2016-2017 Curriculum Blueprint
Grade: 11
Course: English 3
Quarter 1: Writing to Argue From Close Reading (Collection 2: Building a Democracy & Collection 4: A New Birth of
Freedom)
Lexile Band: 1160 – 2110L
Approximate Time
Frame:
9 Weeks
Quarter Overview
By the end of Quarter 1, students will be able to apply the skills they have learned about writing to argue to an unfamiliar prompt resulting in the product of an
argumentative essay (this is the Required Summative Assessment). The summative assessment, in the Performance Assessment consumable, could be given over 1 – 2
days at the end of the quarter, depending on the flexibility of your scheduling. The Common Performance Tasks are intended to address the standards of the quarter
while offering choice for students and teachers. A teacher could also assign Common Performance Tasks for scaffolding purposes. These tasks would be completed
near the end of the quarter, and prior to the Required Summative Assessment. The Common Performance Tasks may be tweaked by grade level teams during PLC time.
Flexibility is granted in order to address specific student, class, and school needs. The Priority Texts for this quarter focus on the topic of building a democracy, which
should help students build topical vocabulary. The Sample Assignments were chosen to give teachers examples of tasks that support the standards necessary for
students to demonstrate proficiency or approach mastery with the Common Performance Tasks and Summative Assessment; however, these are not meant to be the
only assignments for the quarter. The Sample Assignments can be tweaked and/or additional assignments can be created by grade level PLCs. Should additional texts
be needed/desired, it is recommended that these also maintain a focus on how governments have been constructed over time, with the Focus Standards of the quarter
in mind.
* Study and application of vocabulary and grammar are meant to be taught in conjunction with what our students are reading and writing. As such, please utilize the
resources and standards found in the HMH Collections.
Common Performance Task (Option 1)
Common Performance Task (Option 2)
Common Performance Task (Option 3)
Persuasive Speech
Analyzing the Model: Argumentative Essay
Make a Commercial
LAFS.1112.SL.2.4; LAFS.1112.W.1.1, W.3.9
LAFS.1112.RI.1.1, RI.2.4, RI.2.6; LAFS.1112.W.1.1,
W.2.5
Standards could include, but not be limited to:
LAFS.1112.RI.2.5, 2.6, 3.7; SL.1.2, 1.3, 2.4, 2.5, 2.6
The texts in this collection focus on the continuing
work of bringing freedom and justice to all members
of American society. Look back at the anchor text,
Lincoln’s Second Inaugural Address, and at other texts
in the collection. What messages about freedom – its
meaning and its costs – do the texts convey?
Synthesize your ideas by preparing a persuasive
speech about a kind of freedom you would like to see
expanded in today’s world. Incorporate rhetorical and
literary devices from the collection texts to enhance
the power of your speech.
HMH p. 323
You have read about online time limits for teens.
Now, write an argumentative essay explaining why
you agree or disagree with the idea that there should
be limits on the times teens spend online. Support
your claim with details from the texts you have read.
HMH Performance Assessment pp. 1-28
On the night before the coming election, students
will present a campaign television commercial on a
real or imagined presidential candidate. The
audience will be the registered voters of Lake County
and the state of Florida at large. The purpose of the
ad is to persuade the audience on how to vote in the
presidential election on the following day. These ads
will be the product of researching the ballot,
interviewing voters, studying the media and its use of
persuasive techniques, thinking critically about the
issues, and creating a video production. (Rubric for
Political Advertisement)
Required Summative Assessment
Performance Assessment: Task 1, Research Simulation, Argumentative Essay p. 103
LAFS.1112.W.1.1; LAFS.1112.W.3.9; LAFS.1112.RI.1.1; LAFS.1112.RI.2.6
After reading two articles about requiring students to volunteer before they graduate, you will write an argumentative essay in which you discuss this requirement and
evaluate whether it should be a requirement for graduation. Support your position with evidence from the texts.
LDC Template Task A9
FSA Argumentative Rubric
Learning Goals
Sample Questions
Note: Sample Essential Questions appear at the beginning of each Collection
Reading: Students will be able to:
Reading:
 Recognize strong and thorough textual evidence within the text
 What is stated explicitly in the text?
 Explain inferences drawn from the text
 What inferences can you draw from specific textual evidence?
 Cite strong and thorough textual evidence to support
 What can you infer from the text? Why?
 Analyze how an author uses crafts and details to develop ideas
 What evidence is most supportive of your analysis?
 Determine how the author uses rhetorical devices to influence the
audience
 What is the author’s point of view or purpose?
 Analyze how style and content support point of view or purpose
 How does the author skillfully use language (rhetoric) to influence the
reader?
 Recognize elements of legal reasoning

For whom/what does the author advocate?
