English 3
Grade: 11
Description: English 3 focuses on the careful reading and critical analysis of literature. Through the close reading of selected texts, students deepen their understanding of
the ways writers use language to provide both meaning and pleasure for their readers. As students read, they will consider a work’s structure, style, and themes as well as
such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.
Rationale: English 3 is designed to make the student aware of American Literature from 1600s to 1890s.
Prerequisite: English 2
Goals:
*To identify the essential characteristics of American Literature.
*To read deeply and analyze critically different genres of literature.
*To gain an understanding of the way writers use language, tone and voice to set their works apart from other writers.
*To dissect a writing’s structural elements and look at theme, symbolism and imagery.
*To consider the social and historical values a work reflects.
*To write focusing on critical analysis of literature (expository, analytical, argumentative, and research).
Texts:
Elements of Literature, 5th Course, Holt, Rinehart & Winston, 2007
The Scarlet Letter, Hawthorne
Adventures of Huckleberry Finn, Twain
The Crucible, Miller
Hamlet, Prince of Denmark, Shakespeare
Resources:
Elements of Literature, 5th Course Audio CDs
The Scarlet Letter (DVD)
A True Story as I Heard it Word for Word (DVD)-Personal
Hamlet, Prince of Denmark (DVD)-Personal
Monty Python’s Holy Grail (DVD)-Personal
American, the Story of US (DVD)-Personal
American History Magazine—Personal
British Heritage Magazine—Personal
The Fifties (VHS)-Personal
Class: English 3
Learner Objective
Students will:
Analyze the social and
historical values a literary
work reflects.
Activity
Assessment
Alignment
Students will:
Read and analyze the
social/historical values in
The Scarlet Letter.
Read and analyze the
social/historical values in
Adventures of Huckleberry
Finn.
Read and analyze the
social/historical values in
The Crucible.
Read and analyze the
social/historical values in
various short stories, poems
and nonfiction writings.
Students will:
Complete Tests/Quizzes over
the readings.
RL.11-12.1
RL.11-12.2
RL.11-12.7
RL.11-12.9
RI.11-12.1
RI.11-12.2
RI.11-12.7
RI.11-12.8
RI.11-12.9
W.11-12.1.a-e
W.11-12.2.a-f
W.11-12.3.a-e
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.8
W.11-12.9.a-b
W.11-12.10
Select activities on the
readings focusing on
analyzing the social and
historical values, theme and
symbolism.
View segments from
America: The Story of US.
View segments from The
Fifties.
Write timed-essays analyzing
how the novels, short stories
and plays reflect the
social/historical values.
Write an essay analyzing the
social/historical element’s
portrayal in The Crucible using
examples from the film and
from discussions on the time
period.
Complete a lesson analyzing
how Huck Finn’s moral
development would be
different/similar in a different
time period.
SL.11-12.1.a-d
Sl.11-12.2
L11-12.1.a-b
L11-12.2.a-b
CA 2, 3, 7, 1.5, 1.6, 1.9,
3.5
Students will:
Identify and critique a
literary/nonfiction work’s
structural elements—focusing
on theme, symbolism,
parody/satire and imagery.
Students will:
Read various short stories,
poems, essays, and
nonfiction and identify and
critique the structural
elements of the works.
Select activities on readings
that will identify and
critique the elements of:
theme, parody/satire,
symbolism and imagery.
Identify and critique
elements of theme,
symbolism, parody/satire,
and imagery within a work
from American History or
British Heritage magazine.
Students will:
Identify and analyze how an
author uses language to
establish tone and voice.
Create a parody/satire of a
short story and poem by
identifying and critiquing
the structural elements of the
work being parodied.
Students will:
Read, identify and analyze
various short stories, poems,
plays, essay, historical
documents, nonfiction and
novels.
Identify and analyze by
completing exercises on tone
and voice.
Students will:
Complete Tests/Quizzes over
the readings.
Complete a Theme activity for
The Scarlet Letter identifying
and critiquing the theme.
Compose a Poetry analysis
essay identifying and critiquing
imagery in Emily Dickinson or
Walt Whitman.
