PACING GUIDE FOR ENGLISH III - Union County Schools



PACING GUIDE FOR ENGLISH III

Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools

|Time Frame |5 Weeks |4 Weeks |4 Weeks |5 Weeks |

|Unit Topic |Discovery/ Assimilation |Independence/ Truth |Tolerance |Literary Heroes |

|(Specify skills/information | | | | |

|that will be learned.) | | | | |

|Enduring Understandings |Differing views affected the settlement |Early idealism set the foundation for an|Literature reflects societal injustices |Literary heroes often reflect the |

|(Give and/or demonstrate |and development of the New World. |independent nation. |and serves as an impetus for change. |strengths and weaknesses of real human |

|necessary information) | | | |beings. |

| | | | | |

|Essential Questions |1. How did the differing views of the |1. How did early American idealism lead |1. How has the representation of a lack |1. What is a literary heroic figure? |

|(Steps to check for student |early settlers and the Native Americans |to a quest for both national and |of tolerance in American literature |2. What events help to shape and create |

|understanding) |affect the cultural identity of the |individual freedom? |affected man’s relationship to society |a literary heroic figure? |

| |developing New World? |2. How did the |(or to others)? |3. What are the strengths and weaknesses|

| |2. How is early American literature |literature affect the quest? |2. How has American literature |of the literary heroic figure? |

| |reflective of the time period? |3. How does the literature reflect that |functioned as an impetus for change? |4. How does the literary heroic figure |

| |3. What early influences are still |quest? |3. How does American literature continue|reflect or not reflect the cultural or |

| |evident in American culture today? |4. What evidence exists that later |to influence American and world |time-honored view of an American hero? |

| | |Americans used the periods’ literature |cultures? | |

| | |as a basis for their own? | | |

| | |5. What literary influences are still | | |

| | |evident in today’s literature? | | |

PACING GUIDE FOR ENGLISH III

Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools

|Time Frame |5 Weeks |4 Weeks |4 Weeks |5 Weeks |

|Essential Questions con’t | | |4. How has American literature | |

| | | |incorporated multicultural voices? | |

| | | |5. How does American literature continue| |

| | | |to function as an impetus for change? | |

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PACING GUIDE FOR ENGLISH III

Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools

|Time Frame |5 Weeks |4 Weeks |4 Weeks |5 Weeks |

|Standards |Standard E3-1 |Standard E3-1 The student will read and |Standard E3-1\ |Standard E3-1 |

| |The student will read and comprehend a |comprehend a variety of literary texts |The student will read and comprehend a |The student will read and comprehend a |

| |variety of literary texts in print and |in print and nonprint formats. |variety of literary texts in print and |variety of literary texts in print and |

| |nonprint formats. |Standard E3-2 |nonprint formats. |nonprint formats. |

| |Standard E3-2 |The student will read and comprehend a |Standard E3-2 |Standard E3-3 |

| |The student will read and comprehend a |variety of |The student will read and comprehend a |The student will use word analysis and |

| |variety of informational texts in print |informational texts in |variety of informational texts in print |vocabulary strategies to read fluently. |

| |and nonprint formats. |print and nonprint |and nonprint formats. |Standard E3-4 |

| |Standard E3-3 |formats. |Standard E3-3 |The student will |

| |The student will use word analysis and |Standard E3-3 |The student will use word analysis and |create written work |

| |vocabulary strategies to read fluently. |The student will use word analysis and |vocabulary strategies to read fluently. |that has a clear focus, |

| | |vocabulary strategies to read fluently. | |sufficient detail, |

| | | | |coherent |

PACING GUIDE FOR ENGLISH III

Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools

|Time Frame |5 Weeks |4 Weeks |4 Weeks |5 Weeks |

|Standards con’t |Standard E3-4 |Standard E3-5 |Standard E3-4 |organization, effective |

| |The student will create written work |The student will write for a variety of |The student will create written work |use of voice, correct |

| |that has a clear focus, sufficient |purposes and audiences. |that has a clear focus, sufficient |use of the |

| |detail, coherent organization, effective|Standard E3-6 |detail, coherent organization, |conventions of |

| |use of |The student will access and use |effective |written Standard |

| |voice, correct use of the conventions of|information |use of voice, correct use of the |American English. |

| |written Standard American English. |from a variety of |conventions of written Standard |Standard E3-6 |

| |Standard E3-5 |sources. |American English. |The student will access and use |

| |The student will write for a variety of | |Standard E3-5 |information from a variety of sources. |

| |purposes and audiences. Standard E3-6 | |The student will write for a variety of | |

| |The student will access and use | |purposes and audiences. | |

| |information from a variety of sources. | | | |

|Integrations |Reading, Writing, Vocabulary, Social |Reading, Writing, Vocabulary, Social |Reading, Writing, Vocabulary, Social |Reading, Writing, Vocabulary, Social |

