Maury County Public Schools English III Pacing Guide
June 2015
English Language Arts English III Pacing Guide
1
Maury County Public Schools English III Pacing Guide
June 2015
Units of Study
Title
The New World
The American
Revolution/Persuasion
RomanticismTranscendentalism
Suggested allotted
time
Four weeks
Three weeks
Quarter
Three weeks
Two weeks 1st/3rd quarter
A Troubled Young Nation
Four weeks
Emerging and Contemporary Four weeks
Modernism
1st/3rd quarter
1st/3rd quarter
One week 2nd/4th quarter
2nd/4th quarter
2nd/4th quarter
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Maury County Public Schools English III Pacing Guide
June 2015
Instructional strategies (see appendix for graphic organizers and other resources):
Close Reading of
Text
Citing Evidence and Responding to
Analyzing Test
text through textdependent
questions
Close reading is an Students cite specific Types of Textinstructional routine evidence when offering Dependent
in which
an oral or written
Questions:
students critically
interpretation of a text.
examine a text,
They use relevant
1. General
especially through evidence when
Understandings
repeated readings. supporting their own 2. Key Details
The specific reason points in writing and 3. Vocabulary and
for rereading needs speaking, making their Text
to be clear so the
reasoning clear to the
reader is focused and reader or listener, and Structure
strategic. A close
they constructively
4. Author’s
read should
evaluate others’ use of Purpose
ultimately lead
evidence. Students are 5. Inferences
students to an
engaged and open6. Opinion,
understanding of the minded—but
Arguments, and
text as a whole.
discerning—readers
and listeners. They
Intertextual
work
diligently
to
Close reading can
Connections
include annotating: understand precisely
what an author or
Marking the text
Use this
with highlighting, speaker is saying, but progression to
sticky notes, or text they also question an structure questions
coding. Students can author’s or speaker’s that move students
assumptions and
also create and
from explicit to
premises and assess the implicit meaning
answer questions,
veracity of claims and and from sentence
hold academic
the soundness of
discussions, and
level to whole
reasoning.
complete graphic
level of a text.
organizers toward
this end.
Writing to Sources
Vocabulary and
Language
Development
For students, writing is To be college and
a key means of
career ready in
asserting and
language, students
defending claims,
must have firm control
showing what they
over the conventions of
know about a subject, standard English. At
and conveying what
the same time, they
they have experienced, must come to
imagined, thought, and appreciate that
felt. To be college- and language is as at least
career ready writers, as much a matter of
students must take
craft as of rules and be
task, purpose, and
able to choose words,
audience into careful syntax, and
consideration,
punctuation to express
choosing words,
themselves and achieve
information, structures, particular functions
and formats
and rhetorical effects.
deliberately. Students They must also have
should write routinely extensive vocabularies,
over extended time
built through reading
frames (time for
and study, enabling
research, reflection,
them to comprehend
and revision) and
complex texts and
shorter time frames (a engage in purposeful
single sitting or a day writing about and
or two) for a range of conversations around
tasks, purposes, and
content.
audiences.
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.
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Maury County Public Schools English III Pacing Guide
June 2015
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.1112.1
RL.1112.3
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.
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).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings,
RL.11analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
12.4
particularly fresh, engaging, or beautiful.
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
RL.11a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
12.5
aesthetic impact.
RL.11- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
12.9
including how two or more texts from the same period treat similar themes or topics.
W.11- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well12.3
structured event sequences. (Includes a-e)
L.11Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
12.3
meaning or style, and to comprehend more fully when reading or listening.
RI.11- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
12.1
the text, including determining where the text leaves matters uncertain.
RI.11- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether
12.5
the structure makes points clear, convincing, and engaging.
Instructional Unit
Instructional
Writing to Sources
Language and Vocabulary
Texts
Revisit and review writing L.11-12.3 Discuss the differences
Primary Texts:
The Crucible p.
a summary and
between formal language and
136 or The Scarlet paraphrase for the purpose informal language, what it looks like
Letter excerpt on p. of analyzing text.
in everyday life vs. professional
467
circumstances, what it looks like in
formal speaking and writing versus
Writing Focus:
what it looks like in informal
Short Texts:
Narrative
speaking and writing, and the
Choose 1-2
connotations of different words in
W.11-12.3 Write a
different contexts. Have students
“On Being Brought narrative from the
generate several examples and track
from Africa to
perspective of one of the
them.
America”
accused characters from
the primary text using
RL.11-12.4 Review figurative and
“Upon the Burning specific knowledge /
connotative language. Choose words
of Our House” p. evidence from the text.
in context to work with. Suggestions:
118
Speaking and Listening
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:
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Maury County Public Schools English III Pacing Guide
“Sinners in the
Culminating
Hands of an Angry Assessment:
God” p. 124
RI.11-12.9 Compare and
contrast the treatment of
Informational
spiritual/religious beliefs
Texts:
on early American life by
Choose 1-2:
two different authors.
“McCarthyism” p.
217
“The Demons of
Salem, With Us
Still” p. 218
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 TChart 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).
June 2015



