knowledgeable claim appropriate for topic, task, and audience.

Evaluate how speaker’s perspective, reasoning and use of evidence and rhetoric affect the credibility of an argument

Analyze the impact and effect of the author’s stance, premises, links among ideas, word choice, and tone

Determine author point of view and purpose Analyze how point of view and purpose shape content and

style in non-fiction Explain the relationship between content and author point

of view and purpose Determine structure used in creation of non-fiction Assess how structure impacts quality of author exposition Articulate how structure makes non-fiction clear,

convincing, and engaging Identify meaning of vocabulary and phrases from non-

fiction Explain how meaning of vocabulary and phrases impacts

non-fiction context and tone Read seminal non-fiction texts to determine author


purpose and argument Read foundational non-fiction texts to determine theme,

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English 3 Academic v. 2015 - 2016purpose, and rhetorical features.

Analyze foundational non-fiction texts use of theme, purpose, and rhetorical features

Draw conclusion regarding effectiveness of theme, purpose, and rhetorical features in foundational texts

Independently and proficiently read literary non-fiction and informational text on grade level

Comprehend and interpret literary non-fiction and informational text on grade level.

Assessment:

State proper usage of English grammar, including capitalization, punctuation and spelling

Practice proper usage and write with emphasis on proper usage of English grammar, including capitalization, punctuation, and spelling

Write with proper usage of English grammar, including capitalization, punctuation, and spelling

Read, analyze and create examples of arguments that support claims in an analysis of substantive topics


Create thesis statements and topic sentences to craft sharp, distinct focus.

Write compositions with sharp, distinct focus, precise, knowledgeable claims, and awareness of topic, task and audience.

Recall the audience impact of a speaker’s perspective, reasoning, evidence, credibility, argument, stance, premises, and links among ideas, word choice and tone.

Students will listen critically to a variety of speeches to assess the effectiveness of the presentation based on the identification of the speaker’s perspective, reasoning, and use of evidence and rhetoric

Summarize literary non-fiction and informational text on grade level

Demonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade level

Summarize them, purpose, and rhetorical features of foundational texts

Explain foundational non-fiction texts in light of theme, purpose, and rhetorical features

State effectiveness of foundational texts and connect to previous and future units of study, including how foundational texts influence historical events, political and social events, and future writings.

Comprehend seminal non-fiction texts on grade-level Explain seminal texts in terms of reasoning, premises,

purposes, and arguments. Draw conclusions of seminal text effectiveness and impact

based on understanding and analysis.

Resources:Persuasive writing assignment rubricPersuasive speech assignmentJournal prompts

Patrick Henry biography and “The Speech in the Virginia Convention”Thomas Paine biography and excerpt The American Crisis

16

English 3 Academic v. 2015 - 2016“Speech in the Virginia Convention” audio Ben Franklin biography and The Autobiography and Poor

Richard’s AlmanacStudy guidesFormative and summative assessmentsRhetorical devices terms and definitionsPrentice Hall Literature: The American Experience

Standards:

CC.1.4.11-12.L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.11-12G: Write arguments to support claims in an analysis of substantive topicsCC.1.4.11-12 H: Write with a sharp, distinct focus identifying topic, task, and audienceCC.1.4.11-12 L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage capitalization, punctuation, and spellingC.1.5.11-12 B: Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

CC.1.2.11-12H: Analyze seminal texts based upon reasoning, premises, purposes, and argumentsCC.1.2.11-12. I: Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical featuresCC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.CC.1.2.11-12 D: Evaluate how an author’s point of view or purpose shapes the content and style of a textCC.1.2.11-12 E: 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.CC.1.2.11-12.F. Evaluate how words and phrases shape meaning and tone in texts.