Write an essay identifying and
critiquing the parody/satire
used in Monty Python’s Holy
Grail and the elements of the
Hero’s Journey/Archetypes.
Students will:
Complete Tests/Quizzes over
readings.
Identify and analyze the tone
in an argumentative essay
studied in class and modify the
tone and voice so that it has
the opposite meaning/feel.
Identify and analyze the tone
and voice in a novel studied in
class in order to create a
soundtrack (and present to the
RL.11-12.3
RL.11-12.5
RL.11-12.6
RI.11-12.2
RI.11-12.6
RI.11-12.8
RI.11-12.9
W.11-12.1.a-e
W.11-12.2.a-f
W.11-12.3.a-e
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.8
W.11-12.9.a-b
W.11-12.10
SL.11-12.1.a-d
SL.11-12.2
L.11-12.5.a-b
L11-12.1.a-b
L11-12.2.a-b
CA 2, 1.5, 1.6, 2.4, 3.4, 3.4,
3.5, 3.6, 3.7, 3.8
RI.11-12.1
RI.11-12.5
W.11-12.2.a-f
W.11-12.3.a-e
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.10
SL.11-12.1.a-d
SL.11-12.2
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.5.a-b
Students will:
Identify and analyze the
elements of American
literature.
Students will:
Read a short story and
nonfiction text and
identify/analyze the
literary devices within the
story—citing examples.
Identify and analyze
American literature
elements against British
literature examples.
Students will:
Utilize the steps of the writing
process to compose various
written works.
Complete exercises on
identifying/analyzing
elements of American
literature.
Students will:
Review the steps in the
writing process in order to
compose various essays
inside and outside of class.
Compose essays/written
compositions on various
teacher assigned topics that
utilize the steps of the
writing process and utilize
understanding of the
conventions of standard
English grammar and usage.
class) for a novel studied in
class to establish mood and
convey tone and voice through
the music/lyrics.
L11-12.1.a-b
L11-12.2.a-b
CA 2, 1.5, 1.6, 2.4, 3.4, 3.4,
3.5, 3.6, 3.7, 3.8
CA 1.7
Students will:
Complete Tests/Quizzes over
readings.
W.11-12.3.a-e
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.9.a-b
W.11-12.10
Identify and analyze different
American literature elements
with each other in various
short essays.
Write short essays identifying
and analyzing how American
literature differs from British
literature or other world
literature.
Students will:
Compose an expository,
analytical, research and
argumentative essay.
Compose a short research
paper on a topic surrounding
the 1950s/McCarthyism or
Civil Rights and present in not
only written format, but as a
PowerPoint presentation.
Read Hamlet, Prince of Denmark
and compose a literary
SL.11-12.1.a-d
SL.11-12.2
L11-12.1.a-b
L11-12.2.a-b
CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5
W.11-12.1.a-e
W.11-12.2.a-f
W.11-12.3.a-e
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.7
W.11-12.8
W.11-12.9.a-b
W.11-12.10
SL.11-12.1.a-d
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.5.a-b
Conduct self and peer
editing of writings.
analysis essay on Theme,
Imagery or Symbolism in the
novel.
L11-12.1.a-b
L11-12.2.a-b
Students will:
Students will:
Students will:
Identify the meaning of words
and phrases as they are used
in various texts.
Identify the meaning of
words by using context clues
in class discussions of texts.
Identify figurative language
from a text not discussed in
class.
RL.11-12.4
RI.11-12.4
SL.11-12.1.a-d
Identify figurative language
in the fiction and non-fiction
texts read in class.
Identify in short essay form
and class discussions the
impact of word choice within a
reading text (short story, novel
or nonfiction).
Identify and discuss
diction/word choice and its
impact on the text.
Complete vocabulary
worksheets for various texts
discussed in class.
CA 1, 4, 1.8, 2.1, 2.2
CA 2.6, 2.3, 4.6, 4.8
CA 5, 6, 1.5, 1.6, 1.10
CA 2, 3, 1.1, 1.4, 4.5, 1.7,
1.8, 2.3, 4.4
LS.11-12.6
L.11-12.5.a-b
L.11-12.4.a-d
L11-12.3.a
CA 2, 3, 1.5, 1.6