 Delineate works of public advocacy, including premises, purposes, and
arguments
 What claims support the argument?
Writing: Students will be able to:
Writing:
 Identify fair and unfair claims and counterclaims
 How can you clearly introduce your claim?
 Develop claims and counterclaims fairly and thoroughly, supplying the
 What reasons/evidence best supports your claim?
most relevant evidence for each
 What counterclaims can be made? Have you addressed them fairly?
 Write an argument distinguishing claims from alternate or opposing
 What considerations should be addressed regarding the audience’s
claims
knowledge /values/biases of the topic or text?
 Analyze key ideas and details in a text as evidence to support
 Does your concluding statement support the argument presented?
understanding of text
Cluster of Standards
* Utilize the Deconstructed Standards document for vertical alignment, full standard, standards-based question stems, and examples of unpacking the standard
into specific skills as you progress through the course of the year.
Reading
Writing
Speaking & Listening
Language
LAFS.1112.RI.1.1 Cite strong and thorough
textual evidence to support analysis of what the
text says explicitly as well as inferences drawn
from the text.
LAFS.1112.RI.1.2 Determine a central idea of a
text and analyze its development over the
course of the text, including how it emerges and
is shaped and refined by specific details; provide
an objective summary of the text.
LAFS.1112.RI.2.4 Determine the meaning of
words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from
that of a newspaper).
LAFS.1112.RI.2.5 Analyze in detail how an
author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or
chapter).
LAFS.1112.RI.2.6 Determine an author’s point of
view or purpose in a text and analyze how an
author uses rhetoric to advance that point of
view or purpose.
LAFS.1112.RI.3.7 Integrate and evaluate multiple
sources of information presented in different
media or formats (e.g., visually, quantitatively)
as well as in words in order to address a
question or solve a problem.
LAFS.1112.RI.3.8 Delineate and evaluate the
reasoning in seminal U.S. texts, including the
application of constitutional principles and use
of legal reasoning (e.g., in U.S. Supreme Court
majority opinions and dissents) and the
premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential
addresses).
LAFS.1112.RI.3.9 Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical and
literary significance (including The Declaration of
Independence, the Preamble to the Constitution,
the Bill of Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and
rhetorical features.
LAFS.1112.RL.1.1 Cite strong and thorough
textual evidence to support analysis of what the
text says explicitly as well as inferences drawn
from the text, including determining where the
text leaves matters uncertain.
LAFS.1112.W.1.1
Write arguments to support claims in an analysis
of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an organization that
logically sequences claim(s), counterclaims,
reasons, and evidence. b. Develop claim(s) and
counterclaims fairly and thoroughly, supplying
the most relevant evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible
biases. c. Use words, phrases, and clauses as well
as varied syntax to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims. d. Establish and
maintain a formal style and objective tone while
attending to the norms and conventions of the
discipline in which they are writing. e. Provide a
concluding statement or section that follows
from and supports the argument presented.
LAFS.1112.W.2.5 Develop and strengthen
writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific
purpose and audience. (Editing for conventions
should demonstrate command of Language
standards 1–3 up to and including grades 11–12
on page 54.)
LAFS.1112.W.3.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research. a. Apply grades 9–10
Reading standards to literature (e.g., “Analyze
how an author draws on and transforms source
material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a
play by Shakespeare]”). b. Apply grades 9–10
Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant
and sufficient; identify false statements and
fallacious reasoning”).
LAFS.1112.SL.1.1 Initiate and participate
effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read
and researched material under study; explicitly
draw on that preparation by referring to
evidence from texts and other research on the
topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. c. Propel
conversations by posing and responding to
questions that relate the current discussion to
broader themes or larger ideas; actively
incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
LAFS.1112.SL.1.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each
source.
LAFS.1112.SL.1.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links
among ideas, word choice, points of emphasis,
and tone used.
LAFS.1112.SL.2.4 Present information, findings,
and supporting evidence, conveying a clear and
distinct perspective, such that listeners can
follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style
are appropriate to purpose, audience, and a
range of formal and informal tasks.
LAFS.1112.SL.2.5 Make strategic use of digital
media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings, reasoning,
and evidence and to add interest.
LAFS.1112.SL.2.6 Adapt speech to a variety of
contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
LAFS.1112.L.2.3 Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning
or style, and to comprehend more fully when
reading or listening. a. Vary syntax for effect,
consulting references (e.g., Tufte’s Artful
Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex
texts when reading.
LAFS.1112.RL.1.2 Determine two or more
themes or central ideas of a text and analyze
their development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
LAFS.1112.RL.1.3 Analyze the impact of the
author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where
a story is set, how the action is ordered, how the
characters are introduced and developed).
