English III
Unit 3
Title
Suggested Time Frame
3rd Six Weeks
5 weeks
Realism, Poetry, and Literary Fiction
● 3A: Poetry Analysis
● 3B: The Novel / Literary Analysis
● 3A: 1 week
● 3B: 4 weeks
Reading across all genres will occur each six weeks
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Big Ideas/Enduring Understandings
“A Cultural Divide”: Cultural and economic differences, including
different views about the practice of slavery, divided the nation.
“The Civil War and Realism”: The Civil War changed not only
American society but its literary culture as well; readers lost their
taste for romanticism and gravitated toward realism, which was
more honest and less sentimental.
“Brilliant Mavericks: Whitman and Dickinson”: Walt Whitman and
Emily Dickinson pioneered a new type of American poetry that
defied traditional poetic conventions.
“African-American Influence”: Slave narratives and stories about
the African-American experience during Reconstruction became
more prevalent during this time period.
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Guiding Questions
What can death teach us about life?
What gives life purpose?
When is it time to move on?
What can nature teach us?
What divides a nation?
In anything worth dying for?
Why do people break rules?
What does America look like?
What are life’s essential truths?
What is the price of freedom?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR Vertical Alignment Document
CISD 2015-2016 Updated 9/15/2015
Sample Assessment Question
Coming Soon
Reading
Writing
III.2.A​
​
B C III.3 III.4 III.4.A III.5 III.5.​
B ​
D III.7.A III.9.A
Writing TEKS
III.13.C III.14.A­B III.15.C.iv
Conventions TEKS
Listening & Speaking TEKS
III.17.A III.18
III.24 III.25 III.26
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Fig.19AB, E3.1A-E, E3.2A-C, E3.5A-D, E3.8, E3.9AC, E3.12A-D, E3.13A-E, E3.17AB, E3.18, E3.19. E3.24AB, E3.25, E3.26
Knowledge and Skills
with Student
Expectations
CISD 2015-2016 Updated 9/15/2015
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any additional
resources must be aligned with the TEKS.
Figure: 19 TAC
§110.17(b)
Reading/Comprehension
Skills. Students use a
flexible range of
metacognitive reading
skills in both assigned
and independent reading
to understand an
author’s message.
Students will continue to
apply earlier standards
with greater depth and
increasingly more
complex texts as they
become self-directed,
critical readers. The
student is expected to:
(A) reflect on
understanding to
monitor comprehension
(e.g., asking questions,
summarizing and
synthesizing, making
connections, creating
sensory images); and (B)
make complex inferences
(e.g., inductive and
deductive) about text
and use textual evidence
to support
understanding.
(Supporting)
How can students effectively use reading
skills to comprehend text?
How can students effectively make
complex inferences and use textual
evidence to support understanding?
-Text dependent reading
*Summarize this selection by including
the four most important events.
*What is the best summary of this
selection?
*What sensory image does the author use
to enhance the understanding of the
reader?
*What connection can the reader make
between the author’s purpose and the
main character’s motivation?
*A conclusion that can be made about
___ in this story is – *The reader can tell
that – *What text evidence supports the
conclusion that __?
*Based on the evidence in paragraph__,
the reader can conclude that –
*Paragraph __ suggests that –
*You can tell from this passage that –
*The reader can infer from paragraph __
that –
*Which sentence in this selection
supports the inference that __?
*The reader can conclude that the author
– *What can you conclude about __?
*What information in this article supports
the conclusion that __?
*In paragraph __, the sentence “__”
shows -
CISD 2015-2016 Updated 9/15/2015
Synthesize
Summarize
Inductive
inferences
Deductive
inferences Sensory
images
-annotations
-post-it notes
-reader response
-dialectical
notebook
-independent
reading
Literature: To be used throughout
the Unit.
CISD Approved Novel List
From ​
Holt McDougal​
American
Literature
● “Thanatopsis” (Bryant)
● “A Psalm of Life” (Longfellow)
● “The Tide Rises, The Tide Falls”
(Longfellow)
● “The Chambered Nautilus”
(Holmes)
● “Old Ironsides” (Holmes)
● “Snowbound” (Whittier)
● “The First Snowfall” (Lowell)
● “I Hear America Singing”
(Whitman)
● Excerpt from “Song of Myself”
(Whitman)
● “A Noiseless Patient Spider”
(Whitman)
● “Beat! Beat! Drums!”
