Curriculum Development Template
Wentzville School District
Stage 1 – Desired Results
Unit
Unit Title: Unit 2 - Relationships
Course: English III
Suggested Texts: See Text Database for Links to Additional Text Suggestions
Fiction: The Adventures of Huckleberry Finn by Mark Twain, The Crucible by Arthur
Miller, “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne, “Soldier’s Home” by Ernest
Hemingway, “Rose for Emily” by William Faulkner, “Winter Dreams” by F. Scott Fitzgerald,
“Devil and Tom Walker” by Washington Irving
Informational Texts: http://www.cbsnews.com/video/watch/?id=7360250n 60 minutes
video about the usage of the “N” word used in The Adventures of Huckleberry Finn by Mark
Twain
Brief Summary of Unit: Students will analyze the development and growth of
relationships by reading one class novel and various short stories. Students will write one
literary analysis paper that will analyze literary devices in a work. Students will read nonfiction texts focused on technology and how it affects personal and professional relationships.
WSD Overarching Essential Questions
Students will consider…
1. Why should I collaborate?
2. Why is it important to choose and use
appropriate resources?
3. Why is it important to learn to
WSD Overarching
Enduring Understandings
Students will understand that…
1. The integration of independent knowledge
and collaboration help us solve problems.
2. Intentionally choosing and utilizing
appropriate resources is essential to
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communicate effectively?
4. How does literacy impact my life?
5. When and why should I consider the
thoughts and ideas of others?
6. Why it is important for me to have
perseverance and personal integrity?
7. How can I be a good digital citizen?
3.
4.
5.
6.
7.
personal and professional growth.
Effective communication is necessary for
life.
Literacy (reading, writing, speaking and
listening) enhances our quality of life,
expands our understanding of our global
society, and makes us life-long learners.
Supporting ideas with evidence and
considering the evidence of others helps
to build understanding.
Perseverance and personal integrity are
essential to success.
Good digital citizens use technology
effectively and ethically.
TRANSFER
Transfer Goal
Students will be able to independently use their learning to…
draw upon text and life experiences to understand the value of relationships, both good and
bad.
MEANING
Essential Questions
Understandings
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Students will consider…
Students will understand that…
● What can we learn from relationships?
● How does technology impact
relationships?
● What are the benefits of maintaining
positive relationships?
● How does reading about relationships
help us understand and enhance our
own relationships?
● All relationships influence our
personal development.
● As we change, our relationships
change.
● Technology changes the definition of a
relationship.
● Maintaining personal integrity and
positive relationships through social
media and face-to-face interactions
will provide opportunities for the
future.
● By analyzing the relationships of
others, they enhance their own quality
of life.
ACQUISITION
Key Knowledge
Key Skills
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In Reading Literature, students will
know:
● Literature contains numerous
themes/central ideas
● Often, themes/central ideas do not
work in isolation within a text
● Authors use central ideas, often
in a complex way, to develop the
theme(s) of a text.
● Authors’ use of a combination of
fictional elements impact a text
● Author’s word choice is deliberate
● Authors use particular structures of
writing in order to convey a message
● By understanding irony, satire,
sarcasm, and understatement, the
author’s point of view is not always
directly conveyed.
In Language, students will know:
● structures of hyperbole and paradox
● Roles figures of speech can play in
context
● grade-appropriate general academic
and domain-specific words and
phrases
● words and phrases appropriate to
and sufficient for reading, writing,
speaking and listening at a college or
career level
● techniques for determining whether
a word or phrase is important to
comprehension and expression
● techniques for using context and
resources to understand important
In Reading Literature, students will be
able to:
● Determine themes
● Determine central ideas
● Support with evidence
● Analyze the relationship between central
idea and theme in a text
● Analyze how the author develops or
relates fictional elements in a text
● Analyze the impact of word choice on
meaning (including words with multiple
meanings)
● Use appropriate and nuanced
vocabulary to express tone and mood
● Analyze the author’s choice of structure
● Analyze how particular structures within
a text impact the overall meaning
● Apply knowledge of irony, satire,
sarcasm and understatement to
distinguish what is directly stated from
what is really meant.
● Analyze the effect of irony, satire,
sarcasm or understatement on author’s
point of view.
In Language, students will be able to:
● read examples of hyperbole and paradox
in context and analyze its role in the text
● examine nuances in word meanings with
similar denotations
● acquire and use general appropriate
vocabulary and academic words and
phrases which are sufficient for reading,
writing, speaking, and listening at the
college and career readiness level
In Writing, students will be able to:
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vocabulary
In Writing, students will know:
● informative and explanatory texts
● The organization of the details within
the text creates a unified whole.
● Awareness of audience and purpose
help us to select the most significant
information
● how to vary syntax and manipulate
sentence structures
● know the four types of sentences
● Using metaphors, similes and
analogies help make a complex
topic more relatable or more
understandable
● Awareness of audience and purpose
help the writer know when using
metaphors, similes and/or analogies
is appropriate or needed
● how to maintain an objective tone
and formal style
● Concluding statements are useful
to support the information and
explanations that were supported
● “appropriate to task, purpose and
audience”
● Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, trying a new approach
● write informative/ explanatory pieces
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
● Organize information so that new
information builds on preceding
information.
● Organize information to create a unified
whole
● Determine and use the most significant
and relevant facts, extended definitions,
concrete details, quotations, or other
information and examples
● Use varied syntax to create cohesion,
clarity and relationships among complex
ideas and concepts
● Use metaphor, simile and analogy to
manage the complexity of the topic to
make it more relatable
● Maintain an objective tone in formal
writing
● Provide a concluding statement
that follows from and supports the
information or explanation presented
● How to use development, organization,
and style to produce clear and coherent
writing appropriate to task, audience,
and purpose
● apply this skill to a variety of styles
of writing (opinion, informative/
explanatory, and narrative)
● Develop and strengthen writing by
planning, revising, editing, rewriting,
and trying a new approach to best
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address purpose and audience
STANDARDS ALIGNMENT
CCSS
Show-Me Standards
Reading Literature
Standards: 2, 3, 4, 5, 6
Knowledge Standards
CA 1, 2, 3, 4, 5, 6, 7
Writing
Standards: 2, 4, 5
Performance Standards
1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 1.10
2.1, 2.2, 2.3, 2.7
3.5, 3.6
4.1, 4.4, 4.5, 4.6
Language
Standards: 5, 6
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