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Maury County Public Schools English III Pacing Guide June 2015
1
English Language Arts English III Pacing Guide
Maury County Public Schools English III Pacing Guide June 2015
2
Units of Study
Title Suggested allotted
time
Quarter
The New World Four weeks 1st/3rd quarter
The American
Revolution/Persuasion
Three weeks 1st/3rd quarter
Romanticism-
Transcendentalism
Three weeks Two weeks 1st/3rd quarter
One week 2nd/4th quarter
A Troubled Young Nation Four weeks 2nd/4th quarter
Emerging and Contemporary
Modernism
Four weeks 2nd/4th quarter
Maury County Public Schools English III Pacing Guide June 2015
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Instructional strategies (see appendix for graphic organizers and other resources):
Close Reading of
Text
Citing Evidence and
Analyzing Test
Responding to
text through text-
dependent
questions
Writing to Sources Vocabulary and
Language
Development
Close reading is an
instructional routine
in which
students critically
examine a text,
especially through
repeated readings.
The specific reason
for rereading needs
to be clear so the
reader is focused and
strategic. A close
read should
ultimately lead
students to an
understanding of the
text as a whole.
Close reading can
include annotating:
Marking the text
with highlighting,
sticky notes, or text
coding. Students can
also create and
answer questions,
hold academic
discussions, and
complete graphic
organizers toward
this end.
Students cite specific
evidence when offering
an oral or written
interpretation of a text.
They use relevant
evidence when
supporting their own
points in writing and
speaking, making their
reasoning clear to the
reader or listener, and
they constructively
evaluate others’ use of
evidence. Students are
engaged and open-
minded—but
discerning—readers
and listeners. They
work diligently to
understand precisely
what an author or
speaker is saying, but
they also question an
author’s or speaker’s
assumptions and
premises and assess the
veracity of claims and
the soundness of
reasoning.
Types of Text-
Dependent
Questions:
1. General
Understandings
2. Key Details
3. Vocabulary and
Text
Structure
4. Author’s
Purpose
5. Inferences
6. Opinion,
Arguments, and
Intertextual
Connections
Use this
progression to
structure questions
that move students
from explicit to
implicit meaning
and from sentence
level to whole
level of a text.
For students, writing is
a key means of
asserting and
defending claims,
showing what they
know about a subject,
and conveying what
they have experienced,
imagined, thought, and
felt. To be college- and
career ready writers,
students must take
task, purpose, and
audience into careful
consideration,
choosing words,
information, structures,
and formats
deliberately. Students
should write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames (a
single sitting or a day
or two) for a range of
tasks, purposes, and
audiences.
To be college and
career ready in
language, students
must have firm control
over the conventions of
standard English. At
the same time, they
must come to
appreciate that
language is as at least
as much a matter of
craft as of rules and be
able to choose words,
syntax, and
punctuation to express
themselves and achieve
particular functions
and rhetorical effects.
They must also have
extensive vocabularies,
built through reading
and study, enabling
them to comprehend
complex texts and
engage in purposeful
writing about and
conversations around
content.
Teachers may choose/change the selections as long as the Tennessee State Standards for English Language Arts
are covered and the texts selected are grade appropriately complex. TN Ready emphasizes informational over
narrative, so teacher selections should take that into account.
Activities in the pacing guide are suggested and subject to teacher discretion, and may not be enough on their
own to sufficiently cover the standards.
*Please note that all pages listed for instructional texts are in the Hold McDougal Literature books. If no page
numbers are listed, teachers are responsible for finding their own texts.
Maury County Public Schools English III Pacing Guide June 2015
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English Language Arts – Quarter 1
Unit 1: The New World Approximate Instructional Weeks: 4
Overarching Question: What is the impact of spiritual/religious beliefs on early American life in regards to exploration, views of
nature, and the struggle for power?
Standards:
RL.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11-
12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-
12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings,
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
RL.11-
12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.11-
12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics.
W.11-
12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences. (Includes a-e)
L.11-
12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
RI.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RI.11-
12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether
the structure makes points clear, convincing, and engaging.
Instructional Unit
Instructional
Texts
Writing to Sources Language and Vocabulary Speaking and Listening
Primary Texts:
The Crucible p.
136 or The Scarlet
Letter excerpt on p.
467
Short Texts:
Choose 1-2
“On Being Brought
from Africa to
America”
“Upon the Burning
of Our House” p.