(Whitman)
● “Ode to Walt Whitman”
(Neruda)
● “Because I Could Not Stop for
Death” (Dickinson)
● “Success is Counted Sweetest”
(Dickinson)
● “Much Madness is Divinest
Sense” (Dickinson)
● “The Soul Selects Her Own
Society” (Dickinson)
● “I Heard a Fly Buzz When I
Died” (Dickinson)
● “My Life Had Stood--A Loaded
Gun” (Dickinson)
● “I, Too” (Hughes)
Other:
● Their Eyes Were Watching God
(Zora Neale Hurston)
Activities:
Websites:
Lessons:
(E3.1)
Reading/Vocabulary
Development. Students
understand new
vocabulary and use it
when reading and
writing. Students are
expected to:
(A) determine the
meaning of grade-level
technical academic
English words in multiple
content areas (e.g.,
science, mathematics,
social studies, the arts)
derived from Latin,
Greek, or other linguistic
roots and affixes;
(Supporting) (B) analyze
textual context (within a
sentence and in larger
sections of text) to draw
conclusions about the
nuance in word
meanings; (Readiness)
How can students use word identification
strategies to enhance their vocabulary
skills and decoding skills?
How can students use context clues to
identify the word’s meaning?
-Literature and SAT based vocabulary
*In paragraph ___ of this story, what does
the ___ mean? *What is the root word for
the word in paragraph ___ that means
___? *Read the following dictionary
entry. Which definition best matches the
meaning of the word *___ as it is used in
paragraph ___? *In this story, the word
___ is in paragraph ___; this word is to
___ as ___ is to ___. *___ is to ___ as ___
is to ___. *Related in origin, as certain
words in genetically related languages
descended from the same ancestral root.
*Read the dictionary entry for the word
___. Which definition represents the
meaning of the word ___ as used in
paragraph ___? (Dictionary entry with
four definitions is shown and students
CISD 2015-2016 Updated 9/15/2015
Latin
Greek
Other linguistic
roots
Prefixes
Suffixes
Context Clues
Analogies
-SAT/ACT word
study
Dictionary
Thesaurus
CISD approved reading list
Holt​
Literature and ancillaries
(C) infer word meaning
through the
identification and
analysis of analogies and
other word relationships;
(Supporting) (D)
recognize and use
knowledge of cognates in
different languages and
of word origins to
determine the meaning
of words; and
(Supporting)
(E) use general and
specialized dictionaries,
thesauri, glossaries,
histories of language,
books of quotations, and
other related references
(printed or electronic) as
needed. (Readiness)
(E3.2)
Reading/Comprehension
of Literary Text/Theme
and Genre. Students
analyze, make inferences
and draw conclusions
about theme and genre
in different cultural,
historical, and
contemporary contexts
and provide evidence
from the text to support
their understanding.
Students are expected
to:
must use context clues to determine the
meaning of the word as it is used in the
passage.) *Read the excerpt from a book
of quotations below and determine which
quotation matches the meaning of the
word ___ in paragraph ___ as it is used in
this selection.
How can the student use annotation skills
to evaluate, draw conclusions, analyze,
and compare and contrast a piece of
literature?
-Traditional, classical literature
*What lesson about the human condition
can be learned from the theme of this
selection? *How did the author represent
his/her view of the human condition
through the theme of the story?
*How is ___ (character) in ___ (excerpt
from a classical literature selection)
similar in traits to ___ in ___ (excerpt
from 20th century novel)?
CISD 2015-2016 Updated 9/15/2015
Theme
Human condition
Mythical
Traditional
literature Classical
literature
Text structure
Primary source
Historical setting
Cultural setting
Holt​
Literature and ancillaries
(A) analyze the way in
which the theme or
meaning of a selection
represents a view or
comment on the human
condition; (Readiness) (B)
relate the characters and
text structures of mythic,
traditional, and classical
literature to 20th and
21st century American
novels, plays, or films;
and (Supporting) (C)
relate the main ideas
found in a literary work
to primary source
documents from its
historical and cultural
setting. (Supporting)
(E3.3)
Reading/Comprehension
of Literary Text/Poetry.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of poetry and
provide evidence from
text to support their
understanding. Students
are expected to analyze
the effects of metrics,
rhyme schemes (e.g.,
end, internal, slant, eye),
and other conventions in
American poetry.
(Supporting)
*What similar organizations of ideas do
the authors of ___ (excerpt from a
traditional literature piece) and ___
(excerpt from a 21st century play) use in
these selections? *What main idea from
___ (excerpt from a speech in a specific
historical setting) relates to the main idea
in ___ (excerpt from a literary work)?
*How are the main ideas in ___ (excerpt
from a historical document) and ___
(literary work) related?
-Examine the poetic elements and
determine the meaning and the mood.
-Modern and American poetry
*How does the poet use a rhyme scheme
to portray a___ message in this poem?
