English III
Unit 4
Title
Regionalism, Modernism, Harlem Renaissance, and Literary Analysis
● 4A: Modernism, The Novel, and ​The Great Gatsby
● 4B: Regionalism and Harlem Renaissance
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Big Ideas/Enduring Understandings
“The Harlem Renaissance, the Jazz Age, and Modernism”:
Catastrophic historical events (such as World War I and the Great
Depression) as well as rapid social change (such Prohibition, the
Great Migration of African-Americans from the South to the
North, Women’s Voting Rights, and the New Deal) influenced the
art and literature of the time period.
“New Directions”: The 1920s was the first decade to be
significantly shaped by mass media (including newspapers,
magazines, and movies), mass production, and advertising.
“The Modern Short Story”: The modern short story pulled themes
from life, including crises affecting Americans during that time
period. Disillusionment with “the American Dream” was a
common theme during and after World War I and the Great
Depression. People also began to view journalism as a literary
form during this time.
Reconstruction’s Failures and Successes: ​The Civil War left the
South in ruins, and Reconstruction had its ups and downs. These
impacted the literature, especially as writers attempted to
capture their region’s customs and character in a type of writing
known as ​regionalism.
The Gilded Age and the Have-Nots: ​A small group of men
controlled the majority of industry and wealth in the country,
which transformed the way that many Americans lived. Other
Americans, however (especially immigrants and Native
Americans), were excluded from these benefits and lacked labor
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Suggested Time Frame
7 weeks
● 4A: 4 weeks
● 4B: 3 weeks
Guiding Questions
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What is Modern?
Can ideals survive catastrophe?
How can people honor their heritage?
What drives human behavior?
What shapes your identity?
When does old become new again?
What makes you YOU?
Can culture be captured in words?
What makes for a full life?
Would you rather live in the city or the country?
What does it mean to be alone?
How do you know you’re home?
How do you capture a moment?
Do poems have to follow the rules?
What is alienation?
Will status make you happy?
What makes a memory linger?
What makes your skin crawl?
Could you spot a con artist?
What makes a great story?
What makes a place unique?
How have women’s roles changed?
Why are there “haves” and “have nots”?
Have you ever put on an “act” to deceive others?
Is ignorance really bliss?
laws to provide safe working conditions and living wages. This led
to the birth of labor unions and the Populist Party.
● Regionalism and Local Color Writing: ​The idea of the “American”
novel came into play during this time with writers such as Mark
Twain. Native American literature also gained popularity, and
writers attempted to capture the “local color” of their regions.
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR Vertical Alignment Document
Sample Assessment Question
E3.1
*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 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.
E3.5
*How does the author’s use of figurative language enhance the plot in this fictional selection?
*Why is the author’s point of view important in this story?
*Why is paragraph___ so important in helping the reader to understand __ (a specific character)?
*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 __.
*How is the plot of this story affected by different characters assuming the role of narrator?
*What is the impact on the narration in this selection when the author shifts the narrator’s point of view from one character to another?
E3.8
*What tone is set in this article that clearly advances the author’s stance on this subject?
*In paragraphs __ and __ the author’s tone is –
*How does the author use diction to advance his/her perspective in this selection?
E3.15
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(Writer) wants sentence __ to more accurately convey the controlling idea of her paper.
Which of the following could replace sentence __ and best accomplish this goal?
Released prompt: (Literary) Write an essay analyzing how (character) uses a description of the natural world to reflect his own emotions. (Informational)
Write an essay analyzing whether (person’s) use of history effectively supports the importance of having a backup plan.
Reading
III.1.E
III.5.D
III.8
Writing
Writing TEKS
Conventions TEKS
Review
III.13.C
III.15.A
III.15.A.i - vi
III.15.B.i-v
III.16.E
III.20.A B
III.21.A B C
III.22.A B C
III.23.A B C D E
Listening & Speaking TEKS
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
Ongoing skills practiced throughout the year: Reading across genres, reading comprehension (Fig. 19), vocabulary, media literacy, research,
listening and speaking, writing process. Writing and research skills are linked. Include historical and cultural research for background of literature
selections.
Knowledge and Skills
with Student
Expectations
READING
(E3.1)
Reading/Vocabulary
Development. Students
understand new
District Specificity/ Examples
​
Bloom’s Level: Remembering,
Understanding
How can students use word
identification strategies to
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Vocabulary
References
Instructional
Strategies
SAT/ACT
word study
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
PRIMARY SOURCES:
CISD approved reading list
The Great Gatsby (F. Scott Fitzgerald)
vocabulary and use it
when reading and
writing. Students are
expected to:
(E) use general and
specialized dictionaries,
thesauri, glossaries,
histories of language,
books of quotations,
and other related
references (printed or
electronic) as needed.
(​Readiness​)
(E3.5)
Reading/Comprehensio
n 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:
(D) demonstrate
familiarity with works
by authors in American
fiction from each major
literary period.
(E3.8)
Reading/Comprehensio
n of Informational
Text/Culture and
History. Students
enhance their vocabulary skills
and decoding skills?