17

English 3 Academic v. 2015 - 2016Research Unit Duration: January/ February (5 weeks)


Content

Informative essays Explanatory essays Complex ideas, concepts, and information Sharp, distinct focus Topic, task, and audience Significant and relevant facts Definitions, concrete detail, and quotations Information appropriate to Audience’s knowledge

of topic Structured and sequential ideas, concepts, and

information Appropriate and varied transitions Concluding statement Proper formatting Precise language and domain specific vocabulary Metaphor, simile, and analogy Formal style and objective tone English grammar and usage Extended time frames Research, reflection, revision Range of discipline-specific tasks, purposes, and

audiences Relevant information Multiple authoritative print and digital sources Advanced searches Strengths and limitations of sources Avoid plagiarism and overreliance on one source Standard format for citations Sustained research projects Self-generated question Multiple sources Writing (planning, revising, editing, rewriting) Evidence Literary or informational texts Analysis, reflection and research Grade-level reading standards, literature and

literary non-fiction

Central Idea/ Theme Multiple Central ideas Objective summary Stated or Implied Main idea Textual evidence Author’s assumptions and beliefs Interaction and Development of ideas and plot Evolution and development of character Literary non-fiction Informational text

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Essential Question:




How do we use information gained through research to expand knowledge?

How can our knowledge and use of the research process promote lifelong learning?




Skill: Compose informative/ explanatory essays Examine and convey complex ideas, concepts,

and information clearly and accurately Recognize topic, task, and audience Comprehend strategies for writing with sharp,

distinct focus Compose writing assignments containing sharp,

distinct focus appropriate for topic, task and audience.

Identify, evaluate, and implement significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Identify appropriate ideas, concepts, and information for proper structure and sequence, varied transitions, and concluding statement elements.

Sequence ideas, concepts, and information appropriately in relation to one another

Use varied transitions to logically shift writing from one idea, concept, or piece of information to another

Create a concluding statement related to appropriate structure and sequence of ideas,

Determine two or more ideas in non-fiction Provide an objective summary of non-fiction text Analyze development of central idea/ themes with detail Explain central interaction ideas/ themes with detail Cite strong and thorough textual support for determining

author inferences and conclusion Identify and analyze author assumptions and beliefs Analyze relationship between non-fiction and author beliefs Analyze interaction and development of complex ideas,

including theme, plot, and character in non-fiction

19

English 3 Academic v. 2015 - 2016concepts, and information

Identify, examine, and apply precise language and domain specific vocabulary including metaphor, simile, and analogy.

Understand elements of formal style and objective tone.

Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling.

Identify techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and research

Examine use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and research

Incorporate evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments

List the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting

Recognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audience.

Utilize the steps for properly developing and strengthening writing skills including planning, revising, editing, and rewriting.

Understand and harness the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources in conducting research project

Gather relevant information from a variety of sources

Utilize advanced searches effectively Assess the strengths and limitations of each

source Integrate information into the text Maintain the flow of ideas Avoid plagiarism and over reliance on one source

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English 3 Academic v. 2015 - 2016 Follow a standard format for citation Write routinely over extended time frames Write for a range of discipline-specific tasks,

purposes, and audiences

Assessment:

Based on grade-level appropriate text, students are able to compose informative essays conveying accurately and clearly complex ideas, concepts, and information


Create thesis statements and topic sentences to craft sharp, distinct focus

Write compositions with sharp, distinct focus and awareness of topic, task, and audience

Examine and analyze significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to audience’s knowledge of topic

Write essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic

Examine, analyze, and incorporate graphics and multimedia useful to aiding comprehension

Comprehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elements

Outline appropriate ideas, concepts, and information in a logically sequential order

Use appropriate transitions to aid development and structure of appropriate ideas, concepts, and information

Write a logical concluding statement Define precise language and domain specific

vocabulary, including metaphor, simile, and analogy

Examine and analyze relationship between

Write an objective summary of non-fiction Identify central idea and describe and analyze

development of a text with specific details. Explain the emergence of central idea with specific detail Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Analyze author assumptions and beliefs Identify the emergence, interaction, and development of

and between theme, plot, and character throughout non-fiction

Analyze the emergence, interaction, and development of and between theme, plot, and character throughout non-fiction.

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English 3 Academic v. 2015 - 2016precise language and domain specific vocabulary, including metaphor, simile, and analogy, and formal style and objective tone.

Write using precise language and domain specific vocabulary including metaphor, simile, and analogy, to establish formal style and objective tone

Identify and practice proper usage of English grammar

Write with proper usage of English grammar Recognize techniques and strategies for

identifying evidence from literary or informational texts to support analysis, reflection, and research

Draw conclusions about use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and research

Recognize, state, and demonstrate understanding of the writing process by completing each step of the writing process, including planning, revising, editing, and rewriting.