CISD 2015-2016 Updated 9/15/2015
Metrics
Rhyme schemes
End scheme
Internal scheme
Slant scheme
Eye scheme
Convention
Selected poetry from​
Holt
Literature. See page TX35
A Rose for Emily
Anne Bradstreet
(E3.4)
Reading/Comprehension
of Literary Text/Drama.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of drama and
provide evidence from
text to support their
understanding.
Students are expected to
analyze the themes and
characteristics of modern
American drama in
different time periods.
(Supporting)
(E3.5)
Reading/Comprehension
of Literary Text/Fiction.
Students understand,
make inferences and
draw conclusions about
the structure and
elements of fiction and
provide evidence from
text to support their
understanding. Students
are expected to:
(B) analyze the internal
and external
development of
characters through a
range of literary devices;
(Readiness)
(D) demonstrate
familiarity with works by
-Examine how the drama reflects the
contemporary social issues.
Theme
Drama
-Interpret
readings
Suggested Readings:
-A Raisin in the Sun
-Death of a Salesman
-The Glass Menagerie
Internal
development
External
development
-Consider picking
One main topic
like War or
marriage and
Use categorizing
and Compare
and contrast
Techniques to
Understand
academic
Vocabulary
CISD approved reading list
-American modern drama
-Text dependent reading
The Crucible​
– class study
*What was the theme of this play set in
the ______ in America?
*What characteristics of the period in
which this play took place affected the
theme?
How can students analyze and determine
literary elements that shape the plot and
setting?
How can students analyze and determine
literary elements that shape the
development of characters?
-American fiction from major literary
periods. -Short stories -Varieties and
fiction: such as family and friends,
historical, and science fiction
*What can the reader tell about ___ (a
specific character) based on a metaphor
the author uses to describe him/her?
*How does the author increase the
complexity of ___ (a specific character)?
*To create a believable character in ___,
the author uses __.
CISD 2015-2016 Updated 9/15/2015
Holt​
Literature and ancillaries
Story of an Hour Rose for Emily
Yellow Wallpaper
Devil and Tom Walker
Masque of Red Death
-Ambush
-The Death of the Ball Turret
Gunner -Why soldiers won’t talk
authors in American
fiction from each major
literary period
(E3.7)
Reading/Comprehension
of Literary Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about how
an author's sensory
language creates imagery
in literary text and
provide evidence from
text to support their
understanding.
Students are expected to
analyze the meaning of
classical, mythological,
and biblical allusions in
words, phrases,
passages, and literary
works. (Supporting)
(E3.9)
Reading/Comprehension
Released assessment questions:
From paragraphs __ and __, the reader
can infer that – How can the narrator’s
adoptive family be best characterized?
Which sentence hints at the narrator’s
later change of heart?
The dialogue in paragraphs ___ through
___ suggests that the narrator’s mother
considers the gift very –
Read this sentence from the selection….
The tone of this sentence can best be
described as –
By telling the story from the point of view
of the (
How does the sensory language create
imagery?
-Analyze the figurative language in the
text -Allusions
*What does the biblical allusion phrase
“__” in paragraph __ mean?
*The author’s reference to a mythological
allusion in paragraph __means*The words “__” used by the author in
paragraph __ mean -
How can students summarize the author’s
main idea in an objective manner?
CISD 2015-2016 Updated 9/15/2015
Metaphor
Simile
Personification
Symbol
Imagery
Allusions classical
biblical
mythical
Summarize
Author's viewpoint
-Provide a
variety of text
examples -Group
discussion
Suggested Reading:
-Dictionary of Cultural literacy
Suggested Reading from ​
Holt
Literature:
Anne Bradstreet Poetry
Emily Dickinson’s Poetry
CISD approved reading list
of Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about
expository text and
provide evidence from
text to support their
understanding. Students
are expected to:
(A) summarize a text in a
manner that captures the
author's viewpoint, its
main ideas, and its
elements without taking
a position or expressing
an opinion; (Readiness)
(E3.13) Writing/Writing
Process. Students use
elements of the writing
process (planning,
drafting, revising, editing,
and publishing) to
compose text. Students
are expected to:
(A) plan a first draft by
selecting the correct
genre for conveying the
intended meaning to
multiple audiences,
determining appropriate
topics through a range of
strategies (e.g.,
discussion, background
reading, personal
interests, interviews),
and developing a thesis
Main ideas
Holt​
Literature and ancillaries
*Which of the following summaries of this
informative selection would the author
support because it focuses on his/her
viewpoint?
*What is the best summary of this
selection based on the author’s
viewpoint?
What prewriting strategies are best for
the intended topic?
What genre best conveys the intended
meaning?
What organizational strategies help the
intended purpose?
Which rhetorical devices help convey
intended meaning?
What revisions are needed to clarify
meaning and achieve purpose?
What editing is needed in own writing
and in others’ writing?