118
Revisit and review writing
a summary and
paraphrase for the purpose
of analyzing text.
Writing Focus:
Narrative
W.11-12.3 Write a
narrative from the
perspective of one of the
accused characters from
the primary text using
specific knowledge /
evidence from the text.
L.11-12.3 Discuss the differences
between formal language and
informal language, what it looks like
in everyday life vs. professional
circumstances, what it looks like in
formal speaking and writing versus
what it looks like in informal
speaking and writing, and the
connotations of different words in
different contexts. Have students
generate several examples and track
them.
RL.11-12.4 Review figurative and
connotative language. Choose words
in context to work with. Suggestions:
RL.11-12.5 Class discussion over text structure
related to meaning.
RL.11-12.1 Offer opportunities for students to
refer back to the texts studied to answer text
dependent BIG QUESTIONS. Require students
to note page/paragraph/line citations of the
textual evidence they find to support their
thinking. Chart class findings to compile
evidence throughout the study of these texts.
During these activities, check for understanding
or misinterpretations and allow students to
refine their thinking. Let the students discuss
the evidence and evaluate if the evidence is
convincing.
Example topics for discussion and evaluation:
Maury County Public Schools English III Pacing Guide June 2015
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“Sinners in the
Hands of an Angry
God” p. 124
Informational
Texts:
Choose 1-2:
“McCarthyism” p.
217
“The Demons of
Salem, With Us
Still” p. 218
“Timebends” p.
220
Supplemental:
Any informational
text regarding the
Red Scare and the
McCarthyism Era
Crucible video or
Salem Witch Trials
video
Culminating
Assessment:
RI.11-12.9 Compare and
contrast the treatment of
spiritual/religious beliefs
on early American life by
two different authors.
Frayer model, vocab centers, word
wall.
RL11-12.3 Analyze a text for themes
(Suggested: “Sinners in the Hands of
an Angry God” or a combination of
poems). Have students create a T-
Chart or graphic organizer of the
themes and track them throughout the
text. Students will show how their
themes connect and interact and will
ultimately write an objective
summary of the text(s).
RI.11-12.9, RL.11-12.9 Compare and
contrast the theme in Bradstreet’s
writing to the theme in Wheatley’s
writing.
RL.11-12.9 Is John Proctor/Hester
Prynne a tragic hero?
RI.11-12.5 Why do you think the
early colonists were persuaded by
Jonathan Edwards?
Skills Instruction Assessment
Cite evidence
Use evidence to support analysis
Infer
Compare themes across texts
Write narratives
Analyze text structure
Determine meanings of words in context,
analyze for figurative/connotative
meanings
Know story elements
MLA citation and practice;
noodletools.com, Owl Perdue,
easybib.com
Inference versus stated chart
Comparison/contrast chart or T chart
Study story elements and put in practice
Socratic seminar or graphic organizer
Vocab in context practice, word walls,
frayer models, vocab expert, etc.
Cornell notes (see appendix)
Formative assessments:
Teacher observation during in-
class activities
Evaluated homework assignments
Peer editing
Writing conferences with
individual feedback
Exit tickets
Writing portfolio
Note check
Reflection journals
Class discussions (formal and
informal)
Student feedback
Student self-evaluation
Summative assessment:
Culminating narrative story
Suggested Common Assessment:
Maury County Public Schools English III Pacing Guide June 2015
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Quarter 1 (continued)
Unit 2: The American Revolution and the Power of Persuasion Approximate Instructional Weeks 3
Overarching Question(s): 1) How do the authors convey their vision for America (i.e. through tone, syntax, and rhetorical devices)?
2) Why is argumentation an essential part of the evolution of a nation?
Standards:
RI.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RI.11-
12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-
12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10)
RI.11-
12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether
the structure makes points clear, convincing, and engaging.
RI.11-
12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11-
12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-
12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and rhetorical features.
W.11-
12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Includes a-e)
L.11-
12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening
Anchor text for
unit: The
Declaration of
Independence p. 238
Additional texts
(choose 2-3 , with at
least one from the
suggested additional
Writing Focus: Argumentative (see
appendix for state writing rubric)
Can administer pre-assessment of mode
(see appendix) to prepare for
argumentative writing.
Students should use POW-TREC/
POW-TREE format when writing
RI.11-12.9 and RI.11-12.4
After reading and discussing The
Crisis, including Paine’s overall
argument and tone, the teacher will
utilize a class period for students to
practice identifying vocabulary in
context and rhetorical devices.
