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Warren County SchoolsEnglish III Pacing Guide

English III

2013-2014

“Putting Our Children First!”

Created September 2013


#Reading Informational Text

RI 1, 3, 5-6 (20-29%) RI 2, 4 (17-22%)Approximately 10 to 12 of the multiple choice items will come from these standards.

1st

4 ½Weeks

2nd

4 ½Weeks

3rd

4 ½Week

s

4th

4 ½Weeks

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly aswell as inferences drawn from the text, including determining where the text leaves mattersuncertain.

X

2 Determine two or more central ideas of a text and analyze their development over the course ofthe text, including how they interact and build on one another to provide a complex analysis;provide an objective summary of the text.

X

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.

X

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 keyterm or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

X

5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition orargument, including whether the structure makes points clear, convincing, and engaging.

X

6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularlyeffective, analyzing how style and content contribute to the power, persuasiveness or beauty ofthe text.

X

7 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 aproblem.

X

8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application ofconstitutional principles and use of legal reasoning and the premises, purposes, and arguments inworks of public advocacy (e.g., The Federalist, presidential addresses).

X



9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents ofhistorical and literary significance (including The Declaration of Independence, the Preamble tothe Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,purposes, and rhetorical features.

X

1

0By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR textcomplexity band proficiently, with scaffolding as needed at the high end of the range.

X X X X



# Reading Literary Text

RL 1-4, and 6 (14-18 %) Constructed Response (5-9 %)Approximately 3 to 5 of the 27 test items will come from these standards.

1st

4 ½Weeks

2nd

4 ½Weeks

3rd

4 ½Weeks

4th

4 ½Weeks

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly aswell as inferences drawn from the text, including determining where the text leaves mattersuncertain.

X

2 Determine two or more themes or central ideas of a text and analyze their development over thecourse of the text, including how they interact and build on one another to produce a complexaccount; provide an objective summary of the text.

X

3 Analyze the impact of the author’s choices regarding how to develop and relate elements of astory or drama (e.g., where a story is set, how the action is ordered, how the characters areintroduced and developed).

X

4 Determine the meaning of words and phrases as they are used in the text, including figurativeand 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, orbeautiful. (Include Shakespeare as well as other authors.)

X

5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., thechoice 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.

X

6 Analyze a case in which grasping a point of view requires distinguishing what is directly statedin a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

X

7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production ofa play or recorded novel or poetry), evaluating how each version interprets the source text.(Include at least one play by Shakespeare and one play by an American dramatist.)

X

8 (not applicable to literature)



9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundationalworks of American literature, including how two or more texts from the same period treatsimilar themes or topics.

X

10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, inthe grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high endof the range.

X X X X

#Writing (8-11%)

The Common Exam for English III will have 3 constructed response (CR) items.Two will be short answer and the other an extended constructed response (ECR).

1st

4 ½Weeks

2nd

4 ½Weeks

3rd

4 ½Weeks

4th

4 ½Weeks

1 Write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.

X

2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, andinformation clearly and accurately through the effective selection, organization, and analysis ofcontent.

X

3 Write narratives to develop real or imagined experiences or events using effective technique,well-chosen details, and well-structured event sequences.

X

4 Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are definedin standards 1–3 above.)

X

5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a newapproach, focusing on addressing what is most significant for a specific purpose and audience.

X

6 Use technology, including the Internet, to produce, publish, and update individual or shared writingproducts in response to ongoing feedback, including new arguments or information.

X

7 Conduct short as well as more sustained research projects to answer a question (including aself-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

X



investigation.

8 Gather relevant information from multiple authoritative print and digital sources, using advancedsearches 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.

X

9 Draw evidence from literary or informational texts to support analysis, reflection, and research. X

1

0Write routinely over extended time frames (time for research, reflection, and revision) and shortertime frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

X X X X

#Language (12-16%)

Approximately 3 to 6 of the 27 test items will come from these standards.

1st

4 ½Weeks

2nd

4 ½Weeks

3rd

4 ½Weeks

4th

4 ½Weeks

1 Demonstrate command of the conventions of standard English grammar and usage when writingor speaking.

X

2 Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

X

3 Apply knowledge of language to understand how language functions in different contexts, to makeeffective choices for meaning or style, and to comprehend more fully when reading or listening.