-Writing process
-Mini lessons as needed
-Teacher/student conferences
CISD 2015-2016 Updated 9/15/2015
Genre
Thesis
Drafts
Outlines
Transitions
Rhetorical Devices
Tone
Figurative
Language
Metaphors
Similes
Analogies
Hyperbole
Understatement
Rhetorical
Question
Irony
Sentence
Structure
Parallelism
-Teacher
modeling -Peer
reading/sharing
-Exemplars for
models
CISD approved reading list
Holt​
Literature Unit 7
or controlling idea; (B)
structure ideas in a
sustained and persuasive
way (e.g., using outlines,
note taking, graphic
organizers, lists) and
develop drafts in timed
and open-ended
situations that include
transitions and rhetorical
devices to convey
meaning; (Readiness) (C)
revise drafts to clarify
meaning and achieve
specific rhetorical
purposes, consistency of
tone, and logical
organization by
rearranging the words,
sentences, and
paragraphs to employ
tropes (e.g., metaphors,
similes, analogies,
hyperbole,
understatement,
rhetorical questions,
irony), schemes (e.g.,
parallelism, antithesis,
inverted word order,
repetition, reversed
structures), and by
adding transitional words
and phrases; (Readiness)
(D) edit drafts for
grammar, mechanics,
and spelling; and
(Readiness) (E) revise
CISD 2015-2016 Updated 9/15/2015
Repetition
Antithesis
Inverted
Word Order
Reverse Structure
final draft in response to
feedback from peers and
teacher and publish
written work for
appropriate audiences.
(E3.14) Writing/Literary
Texts. Students write
literary texts to express
their ideas and feelings
about real or imagined
people, events, and
ideas. Students are
responsible for at least
two forms of literary
writing. Students are
expected to:
(A) write an engaging
story with a
well-developed conflict
and resolution, complex
and non-stereotypical
characters, a range of
literary strategies (e.g.,
dialogue, suspense) and
devices to enhance the
plot, and sensory details
that define the mood or
tone
(B) write a poem that
reflects an awareness of
poetic conventions and
traditions within
different forms (e.g.,
sonnets, ballads, free
verse)
How does a writer invent a character and
compose a story?
-Develop and compose an original short
story.
-Writing process
-Mini lessons as needed
-Teacher/student conference
How can poetic conventions best be used
to create specific poetic forms?
CISD 2015-2016 Updated 9/15/2015
Resolution
Internal and
external conflict
Dialogue
Suspense
Foreshadowing
Mood
Tone
Imagery
Dialect
Theme (explicit
and implicit)
Characterization
Symbolism
Irony
Point of view
-Use exemplar
writing models
Suggested
writing activities:
-Alternate
endings to
cliff -hanger
stories
-Trickster tales
-Journaling
-Creeds
-Use poetic
conventions to
create/write a
poem
Rubric based on SE’s
Poetry express:
http://www.poetryexpress.org/
Use writing poem on pg. 620 in
Holt​
Literature as an optional
reference or starting point.
A Poem A Day:
http://www.loc.gov/poetry/180/
(E3.15)
Writing/Expository and
Procedural Texts.
Students write
expository and
procedural or
work-related texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to:
(C) write an
interpretation of an
expository or a literary
text that
(iv) identifies and
analyzes the ambiguities,
nuances, and
complexities within the
text
How can students compose text
interpretations?
CISD 2015-2016 Updated 9/15/2015
Interpretation
Ambiguity
Nuance
Compose short
answer
responses
Rubric based on SE
(E3.17) Oral and Written
Conventions/Convention
s. Students understand
the function of and use
the conventions of
academic language when
speaking and writing.
Students will continue to
apply earlier standards
with greater complexity.
Students are expected
to:
(A) use and understand
the function of different
types of clauses and
phrases (e.g., adjectival,
noun, adverbial clauses
and phrases); and
(Supporting)
How can the use of various clauses,
phrases, and sentence structure improve
student writing?
Assessed through speaking, revising,
editing, and writing activities
Revising and editing
CISD 2015-2016 Updated 9/15/2015
Clauses,
Phrases
Adjective
Noun
Adverb
Practice within
writing.
Holt
Grammar Handbook pgs. R57-71
(E3.18) Oral and Written
Conventions/Handwritin
g, Capitalization, and
Punctuation. Students
write legibly and use
appropriate
capitalization and
punctuation conventions
in their compositions.
Students are expected to
correctly and consistently
use conventions of
punctuation and
capitalization.
(Readiness)
How can students best learn and
consistently use the conventions of
punctuation and capitalization?
Assessed through speaking and writing
Revising and editing
CISD 2015-2016 Updated 9/15/2015
http://dictionary.reference.com/
Dictionary
Thesaurus