Rhetorical devices include parallelism,
rhetorical questions, anaphora,
RI.11-12.2 Read a speech or
text and determine two
themes. Have students create
a T-chart for the themes, and
then let the students listen to
the speech while noting on
their charts the progression of
the themes. Hold a discussion
and have students write an
Assessment practice on page 1130
Maury County Public Schools English III Pacing Guide June 2015
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texts):
The Crisis p. 248
“Speech in the
Virginia
Convention” p. 248
Supplementary
texts and
instructional
materials:
Text Analysis
Workshop:
Persuasive Essay, p.
280
From The
Autobiography, p.
266
From Poor Richard’s
Almanac p. 275
An Account of a Late
Military Massacre
(Connections CD)
“50 Ways to Fix
Your Life” p. 278
“Disappointment Is
the Lot of Women”
(Connections CD)
“The Star Spangled
Banner” F. Scott Key
“The Wild
Honeysuckle”
Freneau
The Bill of Rights
argumentative or informational pieces.
(see appendix)
RI.11-12.5 Using a graphic organizer or
chart, break down an argument and
examine what makes points clear,
convincing, and engaging.
Suggested instructional activity for
RI.11-12.1, RI.11-12.2, and RI.11-12.9:
The teacher will model paraphrasing and
summarizing a section of the Declaration
of Independence. Students will then
paraphrase and summarize a teacher-
assigned section. Once all students have
completed their paraphrase and summary,
students will work on revising their
paraphrases and summaries with a small
group who worked on the same section.
Students each submit their individual
draft and revision for assessment.
Suggested culminating assessment for
unit, assessing W.11-12.1 and L.11-
12.1: Using instructional texts from the
unit, draft a convincing argument for
which text makes the most effective use
of rhetoric, including a counterargument
and evidence to support your point.
repetition, logos, ethos, and pathos.
RI.11-12.4: The teacher will model
using context clues and prior
knowledge to approximate meaning of
unknown vocabulary terms with
esteem, dearness, and impious from the
first paragraph; the teacher will then
give students individual copies of pp.
252-254 for students to determine and
attempt to discern meaning of
individualized unknown vocabulary
terms; students annotate copies by
circling self-selected unknown
vocabulary, underlining clues, and
writing a synonym in the text margin
for each word. Selection length can be
expanded or contracted to support
differentiation within a class or among
class levels.
RI.11-12.6: Once students have
completed the vocabulary exercise,
each should continue annotating by
placing parentheses around Paine’s
rhetorical strategies and identifying
each them in the text margins. Students
should then use the bottom of the
annotation to select one type of
rhetorical strategy and analyze how
Paine used it effectively within the
overall argument of the text.
The teacher can facilitate a quick class
discussion of the items, have students
discuss them in small groups, and/or
collect student work for formal
assessment at the end of class.
To close the activity (5 minutes),
students can identify and give an
example of one of the rhetorical
strategies on an exit ticket and add, as
time permits, one of their target
vocabulary words and approximated
meaning for the word, including their
reasoning.
objective summary
afterwards.
RI.11-12.8 Complete a
graphic organizer and then
hold a class discussion on the
premises, purposes, and
arguments in selected texts.
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Skills Instruction Assessment
Cite evidence
Use evidence to support analysis
Analyze
Find themes
Summarize
Evaluate structure
Infer
Evaluate reasoning, premises, purposes
Write arguments with evidence
Analyze U.S. documents for themes,
purposes, and rhetorical features
MLA citation and practice;
noodletools.com, Owl Perdue,
easybib.com
Annotate with highlighters, sticky notes,
text coding, etc.
Close reading or graphic organizer
Cornell notes, paragraph summaries
Socratic seminar or graphic organizer
Inference vs. stated chart
Close reading, graphic organizer, text
coding
POW-TREE/TREC (see appendix),
argument flowchart/template (see
appendix), peer editing
SOAPStone (see appendix); Cornell notes
(see appendix)
Rhetorical features: parallelism, rhetorical
questions, anaphora, repetition, logos,
pathos, ethos
Formative assessments:
Teacher observation during in-
class activities
Evaluated homework
assignments
Peer editing
Writing conferences with
individual feedback
Exit tickets
Writing portfolio
Note check
Reflection journals
Class discussions (formal and
informal)
Student feedback
Student self-evaluation
Individual SOAPSTone
Summative assessment:
Culminating argumentative
essay
Suggested common assessment:
Assessment practice on page
292
Maury County Public Schools English III Pacing Guide June 2015
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Quarters 1 & 2
Unit 3: Romanticism to Transcendentalism Approximate Instructional Weeks 3
Overarching Question(s): 1) What are the similarities and differences between Transcendentalism and Romanticism and how have
they influenced American culture? 2) How are argumentative techniques evolving?