X

4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrades 11–12 reading and content, choosing flexibly from a range of strategies.

X

5 Demonstrate understanding of figurative language, word relationships, and nuances in wordmeanings.

X

6 Acquire and use accurately general academic and domain-specific words and phrases, sufficientfor reading, writing, speaking, and listening at the college and career readiness level; demonstrateindependence in gathering vocabulary knowledge when considering a word or phrase importantto comprehension or expression.

X X X X



#Speaking & Listening

A minimum of 3 formal presentations is a suggested expectation:(1-2) includes multimedia (1-2) includes an argumentative focus

1st

4 ½Weeks

2nd

4 ½Weeks

3rd

4 ½Weeks

4th

4 ½Weeks

1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building onothers’ ideas and expressing their own clearly and persuasively.

X

2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually,quantitatively, orally) in order to make informed decisions and solve problems, evaluating thecredibility and accuracy of each source and noting any discrepancies among the data.

X

3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing thestance, premises, links among ideas, word choice, points of emphasis, and tone used.

X

4 Present information, findings, and supporting evidence, conveying a clear and distinctperspective, such that listeners can follow the line of reasoning, alternative or opposingperspectives are addressed, and the organization, development, substance, and style areappropriate to purpose, audience, and a range of formal and informal tasks.

X

5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactiveelements) in presentations to enhance understanding of findings, reasoning, and evidence and toadd interest.

X

6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal Englishwhen indicated or appropriate.

X X X X



Unit/Texts

Unit 1

American

Dream

Bolded texts

are Common

Core Text

Exemplars

These units use Springboard Resources, which were adopted by Warren County High School in 2013.

Literary:

"Hills Like White Elephants" by Ernest Hemingway

Excerpt from Nickel and Dimed: On (Not) Getting By in America, by Barbara Ehrenreich

Poetry:

“I Hear America Singing” by Walt Whitman

“Ellis Island” by Joseph Bruchac

“Europe and America” by David Ignatow

"America," by Claude McKay

"Shine, Perishing Republic," by Robinson Jeffers

"America, the Beautiful," by Katharine Lee Bates

"I, Too, Sing America," by Langston Hughes

"Indian Singing in Twentieth-Century America," by Gail Tremblay

"Money," by Dana Gioia

Informational:

"Malala the Powerful" by Kristen Lewis (Scope Magazine)

Martin Luther King's "I Have a Dream Speech"

Essay:

The Trial of Martha Carrier," by Cotton Mather

"Moral Perfection," by Benjamin Franklin

Aphorisms: "Sayings of Poor Richard," from Poor Richard’s Almanack, by Benjamin Franklin

Excerpt from "Self-Reliance," by Ralph Waldo Emerson

Excerpt from Walden, "Where I Lived and What I Lived For," by Henry David Thoreau

"They Live the Dream," by Dan Rather

"Lifelong Dreamer? Vietnam Boat Person," by Mary-Beth McLaughlin

*Drama: Excerpt from A Raisin in the Sun, by Lorraine Hansberry

Short Story: "Mammon and the Archer," by O. Henry

Daily Grammar Practice:

This will be used daily as a Do Now in the classroom. It addresses Language Standards L2 and L3.　



Time Frame(Days/weeks)

1st 4 ½ weeks

　

Common Core

Standards

(entire

standard- not

just the

number)

RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a

sense of time and place; how it sets a formal or informal tone).

RI.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.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.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and

multimedia), determining which details are emphasized in each account.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.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.

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively

KNOW

Academic

Vocabulary

& Facts

Tier 2 Vocabulary

theme central idea emerges objective summary figurative meaning connotative meaning

tone

Text Based Vocabulary

Crusader Taliban defy rural oppressive plagued pseudonym refugees vigils

unwittingly envisions Emancipation Proclamation decree beacon captivity manacles exile languishingappalling vast



Tier 3 Vocabulary

Crusader Taliban

score

UNDERSTAND

Essential

Questions &

Big Ideas

Understanding the American Dream and understanding what it is to different people.

In what ways does the American Dream manifest itself in American life?

How does one create a personal definition of the American Dream?

DO

Learning

Outcomes

&

Learning

Activities

Each learning outcome should connect to a specific activity or strategy that is MEASURABLE to assess student learning.