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?
“Timebends” p.
220
Supplemental:
Any informational
text regarding the
Red Scare and the
McCarthyism Era
Crucible video or
Salem Witch Trials
video
Skills
Cite evidence
Instruction
MLA citation and practice;
noodletools.com, Owl Perdue,
easybib.com
Use evidence to support analysis
Infer
Inference versus stated chart
Compare themes across texts
Comparison/contrast chart or T chart
Write narratives
Study story elements and put in practice
Analyze text structure
Socratic seminar or graphic organizer
Determine meanings of words in context,
analyze for figurative/connotative
meanings
Vocab in context practice, word walls,
frayer models, vocab expert, etc.
Cornell notes (see appendix)
Assessment
Formative assessments:











Teacher observation during inclass 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
Know story elements
Summative assessment:
 Culminating narrative story
Suggested Common Assessment:
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Maury County Public Schools English III Pacing Guide
June 2015

Assessment practice on page 1130
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.1112.1
RI.1112.2
RI.1112.4
RI.1112.5
RI.1112.6
RI.1112.8
RI.1112.9
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.
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.
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)
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.
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.
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).
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Includes a-e)
W.1112.1
L.11Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
12.1
Instructional Unit
Instructional Texts Writing to Sources
Writing Focus: Argumentative (see
Anchor text for
unit: The
appendix for state writing rubric)
Declaration of
Independence p. 238 Can administer pre-assessment of mode
(see appendix) to prepare for
argumentative writing.
Additional texts
(choose 2-3 , with at
least one from the
Students should use POW-TREC/
suggested additional POW-TREE format when writing
Language and Vocabulary
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,
Speaking and Listening
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
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Maury County Public Schools English III Pacing Guide
texts):
The Crisis p. 248
argumentative or informational pieces. repetition, logos, ethos, and pathos.
(see appendix)
June 2015
objective summary
afterwards.
“Speech in the
RI.11-12.5 Using a graphic organizer or RI.11-12.4: The teacher will model
RI.11-12.8 Complete a
Virginia
chart, break down an argument and
using context clues and prior
graphic organizer and then
Convention” p. 248 examine what makes points clear,
knowledge to approximate meaning of hold a class discussion on the
convincing, and engaging.
unknown vocabulary terms with
premises, purposes, and
esteem,
dearness,
and
impious
from
the
arguments in selected texts.
Supplementary
first paragraph; the teacher will then
texts and
Suggested instructional activity for
instructional
RI.11-12.1, RI.11-12.2, and RI.11-12.9: give students individual copies of pp.
The teacher will model paraphrasing and 252-254 for students to determine and
materials:
Text Analysis
summarizing a section of the Declaration attempt to discern meaning of
individualized unknown vocabulary
Workshop:
of Independence. Students will then
terms; students annotate copies by
Persuasive Essay, p. paraphrase and summarize a teacher280
assigned section. Once all students have circling self-selected unknown
completed their paraphrase and summary, vocabulary, underlining clues, and
writing a synonym in the text margin
students will work on revising their
From The
for each word. Selection length can be
paraphrases
and
summaries
with
a
small
Autobiography, p.
expanded or contracted to support
group
who
worked
on
the
same
section.
266
differentiation within a class or among
Students each submit their individual
class levels.
draft and revision for assessment.
From Poor Richard’s
Suggested culminating assessment for
Almanac p. 275
unit, assessing W.11-12.1 and L.1112.1: Using instructional texts from the
unit, draft a convincing argument for
An Account of a Late
which text makes the most effective use
Military Massacre
of rhetoric, including a counterargument
(Connections CD)
and evidence to support your point.
“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
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.
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Maury County Public Schools English III Pacing Guide
Skills
Cite evidence
Instruction
MLA citation and practice;
noodletools.com, Owl Perdue,
easybib.com
Use evidence to support analysis
Analyze
Annotate with highlighters, sticky notes,
text coding, etc.
Find themes
Close reading or graphic organizer
Summarize
Cornell notes, paragraph summaries
Evaluate structure
Socratic seminar or graphic organizer
Infer
Inference vs. stated chart
Evaluate reasoning, premises, purposes
Close reading, graphic organizer, text
coding
Write arguments with evidence
POW-TREE/TREC (see appendix),
argument flowchart/template (see
appendix), peer editing
June 2015
Assessment
Formative assessments:












Teacher observation during inclass 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:
Analyze U.S. documents for themes,
purposes, and rhetorical features
SOAPStone (see appendix); Cornell notes
(see appendix)
Rhetorical features: parallelism, rhetorical
questions, anaphora, repetition, logos,
pathos, ethos