Recognize, use and apply the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources to answer a self-generated question.

Recognize techniques to distinguish between credible and flawed sources

Identify credible and flawed sources Complete a research project that utilizes valid,

reliable, and credible sources Avoid plagiarism and overreliance on any one

source Create a proper work cited page and display

appropriate in-text citations. Write essays for a variety of discipline specific

tasks, purposes, and audiences given both short and long term deadlines.

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Resources:

Pocket Style ManualResearch assignment guidePrimary and secondary sourcesLibrary books and database accessRubricHandouts for composition of introduction, body, and concluding paragraphs

Student selected and parent approved non-fiction novel (memoir, biography, autobiography)

Standards: CC.1.4.11-12. A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyCC.1.4.11-12.B: Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.11-12.C: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphs and multimedia when useful to aiding comprehensionCC.1.4.11-12. D: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehensionCC.1.4.11-12.E: Write with an awareness of the stylistic aspects of composition Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.11-12.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.11-12 S: Draw evidence from literary or

CC.1.2.11-12.A: Determine and analyze the relationships between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the textCC.1.2.11-12B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefsCC.1.2.11-12C: Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the textCC.1.2.11-12. L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyC.1.5.11-12 B: Evaluate how the speaker’s perspective, reasoning, and the use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.

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English 3 Academic v. 2015 - 2016informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature.CC.1.4.11-12 T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.CC.1.4.11-12 V: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize the multiple sources on the subject, demonstrating understanding of the subject under investigation.CC.1.4 11-12 W: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.1.4.11-12 X: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.



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English 3 Academic v. 2015 - 2016“A Growing Nation” Literature of the American Renaissance Duration: February/ March (5 Weeks)


Content

Speech Variety of contexts and tasks

Central Idea/ theme Multiple central ideas Objective Interaction of ideas or themes Inferences, Conclusions, and explicit ideas Textual evidence Author’s assumptions and beliefs

Essential Question:

How does productive oral communication rely on speaking and listening?




Skill:

Identify key elements of speech and how it’s modified for certain contexts and tasks

Identify appropriate modes of discourse

Determine two or more ideas in fiction Provide an objective summary of fictional text Explain and analyze development of central idea/ themes

with detail in fiction Cite strong and thorough textual support for determining

author inferences and conclusion Identify and analyze author assumptions and beliefs Analyze relationship between fiction and author beliefs

Assessment:

List key elements of speech and how it’s modified for certain contexts and tasks

Speak appropriately given the context and task

Objectively summarize fiction Identify central idea and describe and analyze

development over text with specific details in fiction Explain the emergence of central idea in fiction with

specific detail Identify explicit ideas with textual evidence Identify implicit ideas based on author’s beliefs with

textual evidence Analyze how author assumptions and beliefs influence

inferences, conclusions, and explicit ideas

Resources: Debate prompts (qualifying texts as examples of romanticism)

Washington Irving biography and “The Devil and Tom Walker”“Rip Van Winkle” video

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English 3 Academic v. 2015 - 2016Journal prompts (persona narrative and reflectiveAudio version of “Dr. Heideggar’s experiment”“Rip Van Winkle” videoMoby Dick video clipsRaven video clip and audio clip

Henry Wadsworth Longfellow biography and “The Tide Rises, the Tide Falls”William Cullen Bryant biography and “Thanatopsis,” “To a Waterfowl,” and “To Cole, a Painter departing for Europe”Oliver Wendell Holmes biography and “Old Ironsides”Nathaniel Hawthorne biography“The Minister’s Black Veil”“Dr. Heideggar’s Experiment” with lab reportPoe biography and the following texts:“The Fall of the House of Usher,” “Hop Frog,” “The Raven,” “Murder in the Rue Morgue”Herman Melville bio and excerpts from Moby DickRomanticism Traits H/OGothic Tale Traits H/OTales of Ratiocination PptSummative and formative assessments

Standards:

CC.1.5.11-12: Adapt speech to a variety of contexts and tasks

CC.1.3.11-12 A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.