Learning Outcomes and Activities are linked to Springboard Learning Outcomes & Activities

To understand and define the concept of the American Dream

To identify and synthesize a variety of perspectives that exist about the American Dream.

To conduct a survey and use primary sources as a functional text to prove or disprove an assumption.

Learn the meaning of and how to use the vocabulary words.

Learn how to do Daily Grammar Practice Activity.

Springboard Activity 1.2

• To anticipate themes and ideas relating to various beliefs

• To connect personal attitudes that contribute to one’s perception of the American Dream


• To develop a working definition of the American Dream

• To apply knowledge of denotation and connotation

• To demonstrate control and understanding of the effect of diction choices

• To contrast past and present views of the American Dream


• To identify and evaluate the philosophical, religious, ethical, and social influences that shaped the literature of a

period

• To extrapolate from primary sources to construct an understanding of a philosophical viewpoint.



• To analyze purpose and historical context in varied sources and evaluate the usefulness of those

sources

• To research and identify primary source documents that exemplify philosophical viewpoints


• To communicate the significant points of a poem to classmates

• To synthesize information from multiple poems and make a personal connection.

• To analyze elements of a poem and synthesize an interpretation


• To recognize the juxtaposition of positive and negative attitudes toward America

• To define and identify tone in a poem or song.

• To use speaking skills to clearly and effectively perform a poem

• To develop a well-structured original poem


• To analyze aspects of the American Dream

• To summarize texts and present findings to peers

• To connect newly learned information to personal experience

• To analyze the organization of a nonfiction text


• To examine a single topic from multiple points of view

• To develop an expository text with a coherent point of view

• To manipulate language to reflect a particular tone and point of view

• To synthesize points of view about a topic


• To understand the relationship between work and self understanding

• To synthesize information to make text-to-text connections

• To use textual evidence as the basis for inferences


• To make personal connections and text-to-text connections with a literary nonfiction text

• To apply the elements of argumentation in a letter of response to a text




• To survey attitudes about aspects of the American Dream

• To create questions, conduct interviews, and interpret findings from a survey

• To appraise responses from a survey and understand the results as a functional text worthy of analysis


• To revisit and revise the notion of the American Dream through a comparison of two texts

• To analyze the types of arguments used by a speaker


• To synthesize previous notions of the American Dream

• To generate working definitions of the American Dream by function, classification, example, and

negation

　



Unit/Texts

Unit 2

The Power of

Persuasion　Bolded texts

are Common

Core Text

Exemplars


Literary:

Sermon: "Sinners in the Hands of an Angry God," by Jonathan Edwards

Article: "The Lessons of Salem," by Laura Shapiro

*Drama: “The Crucible”, by Arthur Miller

video of The Crucible being performed

Characters of the Crucible

Informational:

Speech: "Inaugural Address," by John F. Kennedy

Speech: "Speech to the Virginia Convention," by Patrick Henry


This will be used daily as a do now in the classroom. It addresses Language Standards L2 and L3.

　

Time Frame

(Days/weeks)

　2nd 4 ½ weeks 　

Common Core

Standards

RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, includinghow they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interactand develop over the course of the text.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, andtechnical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a textRL.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 ofthe text.RL.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.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or


http://www.youtube.com/watch?v=WsTQogxtWyI

http://www.youtube.com/watch?v=oLeTIzESlhY&list=PL9AA37DF32BB64856&index=1


language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grades 11–12 topics,texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such thatlisteners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choicesfor meaning or style, and to comprehend more fully when reading or listening.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12reading and content, choosing flexibly from a range of strategies.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevantand sufficient evidence.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience.W.5 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.

KNOW

Academic

Vocabulary

& Facts

Tier 2 Vocabulary

rhetoric, pathos, ethos, logos, syntax,

the foil,

crucible, Theocracy, Puritan, afflicted, arbitrate, ascertain, calamity, contentious, deposition, disproportionate,

effrontery, empower, excommunication, fanatic, immaculate, inaudibly, indictment, indignant, iniquity, plaintiff,

predilection, subservient, unintelligible

Tier 3 Vocabulary



UNDERSTAND

Essential

Questions &

*Big Ideas

How are the components of rhetoric applied to the creation and delivery of persuasive speeches?

How can artistic expression advance social commentary?

DO

Learning

Outcomes

&

Learning

Activities


To define and apply the appeals and devices of rhetoric.

To analyze, create, and present persuasive speeches .