Culminating argumentative
essay
Suggested common assessment:

Assessment practice on page
292
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Maury County Public Schools English III Pacing Guide
June 2015
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.1112.1
RI.1112.2
RI.1112.3
RI.1112.4
RI.1112.9
W.1112.2
L.1112.4
L.1112.5
RL.1112.6
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.
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.
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.
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.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
significance . . . for their themes, purposes, and rhetorical features
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).
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).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Includes a-b).
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
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 to Sources
Language and Vocabulary
Writing Focus: Informational/Explanatory L.11-12.5 Analyze
(see appendix for state writing rubric)
figurative language, word
relationships, and nuances in
word meanings as you read;
Students should use POW-TREC/ POWTREE format when writing argumentative have students highlight for
figurative language and
or informational pieces.
make word webs for word
relationships.
POW-TREC/POW-TREE:
Pull apart the prompt
Organize your thoughts
Speaking and Listening
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.
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Maury County Public Schools English III Pacing Guide
June 2015
RI.11-12.4 and L.11-12.4: RI.11-12.3 Assign students a
Keep track of new words, or Transcendental concept to
Topic Sentence
different uses of words that track throughout the course
Reasoning
you know, in the works read of a text (or several texts).
Evidence
in this unit. Use the
Students will chart out their
Explain
dictionary to confirm the
findings, include a
Conclusion
words’ definitions and parts connection to a secondary
of speech. Note their
Transcendental concept
etymology
and
whether
or
found in the text, and present
Culminating Assessments RI.11-12.1 and
how
the
author
used
the
to the class.
Poetry:
W.11-12.2:
word differently than it is
“A Noiseless Patient
used today. In your journal – RL.11-12.1 and RI.11-12.2:
1. a) Provide the five elements of
Spider” p. 538
or on a shared spreadsheet Based on your study of
Transcendentalism. Students will
“Beat!Beat!Drums!” p.
Romanticism, find another
chart, for each work, what the author completed with others –
539
write new sentences of your pop culture piece
thinks regarding each element and
own using each new word (poetry/song, media, or textsupporting evidence from the text that
encountered. (from Common based) and analyze it for
“Success is Counted
demonstrates that belief. At the end of
Core Curriculum Maps:
Sweetest” p. 550
archetypal characters, theme
the unit, they will write an
English Language Arts)
and setting, utilizing strong
informational/explanatory essay
“Much Madness is
and thorough textual
explaining how the author treated
divinest sense” p. 551
RL.11-12.6
Analyze
irony
evidence, and present it to
each element.
“My life closed twice
in
“The
Devil
and
Tom
the class formally through a
2. b) After studying multiple Romantic
before it closed” p. 551
Walker”;
make
a
stated
media presentation; the class
selections, students will select a piece
versus implied chart to
will discuss it in a class
that they think best represents
discussion setting.
“The Soul selects her own
Romanticism and provide and explain complete throughout the
Society” p. 552
three pieces of evidence from the text reading of the text.
to support their thinking.
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.
Write
“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
Skills
Instruction
Assessment
10
Maury County Public Schools English III Pacing Guide
June 2015
Cite evidence
MLA citation and practice
Analyze
Annotate with highlighters, stickies, etc.

Find themes/central ideas
Close reading or graphic organizer. TPCASTT for poetry (see appendix)
Inference vs. stated chart

Infer
Formative assessments:
Write informative/explanatory texts
through analysis
POW-TREE/TREC (above), peer editing
Analyze U.S. documents for themes,
purposes, and rhetorical features
SOAPStone (see appendix)
Separate satire, sarcasm, irony,
understatement from seriousness
Learn satirical terms and techniques;
Cornell notes