Standards:
RI.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RI.11-
12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-
12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11-
12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
RI.11-
12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
significance . . . for their themes, purposes, and rhetorical features
W.11-
12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content. (Includes a-f).
L.11-
12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and
content, choosing flexibly from a range of strategies. (Includes a-d).
L.11-
12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Includes a-b).
RL.11-
12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening
Primary Texts:
1) “Self-Reliance” p. 370
2) “Civil Disobedience” p.
390
3) “Song of Myself” p.
534
4) “Because I Could Not
Stop for Death” p. 548
Writing Focus: Informational/Explanatory
(see appendix for state writing rubric)
Students should use POW-TREC/ POW-
TREE format when writing argumentative
or informational pieces.
POW-TREC/POW-TREE:
Pull apart the prompt
Organize your thoughts
L.11-12.5 Analyze
figurative language, word
relationships, and nuances in
word meanings as you read;
have students highlight for
figurative language and
make word webs for word
relationships.
RI.11-12.9 Have students
work collaboratively in
jigsaw fashion to analyze
themes, purposes, and
rhetorical features of
different poems/works.
Students will create a final
product and present it for the
class.
Maury County Public Schools English III Pacing Guide June 2015
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Supplementary Texts:
Pick one additional
Whitman and one
additional Dickinson
poem, one Poe piece, and
at least one additional
work from the textbook
unit, as time permits.
Poetry:
“A Noiseless Patient
Spider” p. 538
“Beat!Beat!Drums!” p.
539
“Success is Counted
Sweetest” p. 550
“Much Madness is
divinest sense” p. 551
“My life closed twice
before it closed” p. 551
“The Soul selects her own
Society” p. 552
“I heard a Fly buzz – when
I died” p. 553
“My life had stood – a
loaded gun” p. 554
“Annabel Lee” (Poe)
Short Stories:
“The Devil and Tom
Walker” p. 320
“Young Goodman Brown”
“The Minister’s Black
Veil” p. 470
Write
Topic Sentence
Reasoning
Evidence
Explain
Conclusion
Culminating Assessments RI.11-12.1 and
W.11-12.2:
1. a) Provide the five elements of
Transcendentalism. Students will
chart, for each work, what the author
thinks regarding each element and
supporting evidence from the text that
demonstrates that belief. At the end of
the unit, they will write an
informational/explanatory essay
explaining how the author treated
each element.
2. b) After studying multiple Romantic
selections, students will select a piece
that they think best represents
Romanticism and provide and explain
three pieces of evidence from the text
to support their thinking.
RI.11-12.4 and L.11-12.4:
Keep track of new words, or
different uses of words that
you know, in the works read
in this unit. Use the
dictionary to confirm the
words’ definitions and parts
of speech. Note their
etymology and whether or
how the author used the
word differently than it is
used today. In your journal –
or on a shared spreadsheet
completed with others –
write new sentences of your
own using each new word
encountered. (from Common
Core Curriculum Maps:
English Language Arts)
RL.11-12.6 Analyze irony
in “The Devil and Tom
Walker”; make a stated
versus implied chart to
complete throughout the
reading of the text.
RI.11-12.3 Assign students a
Transcendental concept to
track throughout the course
of a text (or several texts).
Students will chart out their
findings, include a
connection to a secondary
Transcendental concept
found in the text, and present
to the class.
RL.11-12.1 and RI.11-12.2:
Based on your study of
Romanticism, find another
pop culture piece
(poetry/song, media, or text-
based) and analyze it for
archetypal characters, theme
and setting, utilizing strong
and thorough textual
evidence, and present it to
the class formally through a
media presentation; the class
will discuss it in a class
discussion setting.
Skills Instruction Assessment
Maury County Public Schools English III Pacing Guide June 2015
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Quarter 2 (continued)
Unit 4: A Troubled Young Nation Approximate Instructional Weeks 4
Overarching Questions: 1) Why are we a troubled young nation? 2) How do the characteristics of fiction help express the major
challenges facing America?