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English 3 Academic v. 2015 - 2016“The Human Spirit and the Natural World” Transcendentalism Duration: April (4 weeks)


Content

Narratives Real or imagined experiences Real or imagined events Narrative techniques Dialogue, description, reflection Experiences, events Precise words and phrases Details and sensory language Vivid picture Progression of experiences or events Variety of techniques Events Coherent whole Particular tone and outcome Conclusion Narrative Grade appropriate command of standard English

grammar, usage, capitalization, punctuation, and spelling

Multiple Sources of Information Visual Media Quantitative Formats Seminal texts Purpose Argument Central idea/ theme Multiple central ideas Objective summary

Essential Question:







Skill: Identify the proper elements of narrative Explain and evaluate elements of narrative from

both fictional and non-fictional samples Craft narratives using proper elements of

narrative in both the fictional and non-fictional contexts

Implement precise words, phrases, and sensory details in writing to convey a vivid picture of experiences, events, settings, and/or characters

Create a smooth progression

Examine multiple sources of non-fiction media or formats Determine effectiveness of visual media or quantitative

format in addressing a question or solving a problem Evaluate quality, function, and impact of non-fiction media

source Read seminal non-fiction texts to determine author


purpose and argument Determine two or more ideas in non-fiction

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English 3 Academic v. 2015 - 2016 Use a variety of techniques to sequence events Provide a conclusion that follows from and

reflects on what is experienced, observed, or resolved over the course of the narrative

Demonstrate command of conventions of language

Provide an objective summary of non-fiction text Analyze development of central idea/ themes with detail Explain central interaction ideas/ themes with detail

Assessment:

Define the proper elements of narrative Analyze how elements of narrative function in

both the fictional and non-fictional contexts Write non-fictional narratives using proper

elements Craft a narrative using precise words, phrases,

and sensory details in writing to convey a vivid picture of experiences, events, settings, and/ or characters

Analyze effectively organized narratives, recognizing appropriate techniques for sequencing events

Establish a smooth progression within narrative prose

Build toward a particular tone within their narratives

Write narrative prose that demonstrates a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Incorporate non-fiction visual media or quantitative format into properly constructed argument.

Categorize relationship between media or quantitative format and its source in addressing a question or solving a problem

Comprehend seminal non-fiction texts on grade-level Explain seminal texts in terms of reasoning, premises,

purposes, and arguments Draw conclusions of seminal text effectiveness and impact

based on understanding and analysis Write an objective summary of non-fiction Identify central idea and describe and analyze

development of text with specific details. Explain the emergence of central idea with specific detail

Resources:

Observation of Nature writing assignment(Transcendentalism Journal)The Night Thoreau Spent in Jail

Thoreau and Emerson- BiographiesExcerpts From Nature, Self-Reliance, Concord Hymn, Walden, Civil DisobedienceExcerpts from Dead Poets SocietyUnitedstreaming.com “Walden” video“Look Up” poem on youtube.com by Gary TurkThe Night Thoreau Spent in Jail

Standards: CC.1.4.11-12. M: Write narratives to develop real or imagined experiences or eventsCC.1.4.11-12 O: Use narrative techniques such as dialogue, description, reflection, multiple plotlines,

CC.1.2.11-12 G: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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English 3 Academic v. 2015 - 2016and phrasing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or charactersCC.1.4.11-12 P: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeCC.1.4.11-12 R: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.2.11-12 H: Analyze seminal texts based upon reasoning, premises, purposes, and argumentsCC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficientlyCC.1.2.11-12A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text



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English 3 Academic v. 2015 - 2016Novel: The Adventures of Huckleberry Finn Duration: May (3 weeks) runs concurrently with the “American Masters” unit


Content

Evidence Literary or informational texts Analysis, reflection, and research Grade-level reading standards Literature and literary non-fiction Speech Variety of contexts and tasks

Literary fiction Central idea/ theme Multiple central ideas Objective summary Interaction of ideas or themes Plot development Story and drama elements

Essential Question:







Skill:

Identify techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and research

Examine use and appropriateness of evidence from literary or informational texts to support analysis, reflection, and research

Incorporate evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments

Analyze audience and adapt argument accordingly

Independently and proficiently read literary fiction on grade level

Comprehend and interpret fictional text on grade level Determine two or more ideas in fiction Provide an objective summary of fictional text Analyze development of central idea/ themes with detail in


fiction Identify elements of story or drama Explain relationship between story elements and author

purpose Characterize impact of author choices in how to develop

and relate a story or drama

Assessment:

Recognize techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and research

Draw conclusions about use and appropriateness of evidence from literary or informational texts to

Summarize literary fiction on grade level Demonstrate proficiency in comprehending and

interpreting literary fictional text on grade level Identify central idea and describe and analyze

development of text with specific details in fiction Explain the emergence of central idea in fiction with

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English 3 Academic v. 2015 - 2016support analysis, reflection, and research

Write a response to literature using evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments

Speak clearly for the purpose provided

specific detail Recognize elements of a story or drama and its

relationship to author’s intent Describe impact resulting from author’s decisions to

develop and relate elements of the story

Resources:Journal Reflection promptsClass discussion promptsHuck Finn- Creative Project Rubric20/20 Huckleberry Finn episode

Huckleberry Finn by Mark TwainMark Twain biographical informationFormative and summative assessments“Swing Low Sweet Chariot” and “Follow the Drinking Gourd”

Standards:

CC.1.4.11-12 S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature.CC.1.5.11-12. E: Adapt speech to a variety of contexts and tasks

CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

Comments:

Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction


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English 3 Academic v. 2015 - 2016“American Masters” (Poetry Unit) Duration: May (3 weeks) runs concurrently with Novel Unit


Content

Informative essays explanatory essays complex ideas, concepts and information Sharp, Distinct Focus Topic, Task, and Audience Significant and Relevant Facts Definitions, Concrete Details, and Quotations Information Appropriate to Audience’s

Knowledge of Topic Structured and Sequential Ideas, Concepts, and

Information Appropriate and Varied Transitions Concluding Statement Proper Formatting English Grammar and Usage Capitalization, Punctuation, and Spelling

Point of View in Fiction Purpose Content and Style Vocabulary Choice Context Tone Meaning Multiple Interpretations Story, Drama, Poem

Essential Question:







Skill: Compose informative/ explanatory essays. Examine and convey complex ideas, concepts, and information clearly and accurately.

Understand topic, task, and audience. Comprehend strategies for writing with sharp,

distinct focus. Compose writing assignments containing sharp,

distinct focus appropriate for topic, task, and audience.

Identify significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to

Determine author point of view and purpose. Analyze how point of view and purpose shape content and

style in fiction. Explain the relationship between content and author point

of view and purpose. Identify meaning of vocabulary and phrases from fiction. Explain how meaning of vocabulary and phrases impacts

context and tone. Assess whether use of vocabulary and phrases alters

meaning, tone, or purpose. Identify objective events of story, drama, or poem in

multiple mediums.32

English 3 Academic v. 2015 - 2016audience’s knowledge of topic.

Evaluate effectiveness of significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.

Implement appropriate significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic into writing assignments.

Identify, evaluate, and implement graphics and multimedia useful to aiding comprehension.

Identify appropriate ideas, concepts, and information for proper structure and sequence, varied transitions, and concluding statement elements.

Sequence ideas, concepts, and information appropriately in relation to one another.

Use varied transitions to logically shift writing from one idea, concept, or piece of information to another.

*Create a concluding statement related to appropriate structure and sequence of ideas, concepts, and information.

Understand proper usage of English grammar, including capitalization, punctuation, and spelling.

Explain proper usage of English grammar, including capitalization, punctuation, and spelling.

Implement proper usage of English grammar, including capitalization, punctuation, and spelling into personal writing abilities.

Analyze the similarities and differences that occur between the multiple mediums of the story, drama, or poem.

Evaluate how each medium interprets the story, drama, or poem, reaching a conclusion about overall effectiveness.

Assessment:

Based on grade-level appropriate text, students are able to compose informative/ explanatory essays conveying accurately and clearly complex ideas, concepts, and information.

Identify appropriate topic, task, and audience for various writing assignments.

Identify how content and point of view influence author purpose in fiction.

Explain how content and point of view influence author purpose in fiction.

Evaluate how content and point of view influence author purpose in fiction.

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English 3 Academic v. 2015 - 2016 Create thesis statements and topic sentences to

craft sharp, distinct focus. Write compositions with sharp, distinct focus and

awareness of topic, task, and audience. Examine significant and relevant facts, extended

definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.

Analyze significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.