Teacher observation during inclass 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
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.1112.1
RL.1112.2
RL.1112.5
RL.1112.6
W.1112.1
L.1112.1
RI.1112.1
RI.1112.2
RI.1112.5
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.
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
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.
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)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Includes a-e)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.
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.
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.
11
Maury County Public Schools English III Pacing Guide
RI.1112.9
June 2015
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
RL.11-12.6
Examine
irony
RL.11-12.5 For A
Writing
focus:
Argumentative
Primary Text:
in
“The
Story
of
an
Hour”
Raisin in the Sun (or
A Raisin in the Sun
and “Autobiography of
other text), hold an
Culminating
Assessments
(2)
Extended Texts:
Mark Twain” and satire in academic discussion on
Lincoln’s First Inaugural Address
“I Want a Wife.” Have
how the structure
W.11-12.1 After reading Lincoln’s
Lincoln’s Second Inaugural Address
students write a satirical
influences the text.
inaugural address(es), students will
piece
called
“I
Want
a
Would it be more/less
Informational texts:
write an essay that analyzes
Husband.”
engaging if it were
“Letter from Birmingham Jail” Martin
Lincoln’s use of rhetorical strategies
written in prose form?
Luther King p. 1204
and other devices of language to
What benefits does the
Jim Crow Laws
advance his argument.
audience have by
Short Texts: Choose 2-4
reading/seeing it in play
RI.11-12.2 and W.11-12.1 While
“Baker’s Blue Jay Yarn”
format? Etc.
The Autobiography of Mark Twain excerpt researching or reading teacherselected primary texts on women’s
p. 660
roles in the historical period,
The Adventures of Huckleberry Finn
students will determine two or more
excerpt p. 694
central ideas to track on a graphic
“The Law of Life” p. 768
organizer over the course of their
“The Story of an Hour” p. 782
reading. Using their graphic
“The Yellow Wallpaper” p. 796
organizer and notes, they will then
“Why I Wrote The Yellow Wallpaper” p. formulate an argument on women’s
roles and expectations for women as
814
“An Occurrence at Owl Creek Bridge” p. well as challenges to these roles.
Students will incorporate primary
602
Narrative of the Life of Frederick Douglass documents and applicable literature
from the list of instructional texts.
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)
12
Maury County Public Schools English III Pacing Guide
June 2015
Student Researched or Teacher Selected
primary documents on women’s roles in
the historical period
Skills
Instruction
Assessment
Cite evidence
MLA citation and practice
Analyze
Annotate with highlighters, stickies, etc.
Infer
Inference vs. stated chart
Write arguments with evidence
POW-TREE/TREC, argument
flowchart/template, peer editing
Grammar practice
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
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
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.1112.1
RL.1112.2
RL.1112.3
RL.1112.4
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.
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.
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.)
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
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
RL.11a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
12.5
aesthetic impact.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
W.11a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
12.7
understanding of the subject under investigation.
L.11Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
12.1
L.11Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
12.2
13
Maury County Public Schools English III Pacing Guide
L.1112.3
June 2015
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
Primary Text: The
Great Gatsby or The
Bluest Eye
Writing to Sources
RL.11-12.5 and RL.11-12.1
Instruct students to reflect in
writing reasons they believe
Richard Cory from Edwin
Additional texts (select Arlington Robinson’s poem would
have to kill himself. Students will
3-5):
“The Negro Speaks of need to cite the information the
author gives and explain the
Rivers” p. 882
inferences that are also included.
“Harlem” p. 880
As an extension to this reflection,
“The Death of the Hired
students can be instructed to write
Man” p. 944
about the inside lives of others we
“Grass” p. 932
rarely see and why so many of us
“I, Too” p. 883
wear that facade.
“How it Feels to be
Colored Me” p. 900
RL.11-12.5 With “Richard Cory,”
“Poetry” p. 964
analyze how the author’s choice to
“Richard Cory” p. 922 give it a tragic ending influenced
“The Love Song of J. the poem and meaning.
Alfred Prufrock” p. 970
Informational texts: W.11-12.7 Throughout the study
Stride Toward Freedom of Unit Five, students will be
p. 1120
completing a small research
“Necessary to Protect project on a major author or
Ourselves” p. 1224
contributor to the Harlem
”He Showed Us the
Renaissance or Modernism.
Way” by Caesar
Chavez
Language and Vocabulary
Speaking and Listening
L.11-12.2 While completing their As a culminating project for their
research projects, students will
research, students will present their
continuously revise their papers. research in an oral presentation to
During the revision process
their peers using multiple mediums.
students will be expected to check
for grammar, punctuation, sentence RL.11-12.2 Put students in
structure, and vocabulary.
collaborative groups to extrapolate
themes from a text, track them
RL.11-12.4 While reading the
throughout the text on a T-Chart or
poems of Langston Hughes, the
graphic organizer, examine how they
teacher will stop students to
interact in the text, and present their
identify various types of figurative findings to the class. Have students
language and connotation used in write an objective summary of the
the poems.
text based on their findings.
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?
RL.11-12.3 Hold a Socratic Seminar
or academic discussion to examine
the elements of the story and how
they develop and connect.
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
Skills
Instruction
Assessment
14
Maury County Public Schools English III Pacing Guide
June 2015
Cite evidence
MLA citation and practice
Analyze
Annotate with highlighters, stickies, etc.

Infer
Inference vs. stated chart

Research, synthesize, write
Graphic organizer, index cards, outline
Use proper English when writing or
speaking
Grammar practice


Separate satire, sarcasm, irony,
understatement from seriousness
Learn satirical terms and techniques;
Cornell notes
Analyze text structure
Socratic seminar or graphic organizer
Analyze U.S. documents for themes,
purposes, and rhetorical features
SOAPStone (see appendix)
Identify connotations of words
TP-CASTT (see appendix)
Formative assessments:
Teacher observation during inclass 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
15