English III
Unit One Sample
OVERVIEW
Anchor Text 1
Undaunted Courage:
Meriwether Lewis,
Thomas Jefferson, and
the Opening of the
American West, Stephen
Ambrose (Informational)
Text Complexity
Rationale
The readability of the
anchor text measures at
the beginning of the 11CCR grade band, which is
appropriate for the first
unit. The primary source
documents tend to be
more complex. The
literary texts, mainly O
Pioneers! has a
readability that falls
below the 11-CCR grade
band. Students should
demonstrate their ability
to read that text
independently.
English III: Sample Text Set/Unit Plan
Related Texts
Literary Texts
• “The Luck of Roaring Camp,” Bret
Harte
• “Part I: The Wild Land, Chapter II,” O
Pioneers!, Willa Cather
• “The Gift Outright,” Robert Frost
Informational Texts
• “Prologue” from The Way to Rainy
Mountain, N. Scott Momaday
• “On Manifest Destiny 1839,” John L.
O’Sullivan
• “On Indian Removal” (1830), Andrew
Jackson
• Excerpt from A Century of Dishonor
(p.337-342), Helen Hunt Jackson
• “Chief Joseph Speaks: Selected
Statements and Speeches by the Nez
Percé Chief,” Archives of the West
• “Introduction” from The Way to Rainy
Mountain, N. Scott Momaday
Nonprint Texts (e.g., Media, Website,
Video, Film, Music, Art, Graphics)
• Lewis and Clark: The Native
Americans, PBS (Website)
• American Progress, John Gast (Art)
and an explanation
Unit Focus
Students will explore a thematic idea prominent throughout
Westward Expansion and American literature: myth versus
reality. Through literature and informational texts that present
various perspectives of the West students will consider the
idealism and romance of the American spirit versus the despair
and consequences of our hubris. They will consider our quest for
discovery, our understanding of and interaction with those who
came before us, and our relationship with the land itself and our
desires to control and own something that cannot really be
possessed. In the end, students will form their own argument
about Westward Expansion—is the known history based on
romanticized ideals or accurate experiences? They will then
expand that notion to consider how the dichotomy is reflected
throughout our history and told through our literature. This unit
connects to US History.
3
Sample Research
Students will examine the idealism of Western expansion. Was
the spirit and hope espoused by American leaders and pioneers
real or myth? Do the texts of the time present the full truth?
Were opportunities available to all Americans? Students will
investigate self-selected topics of the American West (e.g., the
Donner Party, the treatment of American Indians, American
legislation, the Mexican-American War, the Gold Rush, the
transcontinental railroad, etc.) and create a written report that
explains how the event or idea displays the idealism, whether
real or mythical, of manifest destiny and will share their findings
through a multimedia presentation.
Possible Common Core State
2
Standards
Reading
RL.11-12.1, RL.11-12.2, RL.11-12.3,
RL.11-12.4, RL.11-12.5, RL.11-12.6,
RL.11-12.9
RI.11-12.1, RI.11-12.2, RI.11-12.3,
RI.11-12.4, RI.11-12.5, RI.11-12.6,
RI.11-12.8, RI.11-12.9, RI.11-12.10
Writing
W.11-12.1a-e, W.11-12.2a-f, W.1112.4, W.11-12.5, W.11-12.6, W.1112.7, W.11-12.8, W.11-12.9a-b, and
W.11-12.10
Speaking and Listening
SL.11-12.1a-d, SL.11-12.2, SL.1112.4, SL.11-12.5, SL.11-12.6
Language
L.11-12.1a-b; L.11-12.2a-b; L.1112.3a; L.11-12.4a-b, d; L.11-12.5a-b;
L.11-12.6
1
The focal point of the unit and organizing feature of the text set. Students should demonstrate understanding of this text through the unit assessments.
The listed standards represent the full range and integration of the Common Core State Standards (CCSS). While all the CCSS will not be formally assessed statewide in 2013-2014, all the CCSS
should be taught, as the non-assessed standards are essential for students to meet the expectations of the assessed standards. Additional information and specific examples are available in the
Assessment Guidance 2013-2014 document.