LAFS.1112.RL.2.6 Analyze a case in which
grasping a point of view requires distinguishing
what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or
understatement).
LAFS.1112.RL.3.7 Analyze multiple
interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded
novel or poetry), evaluating how each version
interprets the source text. (Include at least one
play by Shakespeare and one play by an
American dramatist.)
LAFS.1112.RL.3.9 Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentiethcentury foundational works of American
literature, including how two or more texts from
the same period treat similar themes or topics.
Priority Texts
Declaration of Independence by Thomas Jefferson
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Public Document
Lexile: 1320L
HMH TE: p. 111A
Focus Standards: LAFS.1112.RI.1.1; 2.5; 2.6; 3.8; 3.9
Sample Assignments
Pre-teach - Language and Style: Parallel Structure (RI.3.9, L.2.3a) Focused-Note
Taking on “Language and Style: Parallel Structure” (HMH p. 120)
Analyzing the Text (RI.1.1, 2.5, 2.6, 3.8, 3.9) (HMH p. 118)
Constructed Response: Using text support from the Declaration of Independence,
explain what makes a sound, viable government.
Second Inaugural Address by Abraham Lincoln
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Speech
Lexile: 1160L
HMH TE: p. 279A
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Focus Standards: LAFS.1112.RI.1.2; 3.8; 3.9
Pre-teach – Evaluate Seminal Texts (RI.1.2, 3.8, 3.9) Focused-Note Taking on
premise, purpose, and part of an argument.
Analyzing the Text (RI.1.1, 1.2, 2.5, 3.8, 3.9) Nos. 1, 4, and 7 (HMH p. 282)
Speaking-Activity Discussion (SL.1.1a, SL.1.1c) As president, Lincoln’s goal was to
unify the North and the South. Explore how this speech supports that goal through
this activity (HMH p. 282)
Teacher Choice to Support Standards (Close Reader, Collection 2)
Petition to the Massachusetts General Assembly by Prince Hall (Close Reader)
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Review Logos, Pathos, and Ethos (RI.2.4, 2.6) (HMH p. 291) See teacher edition
notes on analyzing author’s point of view, p.291
Public Document
Lexile: 2110L
HMH TE: p. 140b
 Focus Standards: LAFS.1112.RI.1.1; 2.5; 2.6; 3.8; 3.9
OR
Abigail Adams’ Last Act of Defiance by Woody Holton
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History Writing
Lexile: 1250L
HMH TE: p. 150bA
Focus Standards: LAFS.1112.RL.1.1; 1.2; 3.7; 3.9
Teacher Choice to Support Standards (Collection 4)
Declaration of Sentiments
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Public Document
Lexile: 1430L
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HMH TE: p. 295A
Focus Standards: LAFS.1112.RL.1.1; 1.3; 2.6; 3.9
What to the Slave Is the Fourth of July? by Frederick Douglass
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Speech
Lexile: 1200L
HMH TE: p. 285A
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Focus Standards: LAFS.1112.RI.1.1; 1.2; 2.4; 2.6; 3.8; LAFS.1112.W.2.4 & LAFS.SL.1.3
Drama Study: TBD by departments and/or grade levels
Constructed Response According to Douglass, what does the Fourth of July
represent to an African American living in the 1850s? Why does he say this is so?
In a constructed response, discuss these questions, citing textual evidence to
support your ideas.
Optional Contributing Texts

Close Reader selections (teacher choice)
For additional texts that are topically based, access the following link:
https://www.commonlit.org
(you will have to create a free account)
Additional Resources Specific to Standards
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Approaching the Text (Questions): http://odelleducation.com/wpcontent/uploads/2013/04/Questioning-Texts.pdf
Approaching the Text (Analyzing): http://odelleducation.com/wpcontent/uploads/2013/04/Analyzing-Details.pdf
Guiding Questions for Close Reading: http://odelleducation.com/wpcontent/uploads/2013/04/Guiding-Questions-Handout.pdf
Delineating Arguments Tool 3C: http://odelleducation.com/wpcontent/uploads/2014/01/Delineating-Arguments-Tool-3C.pdf
Delineating Arguments Tool 4C: http://odelleducation.com/wpcontent/uploads/2014/01/Delineating-Arguments-Tool-4C.pdf
Forming Evidence-Based Claims: http://odelleducation.com/wpcontent/uploads/2014/01/Forming-EBC-Tool.pdf
Evidence-Based Arguments Checklist: http://odelleducation.com/wpcontent/uploads/2014/01/EBA-Criteria-Checklist1.pdf
Text-Centered Discussion Checklist: http://odelleducation.com/wpcontent/uploads/2012/08/TCD-Checklist.pdf