Standards:
RL.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RL.11-
12.2
Determine themes or central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account
RL.11-
12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.11-
12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement)
W.11-
12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Includes a-e)
L.11-
12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RI.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RI.11-
12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-
12.5
Analyze an 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.
Cite evidence
Analyze
Find themes/central ideas
Infer
Write informative/explanatory texts
through analysis
Analyze U.S. documents for themes,
purposes, and rhetorical features
Separate satire, sarcasm, irony,
understatement from seriousness
MLA citation and practice
Annotate with highlighters, stickies, etc.
Close reading or graphic organizer. TP-
CASTT for poetry (see appendix)
Inference vs. stated chart
POW-TREE/TREC (above), peer editing
SOAPStone (see appendix)
Learn satirical terms and techniques;
Cornell notes
Formative assessments:
Teacher observation during in-
class activities
Evaluated homework
assignments
Peer editing
Writing conferences
Exit tickets
Writing portfolio
Note check
Reflection journals
Class discussions
Individual SOAPSTone
Summative assessment:
Culminating informative essay
Suggested common assessment:
Assessment practice on page 498
or 630
Maury County Public Schools English III Pacing Guide June 2015
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RI.11-
12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and rhetorical features.
Instructional Unit
Instructional Texts: Writing to Sources Language and Vocabulary Speaking and
Listening
Primary Text:
A Raisin in the Sun
Extended Texts:
Lincoln’s First Inaugural Address
Lincoln’s Second Inaugural Address
Informational texts:
“Letter from Birmingham Jail” Martin
Luther King p. 1204
Jim Crow Laws
Short Texts: Choose 2-4
“Baker’s Blue Jay Yarn”
The Autobiography of Mark Twain excerpt
p. 660
The Adventures of Huckleberry Finn
excerpt p. 694
“The Law of Life” p. 768
“The Story of an Hour” p. 782
“The Yellow Wallpaper” p. 796
“Why I Wrote The Yellow Wallpaper” p.
814
“An Occurrence at Owl Creek Bridge” p.
602
Narrative of the Life of Frederick Douglass
excerpt p. 558
Ain’t I a Woman? Sojourner Truth
“I Want a Wife” by Judy Brady
Supplementary Texts:
Comparing Points of View in Short Story
and Film: “An Occurrence at Owl Creek
Bridge” (Media Smart CD and p. 618)
Text Analysis Workshop: Setting in
Regional Literature p. 656
Text Analysis Workshop: Social Themes in
Fiction p. 780
The Gettysburg Address p. 584
The Fugitive Slave Act (Connections CD)
From Narrative of the Life of Sojourner
Truth (Connections CD)
From Diary of a Confederate Soldier
(Connections CD)
Writing focus: Argumentative
Culminating Assessments (2)
W.11-12.1 After reading Lincoln’s
inaugural address(es), students will
write an essay that analyzes
Lincoln’s use of rhetorical strategies
and other devices of language to
advance his argument.
RI.11-12.2 and W.11-12.1 While
researching or reading teacher-
selected primary texts on women’s
roles in the historical period,
students will determine two or more
central ideas to track on a graphic
organizer over the course of their
reading. Using their graphic
organizer and notes, they will then
formulate an argument on women’s
roles and expectations for women as
well as challenges to these roles.
Students will incorporate primary
documents and applicable literature
from the list of instructional texts.
RL.11-12.6 Examine irony
in “The Story of an Hour”
and “Autobiography of
Mark Twain” and satire in
“I Want a Wife.” Have
students write a satirical
piece called “I Want a
Husband.”
RL.11-12.5 For A
Raisin in the Sun (or
other text), hold an
academic discussion on
how the structure
influences the text.
Would it be more/less
engaging if it were
written in prose form?
What benefits does the
audience have by
reading/seeing it in play
format? Etc.
Maury County Public Schools English III Pacing Guide June 2015
13
Student Researched or Teacher Selected
primary documents on women’s roles in
the historical period
Quarter 2 (continued)
Unit 5: Emerging & Contemporary Modernism Approximate Instructional Weeks 4
Overarching Question(s): In what ways does the American dream manifest itself in American life? How does one create a personal
definition of the American dream?
Standards:
RL.11-
12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11-
12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-
12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed.)
RL.11-
12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning;
analyze the impact of specific word choices on
RL.11-
12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
W.11-
12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
L.11-
12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-
12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Skills Instruction Assessment
Cite evidence
Analyze
Infer
Write arguments with evidence
Use proper English when writing or
speaking
Separate satire, sarcasm, irony,
understatement from seriousness
Analyze text structure
Analyze U.S. documents for themes,
purposes, and rhetorical features
MLA citation and practice
Annotate with highlighters, stickies, etc.