|(with other discipline areas)|Studies, Science, Ethics |Studies, Science, Ethics |Studies, Science, Ethics |Studies, Science, Ethics |

|District Assessments |Benchmark Test |Benchmark Test |Benchmark Test |Benchmark Test |

|(culminating assessments) | | | | |

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

|Unit Topic 1 |Length of Unit |

|Discovery/ Assimilation |5 weeks |

| | |

|Enduring Understanding | Differing views affected the settlement and development of the New World. |

|Focus/Essential Questions |How did the Native Americans view nature? |

| |How did the Puritans and other early colonists view nature? |

| |How did the Native Americans’ and the Puritans’ differing view of nature affect their roles in the early American identity (and therefore in literature)? |

| |How did the differing views of nature of the early Americans affect their self-identity in the developing New World? |

| |What were the Native Americans’ vs. early colonial religious views? |

| |How are these views depicted in the literature of the early American and Native American authors? |

| |What early influences are still evident in American culture? |

|Instructional Objectives |The learner will be able to |

| |Compare and Contrast the early settlers’ and Native American views of nature and religion. |

| |Evaluate the effect of these views on the literature of the time period, and discuss how these views have affected later literature. |

| |Create a response to literary texts through a variety of methods, including personal and persuasive writing. |

|Standards/ Indicators |E3-1.2 Evaluate the impact of point of view on literary texts. |

| |E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, pun and paradox). |

| |E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the |

| |meaning of literary texts. |

| |E3-1.7 Evaluate an author’s use of genre to convey theme. |

| |E3-1.8 Read independently for extended periods of time for pleasure. |

| |E3-2.6 Evaluate information from graphic features, (for example, charts and graphs) in information texts. |

| |E3-5.2 Create narrative pieces (for example, personal essay, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. |

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

|Unit Topic 1 |Length of Unit |

|Discovery/ Assimilation |5 weeks |

| | |

|Pre-Assessment Evidence |Pre-assessment questions |

| |Discussion of key concepts |

|Building Background Knowledge|reading comprehension skills |

| |proficient writing skills |

| |personal experience for connection to literature |

|Culminating/ Summative |Unit test |

|Assessment Evidence |Summative Essay |

| |Project |

| |Discussion groups |

| |Reflective assignments |

| |Write a myth (after studying previous myths) |

|Formative Assessment Evidence|Vocabulary tests |

| |Objective quizzes |

| |Classroom discussions |

| |Essays |

| |Project |

|Integrations/ Connections |History |

| |Art |

|Instructional Activities Bank|The Scarlett Letter and/or The Crucible |

| |Native American Literature |

| |graphic organizers |

| |class/small group discussion |

| |models |

| |journaling |

|Instructional Activities Bank|oral presentations |

|con’t |double entry journals |

| |practical applications |

| |re-teaching/review |

| |peer review |

| |Indicate noteworthy information from non-fiction sources (highlight or create fact sheet) |

|Unit Topic 1 |Length of Unit |

|Discovery/ Assimilation |5 weeks |

| | |

|Differentiation |small group work/partner work |

| |projects |

| |scaffolding |

| |learning centers |

| |peer editing |

|Rubric |TBA |

|Resources and Materials |College Preparatory Text: The Language of Literature: American Literature by McDougal Littell |

| |Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice Hall |

| |Supplemental Materials |

| |Videos |

| |Workbooks |

| |Magazines |

| |Newspapers |

| |Art supplies |

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

|Unit Topic |Length of Unit |

|Independence/ Truth |4 Weeks |

|Enduring Understanding |Early idealism set the foundation for an independent nation. |

|Focus/Essential Questions |How does the literature of the Revolutionary Period reflect the changing views and discontent of the North American people? |

| |How does the literature of the Revolutionary Period reflect the views of the Puritans? |

| |How does the literature reflect the political views of the people of the Revolutionary period? |

| |How did early American idealism lead to the development of a new and independent nation and the quest for freedom? |

| |What literary influences are still evident in today’s literature? |

|Instructional Objectives |The learner will be able to |

| |Compare/contrast the literature of the Revolutionaries and their attitudes with those of the previous unit. |

| |Evaluate the figurative language of the writers from the period. |

| |Create responses to the informational texts through writing, oral presentation, or media productions. |

| |Evaluate information texts for propaganda to reveal to political and personal views of the writers of the period. |

| |Evaluate the impact text elements have on the meaning of informational text. |