How can students use context
clues to identify the word’s
meaning?
SECONDARY SOURCES:
From ​Holt McDougal Literature:
“Winter Dreams” (Fitzgerald)
”A Rose for Emily” (Faulkner)
“A New Kind of War” (Hemingway)
-Literature and SAT based
vocabulary
Dictionary
Thesaurus
Holt Literature and ancillaries
http://www.vocabulary.com/
CISD approved reading list
Bloom’s Level: Understanding,
Application
Holt Literature and ancillaries
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?
How can students analyze
narration shifts and their
impact?
-Novels
-Short stories
-Varieties and fiction: such as family and friends,
historical, and science fiction.
-American fiction from major
literary periods.
Bloom’s Level: Understanding,
Application, Analysis
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Inference Author’s
Purpose Style
Tone
Diction
Opportunity
for cross
-curricular
planning With
Social Studies
CISD approved reading list
Holt Literature and ancillaries
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical, and
contemporary contexts
and provide evidence
from the text to
support their
understanding.
Students are expected
to analyze how the
style, tone, and diction
of a text advance the
author's purpose and
perspective or stance.
(Readiness​)
WRITING
(E3.13) Writing/Writing
Process. Students use
elements of the writing
process (planning,
drafting, revising,
editing, and publishing)
How do the author’s style,
tone, and diction help the
author’s purpose?
*style: Three elements of style
in writing are:
(1) sentence structure: What
types of sentences does the
author use? short and simple,
long and complex, or a
combination;
(2) degree of specific details
and descriptions, this would
basically be the level of
elaboration used by the
author; and
(3) formality, this is whether
the author is formal or casual,
like writing technical
information or writing to a
colleague or friend.
*tone: Tone is the attitude or
mood set by the author’s
words.
Some of the words that can be
used to describe the “tone” of
a passage would be sad,
sincere, scary, indifferent,
critical, gloomy, optimistic, etc.
Bloom’s Level: Evaluating,
Creating
Which rhetorical devices help
convey intended meaning?
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Genre
Thesis
Drafts
Outlines
Transitions
Rhetorical Devices
Tone Figurative
-Teacher
modeling
-Peer
reading/shari
ng -Exemplars
for models
Holt Literature Unit 7
CISD approved reading list
to compose text.
Students are expected
to:
(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​)
(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:
What revisions are needed to
clarify meaning and achieve
purpose?
-Writing process
-Mini lessons as needed
-Teacher/student
Bloom’s Level: Evaluating,
Understanding
Are students able to construct
an analytical
expository/procedural text in
an effective way?
-Construct an analytical
expository/procedural text in
an effective way.
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Language
Metaphors Similes
Analogies
Hyperbole
Understatement
Rhetorical
Question
Irony
Sentence
Structure
Parallelism
Repetition
Antithesis
Inverted Word
Order
Reverse Structure
Paragraphs
Introduction
Conclusion Thesis
Organization
Analytical essay
Rhetorical device
Relevant
Valid
Inference Purpose
Audience Context
Introductory
Concluding
Suggested
approach:
Literary
analysis/critici
sm of the
characters in
the selected
text.
-Opportunity
for
cross-curricul
ar project if
Holt Literature: Planning an analytical essay pg.
834-841
College web sites Job applications Car manual
(A) write an analytical
essay of sufficient
length that includes :
(Readiness) (i) effective
introductory and
concluding paragraphs
and a variety of
sentence structure (ii)
rhetorical devices, and
transitions between
paragraphs (iii) a clear
thesis statement or
controlling idea (iv) a
clear organizational
schema for conveying
ideas (v) relevant and
substantial evidence
and well-chosen
details; and (vi)
information on multiple
relevant perspectives
and a consideration of
the validity, and
relevance of primary
and secondary sources
(B) write procedural or
work-related
documents (e.g.,
resumes, proposals,
college applications,
operation manuals)
that include (i) a clearly
stated purpose
combined with a
well-supported
viewpoint on the topic
(ii) appropriate
-Mini lessons as needed
-Teacher/student conference
-Writing process
- Analytical essay
Scoring Rubric (textbook pg.
842)
CISD 2016/17, Updated 4/18/16
Transition Primary
source Secondary
source
Organizational
schema
Resume Proposal
Operation manual
Heading
Graphic
White space
can a
procedural
essay and
presentation
formatting structures
(e.g., headings,
graphics, white space)
(iii) relevant questions
that engage readers
and consider their
needs (iv) accurate
technical information in
accessible language (v)
appropriate
organizational
structures supported
by facts and details
(E3.16)
Writing/Persuasive
Texts. Students write
persuasive texts to
influence the attitudes
or actions of a specific
audience on specific
issues. Students are
expected to write an
argumentative essay
(e.g., evaluative essays,
proposals) to the
appropriate audience
that includes:
(E) demonstrated
consideration of the
validity and reliability
of all primary and
secondary sources
used; and
Oral and Written
Conventions should be
a spiral review
Bloom’s Level: Evaluating,
Creating
Has the student analyzed
primary and secondary sources
for validity and reliability?