Write essays using significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to audience’s knowledge of topic.

*Examine, analyze, and incorporate graphics and multimedia useful to aiding comprehension.

Comprehend and analyze appropriate ideas, concepts, and information for furthering a thesis as well as varied transitions and concluding statement elements.

Outline appropriate ideas, concepts, and information in a logically sequential order.

Use appropriate transitions to aid development and structure of appropriate ideas, concepts, and information.

Write a logical concluding statement. State proper usage of English grammar,

including capitalization, punctuation, and spelling.

Practice proper usage of English grammar, including capitalization, punctuation, and spelling.

Write with proper usage of English grammar, including capitalization, punctuation, and spelling.

Recall vocabulary and phrases from fiction. Distinguish how meaning of vocabulary and phrases

influences meaning and tone. State whether use of vocabulary and phrases is

appropriate to context, tone, and author purpose. Comprehend plot, character, and purpose of story, drama,

or poem in multiple mediums. Compare and contrast the multiple mediums of the story,

drama, or poem. Judge the effectives of each medium’s interpretation of the

story, drama, or poem.

Resources: “I Hear TJ Singing” poem assignmentClass discussion prompts

Emily Dickinson biography and the following poems: “Because I could not Stop for Death,” “I Heard a Fly Buzz when I Died,”

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English 3 Academic v. 2015 - 2016Poetry explication writing assignment “A Narrow Fellow in the Grass,” “I Felt a Funeral in my

Brain,” “Hope is a Fine Invention,” I like a Look of Agony,” “Some Keep the Sabbath going to Church,” “Success is Counted Sweetest,” “I Never Saw a Moor,” Success is Counted Sweetest,” “This is my Letter to the World,” “I’m Nobody, Who are You?,” and “If You Were Coming in the Fall.”Walt Whitman biography and an excerpt from “Song of Myself”“Bivouac on a Mountainside,” “Calvary Crossing the Ford,” and “I Hear America Singing”

Standards:

CC.1.4.11-12 ACC.1.4.11-12 BCC.1.4.11-12 CCC.1.4.11-12 DCC.1.4.11-12 F

CC.1.3.11-12D: Evaluate how an author’s point of view or purpose shapes the content and style of a textCC.1.3.11–12.F: Evaluate how words and phrases shape meaning and tone in textsCC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g.,recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.



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English 3 Academic v. 2015 - 2016The Great Gatsby and College Application Preparation Duration: May/ June (2 weeks)


Content

Writing Planning, revising, editing, re-writing New approach Specific purpose and audience

Literary fiction Central idea/ theme Multiple central ideas Objective summary Interaction of ideas or themes Plot development Story and drama elements

Essential Question:







Skill:

List the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Recognize the steps for properly developing and strengthening writing skills and understand how they pertain to specific purpose and audience.

Utilize the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Independently and proficiently read literary fiction on grade level

Comprehend and interpret fictional text on grade level Determine two or more ideas in fiction Provide an objective summary of fictional text Analyze development of central idea/ themes with detail in


fiction Identify elements of story or drama Explain relationship between story elements and author

purpose Characterize impact of author choices in how to develop

and relate a story or drama

Assessment:

State the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Understand the impact and artistic implication of each step of the writing process, including planning, revising, editing, and rewriting.

Summarize literary fiction on grade level Demonstrate proficiency in comprehending and

interpreting literary fictional text on grade level Identify central idea and describe and analyze

development of text with specific details in fiction Explain the emergence of central idea in fiction with

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English 3 Academic v. 2015 - 2016 Demonstrate understanding of the writing

process by completing each step of the writing process, including planning, revising, editing, and rewriting.

specific detail Recognize elements of a story or drama and its

relationship to author’s intent Describe impact resulting from author’s decisions to

develop and relate elements of the story

Resources:

The Great Gatsby movieOn-line career planning programCollege Board Common ApplicationCollege Board Application Essay PromptsSample Resumes

The Great Gatsby textFormative and summative assessments

Standards:

CC.1.4.11–12.TDevelop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach, focusing on addressingwhat is most significant for a specific purpose and audience.

CC.1.3.11-12.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.CC.1.3.11-12A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the textCC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

Comments:

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3 academic... · web viewacademic english 3. the major thrust of the 11th grade academic english...

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