Inference vs. stated chart
POW-TREE/TREC, argument
flowchart/template, peer editing
Grammar practice
Learn satirical terms and techniques;
cornell notes
Socratic seminar or graphic organizer
SOAPStone (see appendix)
Formative assessments:
Teacher observation
Writing conferences
Exit tickets
Writing portfolio
Note check
Reflection journals
Class discussions
Student feedback
Individual SOAPSTone
Summative assessment:
Culminating argumentative essay
Suggested Common Assessment:
Assessment Practice on page 846
Maury County Public Schools English III Pacing Guide June 2015
14
L.11-
12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend
Instructional Unit:
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening
Primary Text: The
Great Gatsby or The
Bluest Eye
Additional texts (select
3-5):
“The Negro Speaks of
Rivers” p. 882
“Harlem” p. 880
“The Death of the Hired
Man” p. 944
“Grass” p. 932
“I, Too” p. 883
“How it Feels to be
Colored Me” p. 900
“Poetry” p. 964
“Richard Cory” p. 922
“The Love Song of J.
Alfred Prufrock” p. 970
Informational texts:
Stride Toward Freedom
p. 1120
“Necessary to Protect
Ourselves” p. 1224
”He Showed Us the
Way” by Caesar
Chavez
Literary Texts:
The Glass Menagerie
(excerpt) p. 1164
“Revolutionary Dreams
p. 1247
“Coming of Age in
Mississippi” p. 1240
“In Search of Our
Mother’s Gardens” p.
1280
RL.11-12.5 and RL.11-12.1 Instruct students to reflect in
writing reasons they believe
Richard Cory from Edwin
Arlington Robinson’s poem would
have to kill himself. Students will
need to cite the information the
author gives and explain the
inferences that are also included.
As an extension to this reflection,
students can be instructed to write
about the inside lives of others we
rarely see and why so many of us
wear that facade.
RL.11-12.5 With “Richard Cory,”
analyze how the author’s choice to
give it a tragic ending influenced
the poem and meaning.
W.11-12.7 Throughout the study
of Unit Five, students will be
completing a small research
project on a major author or
contributor to the Harlem
Renaissance or Modernism.
L.11-12.2 While completing their
research projects, students will
continuously revise their papers.
During the revision process
students will be expected to check
for grammar, punctuation, sentence
structure, and vocabulary.
RL.11-12.4 While reading the
poems of Langston Hughes, the
teacher will stop students to
identify various types of figurative
language and connotation used in
the poems.
L.11-12.3 Analyze the function of
the language of Langston Hughes’
poems. How is the language
different? Why? How does this
contribute to the poetry?
As a culminating project for their
research, students will present their
research in an oral presentation to
their peers using multiple mediums.
RL.11-12.2 Put students in
collaborative groups to extrapolate
themes from a text, track them
throughout the text on a T-Chart or
graphic organizer, examine how they
interact in the text, and present their
findings to the class. Have students
write an objective summary of the
text based on their findings.
RL.11-12.3 Hold a Socratic Seminar
or academic discussion to examine
the elements of the story and how
they develop and connect.
Skills Instruction Assessment
Maury County Public Schools English III Pacing Guide June 2015
15
Cite evidence
Analyze
Infer
Research, synthesize, write
Use proper English when writing or
speaking
Separate satire, sarcasm, irony,
understatement from seriousness
Analyze text structure
Analyze U.S. documents for themes,
purposes, and rhetorical features
Identify connotations of words
MLA citation and practice
Annotate with highlighters, stickies, etc.
Inference vs. stated chart
Graphic organizer, index cards, outline
Grammar practice
Learn satirical terms and techniques;
Cornell notes
Socratic seminar or graphic organizer
SOAPStone (see appendix)
TP-CASTT (see appendix)
Formative assessments:
Teacher observation during in-
class activities
Evaluated homework
assignments
Peer editing
Writing conferences with
individual feedback
Exit tickets
Writing portfolio
Note check
Reflection journals
Class discussions (formal and
informal)
Student feedback
Student self-evaluation
Individual SOAPSTone
Individual TP-CASTT
Summative assessment:
Culminating research paper
Suggested Common Assessment:
Assessment practice on page
1324