| |Students will build vocabulary based upon the usage of the time period. |

|Unit Topic |Length of Unit |

|Independence/ Truth |4 Weeks |

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

|Pre-Assessment Evidence |Discussion of key concepts |

| |Anticipation guide |

|Unit Topic |Length of Unit |

|Independence/ Truth |4 Weeks |

|Building Background Knowledge|reading comprehension skills |

| |proficient writing skills |

| |personal experience for connection to literature |

|Culminating/ Summative |Unit test |

|Assessment Evidence |Summative Essay |

| |Project |

| |Discussion groups |

| |Reflective assignments |

| |Write personal Declaration of Independence |

| |Journal Entries |

|Formative Assessment Evidence|Vocabulary tests |

| |Objective quizzes |

| |Classroom discussions |

| |Essays |

| |Project – Write a children’s book of Scarlet Letter (audience and purpose) |

|Integrations/ Connections |History |

| |Art |

| |Drama |

|Instructional Activities Bank|Sinners in the Hands of an Angry God |

| |Declaration of Independence |

| |Anti-Slavery Literature (and/or The Adventures of Huckleberry Finn) |

| |graphic organizers |

| |class/small group discussion |

| |models |

| |journaling |

| |drama activities |

| |oral presentations |

| |double entry journals |

| |practical applications |

| |re-teaching/review |

| |peer review |

|Differentiation |small group work/partner work |

| |projects |

| |scaffolding |

| |learning centers |

| |peer editing |

|Unit Topic |Length of Unit |

|Independence/ Truth |4 Weeks |

|Rubric |Declaration of Independence project rubric |

| |Scarlet Letter journal rubric |

|Resources and Materials |College Preparatory Text: The Language of Literature: American Literature by McDougal Littell |

| |Honors Text: Timeless Voices: Timeless Themes: The American Experience by Prentice Hall |

| |Art supplies |

|Unit Topic 3 |Length of Unit |

|Tolerance |4 weeks |

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

|Focus/Essential Questions |How did the American view/concept of nature change during the Romantic/ Transcendentalist Period? |

| |How has the Romantic literature from the period affected the development of mystery/thriller writing? |

| |What were the Transcendentalist/Anti-transcendentalist views on man and nature, and how were their views reflected in the period’s literature? |

| |How did the Transcendentalist movement reflect the changing views of the individual and his changing self-identity? |

| |How is the American view on self-reliance reflected in Transcendentalist literature? |

| |How did American literature change during the Civil War Period? |

| |How does the literature of the Civil War Period reflect injustices in society? |

| |How does a lack of tolerance affect relationships in the developing society? |

| |How does American literature continue to function as an impetus of change? |

|Instructional Objectives |The learner will be able to |

| |Compare various selections of Romantic poetry. |

| |Find and identify examples of intolerance in American literature and history. |

| |Student will create their own philosophy of self reliance to apply to their own lives. |

| |Analyze the impact of point of view and figurative language in selected literature of the period. |

| |Contrast the ideas presented in the selected works of Transcendentalist and Romantic authors. |

| |Identify, define and apply unfamiliar terminology in discussion and writing activities. |

| |Create a research based writing or project that reflects the understandings of the unit. |

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|Unit Topic 3 |Length of Unit |

|Tolerance |4 weeks |

|Standards/ Indicators |E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text. |

| |E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and |

| |auditory presentations, discussions, media productions, and the visual and performing arts. |

| |E3-2.8 Read independently for extended periods of time to gain information. |

| |E3-3.3 Explain how American history and culture have influenced the use and development of the English |

|Standards/ Indicators con’t|language. |

| |E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a |

| |coherent thesis, and use support (for example. definitions and descriptions). |

| |E3-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a |

| |specific audience and use logical arguments supported by facts or expert opinions. |

| |E3-6.1 Clarify and refine a research topic. |

| |E3-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or |

| |visual works the information gathered from a variety of research sources. |

| |E3-6.3 Use a standardized system of documentation (including a list of sources with full publication |

| |information and the use of in-text citations) to properly credit the work of others. |