To interpret and analyze text and situate them in their communication contexts

To analyze, create and present a dramatic scene about a societal issue


• To establish classroom norms of effective behavior for speakers and listeners

• To explore the role of the audience in an oral presentation

• To demonstrate effective oral literacy skills within the confines of a familiar text

• To demonstrate appropriate inflection for an oral presentation


• To read, interpret, and analyze a challenging historical document

• To examine the role of syntax in a text

• To select an appropriate style and deliver an oral presentation


• To define and apply rhetorical appeals

• To write a persuasive essay that uses rhetorical appeals


• To apply knowledge of rhetorical devices, syntax, and rhetorical appeals to analyze a speech

• To employ a variety of strategies to make meaning from a text


• To apply knowledge of rhetorical devices, syntax, and rhetorical appeals to understand a speech

• To employ a variety of strategies to make meaning from a text

• To prepare and present a brief oral presentation




• To examine and evaluate a variety of delivery styles for oral presentations

• To identify and explain the effect of specific components of oral presentations


• To create a historica

• To analyze the title of the play

• To make predictions about the play l context for the action of the play


• To identify the main characters of the play

• To understand relationships among characters

• To preview Miller’s invented Puritan diction and sentence structure

• To examine Miller’s attitude toward his characters and events


• To recognize characteristics of the setting and time period

• To recognize the attributes of a foil

• To keep track of character development


• To imagine different readings of the text

• To interpret the meaning of specific theatrical choices

• To make directorial choices that lead to a specific interpretation


• To understand the definition of hysteria and how it applies to The Crucible


• To understand and identify the conflicts in the community

• To make connections between dramatic conflicts and real issues


• To diffuse vocabulary by context

• To examine language


• To illustrate and evaluate how performance choice affects meaning




• To demonstrate the purpose of characterization techniques


• To recognize how proof and confessions worked during the witch trials

• To understand the implications of the choices faced by the characters

• To create original scripts illuminating a conflict on an ethical issue


• To recognize a character’s choices as an element of characterization

• To recognize situational irony in the characters’ choices


• To understand an author’s purpose

• To recognize a second layer of meaning in a play


• To understand that characters can represent a point of view

• To examine the relationship between character and thematic statement


• To recognize how character action affects theme and audience response

• To compare and contrast drama and film versions to evaluate the resolution of the conflict


• To demonstrate an understanding of the significant elements of the play and/or the film version

• To analyze a writing prompt and plan a response

• To synthesize knowledge of dramatic elements into an essay of analysis

　

　



Unit/Texts

Unit 3

The Pursuit of

Happiness

Bolded texts

are Common

Core Text

Exemplars


Literary:

Essay: "Turning Straw into Gold: The Metamorphosis of the Everyday," by Sandra Cisneros

"The Chase," by Annie Dillard

"A View from Mount Ritter," by Joseph T. O?Connor

　Informational:

Nonfiction: Credo from All I Really Need to Know I Learned in Kindergarten, by Robert Fulghum

Biography: "Author?s Note," from Into the Wild,by Jon Krakauer

*Biography: Into the Wild, by Jon Krakauer

Biographical Sketch: "Sparky," by Earl Nightingale

Biography: "Charles M. Schulz," from Notable Biographies

Essay: Excerpt from Walden, by Henry David Thoreau

Essay: Excerpt from Self-Reliance, by Ralph Waldo Emerson

Poetry: "In the Depths of Solitude," by Tupac　




　3rd 4 ½ weeks 　

Common

Core

Standards

RL.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferencesdrawn from the text, including determining where the text leaves matters uncertain.RL.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 thetext.RL.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.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where tobegin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaningas well as its aesthetic impact.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of Americanliterature, including how two or more texts from the same period treat similar themes or topics.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferencesdrawn from the text, including determining where the text leaves matters uncertain.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, includinghow they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interactand develop over the course of the text.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, andtechnical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a textRI.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.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing howstyle and content contribute to the power, persuasiveness, or beauty of the textRI.7 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.RI.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literarysignificance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, andLincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.RI.10 By the end of the grade level, read and comprehend informational text in the text complexity band proficiently,with scaffolding as needed at the high end of the range. By the end of grade level, read and comprehend literary text atthe high end of the text complexity band independently and proficiently.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevantand sufficient evidence.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly andaccurately through the effective selection, organization, and analysis of content.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,



purpose, and audience.W.5 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.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products inresponse to ongoing feedback, including new arguments or information.W.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.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations ofeach source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain theflow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grades 11–12 topics,texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each sourceand noting any discrepancies among the data.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, linksamong ideas, word choice, points of emphasis, and tone used.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such thatlisteners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto enhance understanding of findings,reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated orappropriate.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choicesfor meaning or style, and to comprehend more fully when reading or listening.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12reading and content, choosing flexibly from a range of strategies.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6 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 vocabularyknowledge when considering a word or phrase important to comprehension or expression.