CISD 2016/17, Updated 4/18/16
Opinion
Validity
Primary source
Secondary source
Rhetorical devices
-teacher
models
-show
examples
Prompts from Holt Literature Online
Yellow prompt boxes from pages 388, 397, 399,
408
http://www.webenglishteacher.com/argument.
html
https://www.grammarflip.com/
(E3.20)
Research/Research
Plan. Students ask
open-ended research
questions and develop
a plan for answering
them. Students are
expected to:
(A) brainstorm, consult
with others, decide
upon a topic, and
formulate a major
research question to
address the major
research topic; and
(B) formulate a plan for
engaging in in-depth
research on a complex,
multi-faceted topic
(E3.21)
Research/Gathering
Sources. Students
determine, locate, and
explore the full range
of relevant sources
addressing a research
question and
systematically record
the information they
gather. Students are
expected to:
(A) follow the research
plan to gather evidence
on the topic and texts
written for informed
audiences in the field,
distinguishing between
Bloom’s Level: Evaluating,
Creating
Brainstorming
Guiding Questions
How should a student best
decide on a research topic and
question?
What plan should be used for
in-depth research?
Checkpoints throughout
process
Bloom’s Level: Analysis,
Evaluating, Creating
Are students able to analyze
sources to determine valid
research?
Are students able to formulate
ideas from organized research?
-Research background
information as it applies to the
text.
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Differentiate
between reliable
and unreliable
sources
Primary Source
Secondary Source
Parenthetical
documentation
Paraphrase
Summarize
Cite
Quote
Suggested
Approach:
--Give
students a
topic related
to the text
and guide
them through
the process of
formulating
questions/pla
n for
gathering
research
sources.
http://www.webenglishteacher.com/
Suggested
Approach:
--Use ongoing
research as a
minilesson.
researching
https://owl.english.purdue.edu/
Holt Literature Unit 7
Holt Literature Unit 7
https://www.grammarflip.com/
reliable and unreliable
sources and avoiding
over-reliance on one
source; (B)
systematically organize
relevant and accurate
information to support
central ideas, concepts,
and themes, outline
ideas into conceptual
maps/timelines, and
separate factual data
from complex
inferences; and (C)
paraphrase,
summarize, quote, and
accurately cite all
researched information
according to a standard
format (e.g., author,
title, page number),
differentiating among
primary, second
(E3.22)
Research/Synthesizing
Information. Students
clarify research
questions and evaluate
and synthesize
collected information.
Students are expected
to: (A) modify the
major research
question as necessary
to refocus the research
plan; (B) differentiate
between theories and
Bloom’s Level: Evaluating,
Creating
How could the research
questions best be modified to
fit the research plan?
Which evidence best supports
the argument?
What could be changed in
order to create a more
effective research paper?
-Mini lessons as needed
CISD 2016/17, Updated 4/18/16
Suggested
Approach:
-Students will
now
complete a
major
research
assignment.
Use Unit 7 in
the textbook
as a reference
or starting
point.
Suggested Reference: Unit 7 in the Holt
Literature, pg. 1341
the evidence that
supports them and
determine whether the
evidence found is weak
or strong and how that
evidence helps create a
cogent argument; and
(C) critique the
research process at
each step to implement
changes as the need
occurs and is identified.
(E3.23)
Research/Organizing
and Presenting Ideas.
Students organize and
present their ideas and
information according
to the purpose of the
research and their
audience. Students are
expected to synthesize
the research into an
extended written or
oral presentation that:
(A) provides an analysis
that supports and
develops personal
opinions, as opposed to
simply restating
existing information;
(B) uses a variety of
formats and rhetorical
strategies to argue for
the thesis; (C) develops
an argument that
incorporates the
-Check points for stages of
research
-Check websites for validity
Bloom’s Level: Evaluating,
Creating
Does the research paper’s
analysis include personal
opinions on the synthesized
information?
Does the research paper
include a variety of formats
and rhetorical strategies to
argue for the thesis?
Does the research paper
include an analysis of the
complexities and discrepancies
in information from multiple
sources/perspectives?
Does the research paper
anticipate and refute
counter-arguments?
Does the research paper
document sources and
formatting procedures
according to a specified style
manual?
CISD 2016/17, Updated 4/18/16
Rhetorical
strategies
Refutation
Concession
Counter-argument
s Style manuals
MLA
APA Chicago
Discuss steps
-Notes
Thesis
Outline
Rough Draft
Works Cited
Page
Final Draft
Suggested Resource: Unit 7 in the textbook pg.
1341
https://owl.english.purdue.edu/
complexities of and
discrepancies in
information from
multiple sources and
perspectives while
anticipating and
refuting
counterarguments; (D)
uses a style manual
(e.g., Modern Language
Association, Chicago
Manual of Style) to
document sources and
format written
materials; and (E) is of
sufficient length and
complexity to address
the topic.
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