| |E3-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience |

| |or purpose. |

| |E3-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for |

| |a specific audience and purpose. |

| |E3-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral |

| |presentations, and visual presentations. |

| |E3-6.7 Use a variety of print and electronic reference materials. |

| |E3-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing |

| |resources, evaluating credibility, and organizing information. |

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

| |prejudice/bias |

|Pre-Assessment Evidence |pre-assessment questions |

| |discussion of key concepts |

|Building Background Knowledge|reading comprehension skills |

| |proficient writing skills |

| |personal experience for literature connections |

|Unit Topic 3 |Length of Unit |

|Tolerance |4 weeks |

|Culminating/ Summative |Unit test |

|Assessment Evidence |Summative Essay |

| |Project |

| |Discussion groups |

| |Reflective assignments |

|Formative Assessment Evidence|Vocabulary tests |

| |Objective quizzes |

| |Classroom discussions |

| |Essays |

| |Project |

|Integrations/ Connections | |

|Instructional Activities Bank|Our Town |

| |Self-Reliance (and or Nature) |

| |An Occurrence at Owl Creek Bridge |

| |graphic organizers |

| |class/small group discussion |

| |models |

| |journaling |

| |drama activities |

| |oral presentations |

| |double entry journals |

| |practical applications |

| |re-teaching/review |

| |peer review |

|Differentiation |small group work/partner work |

| |projects |

| |scaffolding |

| |learning centers |

| |peer editing |

|Unit Topic 3 |Length of Unit |

|Tolerance |4 weeks |

|Rubric |TBA |

|Resources and Materials |College Preparatory Text; The Language of Literature: American Literature by McDougal Littell |

| |Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice Hall |

| |Supplemental Materials |

| |Videos |

| |Workbooks |

| |Magazines |

| |Newspapers |

| |Art supplies |

|Unit Topic |Length of Unit |

|Literary Heroes |5 weeks |

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

|Focus/Essential Questions |How does literature shape personal views of heroes (fictional and non-fictional)? |

| |How is the hero depicted in modern literature? |

| |How is the hero depicted in modern media? |

| |How do the heroes of modern literature reflect the values of modern society? |

|Instructional Objectives |The learner will be able to |

| |Define and name some real life heroes. |

| |Identify heroic traits from literary texts and media. |

| |Identify the values of modern society. |

| |Compare and contrast values or traits of past heroes with present day heroes. |

| |Apply the identified heroic traits to a student-created character. |

|Standards/ Indicators |E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and |

| |auditory presentations, discussions, media productions, and the visual and performing arts. |

| |E3-2.1 Evaluate theses within and across informational texts. |

| |E3-2.7 Evaluated propaganda techniques and rhetorical devices in informational texts. |

| |E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. |

| |E3-3.4 Spell new words using Greek and Latin Roots and affixes. (See Instructional Appendix: Greek and Latin |

| |Roots and Affixes.) |

| |E3-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using |

| |models, and using outlines to organize written works. |

| |E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex and |

| |compound-complex). |

| |E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a |

| |coherent thesis, and use support (for example, definitions and descriptions) |

| |E3-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning |

| |including |

| |Subject-verb agreement |

|Standards/ Indicators con’t|Pronoun-antecedent agreement |

| |Agreement of nouns and modifiers |

| |Verb formation |

| |Pronoun case |

| |Formation of comparative or superlative adjective and adverbs, and |

| |Idiomatic usage |

| |(See Instructional Appendix: Composite Writing Matrix.) |

| |E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. |

| |(See Instructional Appendix: Composite Writing Matrix.) |

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

| |Internal and end of sentence punctuation |

| |Commas to indicate appositives |

| |Word placement to avoid ambiguity |

| |Appropriate coordination and subordination |

| |Relationship between and among clauses |

| |Placement of modifiers, and |

| |Shifts in construction. |

| |(See Instructional Appendix: Composite Writing Matrix.) |

| |E3-5.3 Create descriptive pieces (for example personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. |

| |E3-5.5 Create technical pieces for emphasis (for example, proposals, instructions and process documentation) that use clear and precise language appropriate for |

| |the purpose and audience. |

| |E3-5.6 Compose effective pieces of writing to respond to prompts in “on-demand” situations. |

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|Unit Topic |Length of Unit |

|Literary Heroes |5 weeks |

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

|Pre-Assessment Evidence |Pre-assessment questions |

| |Discussion of key concepts |

|Building Background Knowledge|reading comprehension skills |

| |proficient writing skills |

| |personal experience for literature connections |

|Culminating/ Summative |Unit test |

|Assessment Evidence |Summative Essay |

| |Project |

| |Discussion groups |

| |Reflective assignments |

|Formative Assessment Evidence|Vocabulary test |

| |Objective quizzes |

| |Classroom discussions |

| |Essays |

| |Project |

|Integrations/ Connections | |

|Instructional Activities Bank|(in lieu of Unit 1) The Crucible |

| |The Worn Path |

| |graphic organizers |

| |class/small group discussion |

| |models |

| |journaling |

| |drama activities |

| |oral presentations |

| |double entry journals |

| |practical applications |

| |re-teaching/review |

| |peer review |

|Unit Topic |Length of Unit |

|Literary Heroes |5 weeks |

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|Differentiation |small group work/partner work |

| |projects |

| |scaffolding |

| |learning centers |

| |peer editing |

|Rubric |TBA |

|Resources and Materials |English III Text: The Language of Literature: American Literature by McDougal Littell |

| |English III Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice Hall |

| |Supplemental Materials |

| |Videos |

| |Workbooks |

| |Magazines |

| |Newspapers |

| |Art supplies |

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