KNOW

Academic

Vocabulary

& Facts

Tier 2 Vocabulary

rhetoric, pathos, ethos, logos,

Tier 3 Vocabulary

Inaugural Address

UNDERSTAND

Essential

Questions &

Big Ideas

What does it mean to pursue happiness?

How does a writer represent research through multiple texts?

DO

Learning

Outcomes

&

Learning

Activities


Springboard Activity 5.2　• To place texts in a historical and a philosophical context

• To draft an original piece on the thematic concept of happiness


• To examine and critique a personal statement (credo)

• To analyze the function and effect of tone, diction, syntax, and punctuation

• To write a personal credo employing stylistic techniques


• To preview the biography

• To establish a context and purpose for reading



• To identify and use slant in writing


• To analyze the stylistic techniques used in an expository essay

• To investigate and identify the author’s purpose and bias in writing the biography


• To analyze elements of characterization

• To write an interpretive paragraph analyzing character


• To analyze epigrammatic texts to make a thematic connection to a larger work

• To analyze a text for the core tenets of Transcendentalism

• To examine textual elements of a nonfiction text and consider their effects


• To analyze how character is revealed in an extended work

• To understand the connection between research and the construction of a nonfiction work


• To identify and examine the purpose of genres used to convey information

• To write a draft adhering to conventions of a genre


• To compare and contrast character traits

• To examine the organization of a text

• To analyze diction signaling reflection


• To conduct and present research on comparable and conflicting perspectives of happiness


• To conduct a close reading to analyze a literary passage

• To engage in a Socratic Seminar exploring different perspectives on a thematic concept


• To analyze and critique the stylistic techniques by which an author brings closure to a book

• To write a response to an author’s development of a story and its effect on readers




• To analyze elements of style in relation to a whole work

• To examine an author’s use of allusion to convey meaning and create cohesion


• To analyze a personal essay for language use and character development

• To analyze a personal essay for organizational elements

• To conduct a syntactical analysis of a portion of text


• To examine the stylistic characteristics of a personal essay

• To review and identify the elements of the organizational structure of a personal essay


• To generate text in preparation for a draft of an expository text


• To understand the components of a multi-genre research project

• To analyze a student sample in preparation to create a multigenre research project


• To examine tools for exploring, recording, and interpreting research

• To apply knowledge of the components of MGR

• To write an MGR in small groups


• To analyze multiple research resources to extract significant facts

• To explore, record, interpret information and represent ideas in creative genres

• To cite sources correctly


• To examine how purpose and audience shape genre selection

• To examine genre conventions and generate drafts that adhere to them

• To create genres that blend fact and imagination to support the thesis


• To revise the rhetorical plan to create unity and coherence among the genres

• To examine techniques to link genres and sequence ideas for the readers




• To write an introduction that leads readers into the paper

• To write a conclusion that reflects on learning and brings a finished feeling to the paper


• To create a cover page, table of contents, and reflective endnotes

• To present the multi-genre research project


• To select a topic that is appropriate for a multi-genre research project

　

　



Unit/Texts

Unit 4

The

American

Journey

　Bolded texts

are Common

Core Text

Exemplars


Literary:Short Story: "Sweat," by Zora Neale Hurston　*Novel: Their Eyes Were Watching God, by Zora Neale Hurston

"Narcissism on the Internet isn’t risk-free" by Eric Gwinn

"Web of Risks" by Brad Stone with Robbie Brown

Excerpt from "Experts: Employers Monitor Social Networking Web Sites," by Matt McGowan

　

Informational:

*Teleplay: Zora Is My Name, directed by Neema Barnette

Memoir: "How It Feels to Be Colored Me," by Zora Neale Hurston

Poetry:

"Mother to Son," by Langston Hughes

Film:

Their Eyes Were Watching God, directed by Darnell Martin




　4 ½ weeks 　

Common

Core

Standards

RL.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.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.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.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.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.7 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.

