2015 - 2016 English 3 This course, designed to further develop the reading, writing, and speaking skills necessary for success in college or the next level of education for the student, is a chronological study of the major periods of American literature from the colonization of America in the early 1600s to the present day. Authors are examined in relation to the historical background of the times in which they lived. Literary changes and developments are studied by comparing different time periods and movements. Writings will include narrative, persuasive, descriptive, expository, and creative. A research project is required in the course. Course Information: Frequency & Duration: Daily for 42 minutes Text: Bernstein, Barry. Literature and Language: American Literature. Yellow Level -11. Evanston, IL: McDougal Littell, 1994. Print. Knowles, John. A Separate Peace. New York: Scribner, 1959. Print. Miller, Arthur. The Crucible. Philadelphia: Chelsea House, 1999. Print. O'Brien, Tim. The Things They Carried. New York: Broadway, 1998. Print.
Transcript
2015 - 2016
English 3 This course, designed to further develop the reading, writing, and speaking skills necessary for success in college or the next level of education for the student, is a chronological study of the major periods of American literature from the colonization of America in the early 1600s to the present day. Authors are examined in relation to the historical background of the times in which they lived. Literary changes and developments are studied by comparing different time periods and movements. Writings will include narrative, persuasive, descriptive, expository, and creative. A research project is required in the course.
Course Information:
Frequency & Duration: Daily for 42 minutesText: Bernstein, Barry. Literature and Language: American Literature. Yellow Level -11. Evanston, IL:
McDougal Littell, 1994. Print.Knowles, John. A Separate Peace. New York: Scribner, 1959. Print.Miller, Arthur. The Crucible. Philadelphia: Chelsea House, 1999. Print.O'Brien, Tim. The Things They Carried. New York: Broadway, 1998. Print.
English 3 v. 2015 - 2016
“The Things They Carried” (summer reading) Duration: August/ September (3 weeks)
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?
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,
develop and substantiate the presentation.
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. Characterize impact of author choices in how to develop
and relate a story Independently and proficiently read literary fiction on
grade level.
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English 3 v. 2015 - 2016 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 documentary
The Things They Carried
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 perspective; 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
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
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English 3 v. 2015 - 2016such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
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 v. 2015 - 2016Native American Origin Myths Duration: September (2 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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:
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:
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 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. 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
development over text with specific details in fiction. Explain the emergence of central idea in fiction with
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English 3 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 rubricLiterature and Language
Objective quizLiterature and Language“Walam Olum”“I Have Killed the Deer”“Thunder Deputizes the Eagle”
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
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.
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English 3 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 v. 2015 - 2016Early American and Colonial Period of Literature Duration: October/ November (6 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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?
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 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.
Assessment:
Based on grade-level appropriate text, students are able to compose informative/ explanatory
Write an objective summary of non-fiction Identify central idea and describe and analyze
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English 3 v. 2015 - 2016essays 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.
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
English 3 v. 2015 - 2016Literature and LanguageJournal assignments
Cabeza De Vaca biography and textAfrica to AmericaRootsFormative and summative assessmentsLiterature and Language
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 compositionUse 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 grammar, usage, capitalization, punctuation, and spelling
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.
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
Standards:
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English 3 v. 2015 - 2016CC.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 v. 2015 - 2016Drama Unit The Crucible Duration: November/ December (4 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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:
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: 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 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
development over text with specific details in fiction. Explain the emergence of central idea in fiction with
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 guides
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English 3 v. 2015 - 2016
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.
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 v. 2015 - 2016Revolutionary period of Literature Duration: December (2-3 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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:
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: 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 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
reasoning and premise Analyze seminal non-fiction texts in terms of author
purpose and argument Read foundational non-fiction texts to determine theme,
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English 3 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
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, 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, 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
Patrick Henry biography and excerpt from The CrisisThomas Paine biography and excerpt from Common SenseLiterature and Language
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English 3 v. 2015 - 2016Ben Franklin biography and The Autobiography and Poor Richard’s AlmanacStudy guidesFormative and summative assessments
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.
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 v. 2015 - 2016Research Unit Duration: January/ February (6 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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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English 3 v. 2015 - 2016
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?
How do we use information gained through research to expand knowledge?
How can our knowledge and use of the research process promote lifelong learning?
What makes American Literature American?
What is the relationship between literature and place?
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, concepts, and information
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
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English 3 v. 2015 - 2016 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 Follow a standard format for citation
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English 3 v. 2015 - 2016 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
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
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 precise language and domain specific vocabulary, including metaphor, simile, and analogy, and
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 v. 2015 - 2016formal 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.
Student selected and parent approved non-fiction novel (memoir, biography, autobiography)
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English 3 v. 2015 - 2016Primary and secondary sourcesLibrary books and database accessRubricHandouts for composition of introduction, body, and concluding paragraphs
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 informational texts to support analysis, reflection, and research, applying grade-level reading
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 v. 2015 - 2016standards 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.
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 v. 2015 - 2016Transcendentalism Duration: February/ March (4 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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:
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: 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
reasoning and premise Analyze seminal non-fiction texts in terms of author
purpose and argument Determine two or more ideas in non-fiction
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English 3 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)
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 Turk
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, and phrasing to develop experiences, events, and/or
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.CC.1.2.11-12 H: Analyze seminal texts based upon reasoning,
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English 3 v. 2015 - 2016characters; 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
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
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 v. 2015 - 2016The Gothic and Romantic Writers Duration: April/ May (4 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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?
What makes American Literature American?
What is the relationship between literature and place?
How does literature shape or reflect society?
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 v. 2015 - 2016Journal prompts (persona narrative and reflective“Rip Van Winkle” video
Nathaniel Hawthorne biography“The Minister’s Black Veil”“Dr. Heideggar’s Experiment”Poe biography“The Masque of the Red Death”Romanticism Traits H/OGothic Tale Traits H/O
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.
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 v. 2015 - 2016Novel: A Separate Peace Duration: May/ June (4 weeks)
Writing/ Speaking and Listening Fiction/Non-Fiction
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:
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:
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 Explain central interaction ideas/ 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 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
A Separate Peace by John KnowlesJohn Knowles biographical information – Phillips Exeter SchoolFormative and summative assessments“Overviews of a Boarding School”Harkness plan information
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
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.