RL.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.

RL.10 By the end of the grade level, read and comprehend literary text in the text complexity band proficiently, with

scaffolding as needed at the high end of the range. By the end of grade level, read and comprehend literary text at the

high end of the text complexity band independently and proficiently.

RI.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.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.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.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.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.7 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.

RI.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.

RI.10 By the end of the grade level, read and comprehend informational text in the text complexity band proficiently, with

scaffolding as needed at the high end of the range. By the end of grade level, read and comprehend literary text at the

high end of the text complexity band independently and proficiently.

W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

W.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.

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,

and well-structured event sequences.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

W.5 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.

W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments or information.

W.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.

W.8 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.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.10 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 discipline-specific tasks, purposes, and audiences.

SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively.

SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links



among ideas, word choice, points of emphasis, and tone used.

SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners

can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations

to enhance understanding of findings, reasoning, and evidence and to add interest.

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.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.

L.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.

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6 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.

KNOW

Academic

Vocabulary

& Facts

Tier 2 Vocabulary

vocabulary for “Their Eyes Were Watching God, by Zora Neale Hurston

vocabulary for "Sweat," by Zora Neale Hurston　

Tier 3 Vocabulary

UNDERSTAND

Essential

Questions &

Big Ideas

How can an author’s style construct and reflect identity?

How do communication skills enhance self-expression?


https://www.google.com/url?q=https%3A%2F%2Fwww.vocabulary.com%2Flists%2F243633%23view%3Dnotes&sa=D&sntz=1&usg=AFQjCNGefJwvAH_Qc3Ua2HXwSmju2akxlA

http://www.google.com/url?q=http%3A%2F%2Fwww.verbalworkout.com%2Fb%2Fb1907.htm&sa=D&sntz=1&usg=AFQjCNGahzo-9C3nDjPTI6OA4BiVK_WWnQ


DO

Learning

Outcomes

&

Learning

Activities



• To contextualize prior knowledge about key ideas and concepts

• To analyze the skills and knowledge necessary for success in the unit


• To identify and infer biographical knowledge about an author

• To recognize how an author’s personal experiences inform writing

• To identify and analyze the features of a memoir (optional)

• To identify diction and figurative language and their effect on tone

　Springboard Activity 4.3

• To situate a novel in its historical, cultural, and geographical context

• To derive information from a media production and relate it to the author’s biography

• To create an informational media production


• To analyze diction

• To integrate quotes in literary writing

• To discuss how symbols, images, and figurative language affect tone and theme in a short story


• To interpret the author’s imagery

• To analyze an author’s characterization

• To analyze audience


• To examine figurative language and motifs

• To recognize the frame story as a structural/ organizational pattern

• To distinguish among varying points of view within the text


• To analyze characters, plot, and irony

• To identify the effect of diction on tone

• To differentiate between different points of view

• To recognize motifs and their purposes




• To dramatize elements of humor in the text

• To trace how a motif evolves and develops significance

• To analyze the effect of setting on characters


• To analyze how figurative language, syntax, and diction reinforce tone and key themes

• To analyze character and voice

• To evaluate how a motif contributes to the meaning of a text


• To read independently and to monitor comprehension and reading strategies

• To work collaboratively to synthesize understanding of multiple stylistic and literary elements


• To analyze Hurston’s use of figurative language and its effect

• To analyze organizational structure

• To synthesize connections among motifs and themes

• To evaluate critical reviews of a text

• To support an interpretation of a text with textual evidence


• To infer a media producer’s point of view

• To analyze film production elements

• To critique a media production


• To reflect on and categorize means of communication

• To determine the qualities of good communication

• To evaluate personal communication skills


• To identify, evaluate, and analyze a variety of sources to answer a research question

• To prepare for an interview

• To conduct research on careers

• To collaborate in evaluating and applying interviewing techniques




• To investigate the résumé as a self presentation tool

• To evaluate information sources

• To refine and edit a résumé


• To establish criteria for evaluating social networking sites

• To evaluate social networking and potential audiences


• To generate and refine interview questions

• To participate in a panel interview

• To listen and take notes during an interview


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