3
“Research” throughout this plan refers to student-led inquiry activities; these are extension tasks that allow students to make connections with texts. These activities should be done after
students have read, written, and spoken about each individual text and demonstrated their understanding of the text. Additional reading and writing performance tasks with the texts are expected
and indicated through the possible Reading and Writing Standards.
2
1
What will students know and be able to do by the end of this unit?
English III
Unit One Sample
OVERVIEW
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.
Unit Focus
The “big ideas” of this unit include:
1. What role do idealism, romanticism,
and hubris play throughout the
American spirit and the story of the
West?
2. How is our understanding shaped
through various perspectives?
3. What is our relationship with the land
and its people?
4. How do exploration and expansion
define our nation?
5. What is the myth and reality of
Westward Expansion? How does the
story of the West reflect a larger story
of the American identity?
Unit Assessment
Daily Performance Tasks
Students will demonstrate understanding of
the “big ideas” through various assessments:
Daily instruction and tasks aligned to
the CCSS prepare students to meet the
expectations of the unit assessments.
1. A culminating writing task, which assesses
whether students met the expectations of
the CCSS while demonstrating
understanding of the anchor text.
2. An extension task and accompanying
presentation, which assesses student ability
to apply understanding of the “big ideas” to
other texts, their lives, and/or the real
world.
3. A cold-read assessment, which assesses
whether students can read “new” text(s)
and apply the same level of understanding
and mastery of the CCSS.
Students will daily demonstrate their:
1. Understanding of texts and the “big
ideas” by meeting grade level CCSS
expectations for reading, listening,
and language;
2. Ability to express their
understanding by meeting grade
level CCSS expectations for speaking,
writing, and language.
2
English III
Unit One Sample
ASSESSMENTS
TYPE
CONTENT
Culminating
Writing Task
Student Prompt: Throughout the texts in the unit, humans interact with the land. Some realize idealized notions while
others experience devastating consequences. In all cases, though, the land and its relationship with the people are
integral to the story of the West. Write an essay that explains how at least three of the unit’s authors represent the
land and analyze how the various representations reveal a common theme throughout texts of the 19th and early 20th
century. Use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of
textual evidence to support the analysis, including identifying where the texts leave matters uncertain. Include direct
quotations with page numbers, integrating information into the essay while maintaining the flow of ideas.
Teacher Note: Students are asked to
• Explain the representation of the land throughout texts in the unit (Unit Focus #3 and #4)
• Analyze how the various representations of the land reveal a common theme in American literature (Unit Focus
#1, #3, #4, and #5)
Return to Unit Overview
Return to Sample Pacing Chart
TYPE
Extension
Task and
Formal
Presentation
CONTENT
Student Prompt: Examine the idealism of Western expansion. Was the spirit and hope expounded by American leaders
and pioneers real or myth? Do the texts of the time present the full truth? Were opportunities available to all
Americans? Students will investigate self-selected topics of the American West (e.g., York, the Donner Party, the
Mexican-American War and the annexation of Texas, the treatment of American Indians, U.S. legislation, the Gold
Rush, the transcontinental railroad, etc.) and create a written report that explains how the event or idea displays
and/or disputes the idealism of Manifest Destiny, whether real or mythical.
Then, working collaboratively in a small group, create an informative multimedia product and presentation which
synthesizes and then presents the research findings and evaluations of each group member. Use a combination of
images, graphics, and specific examples from the readings and research as support, integrating support while
maintaining the flow of ideas. Use proper attribution to avoid plagiarism of all sources and follow MLA guidelines.
Teacher Note: Students are asked to
• create a written report that first explains their topic and then defends or disputes the idealism of the American
West (Unit Focus #1 and #5)
• create a multimedia presentation to present the group evaluation and gathered information
Return to Unit Overview
CCSS ALIGNMENT
RL.11-12.1, RL.1112.2, RL.11-12.3,
RL.11-12.9;
RI.11-12.1, RI.1112.3, RI.11-12.9;
W.11-12.2a-f, W.1112.4, W.11-12.9a-b,
W.11-12.10;
L.11-12.2a-b, L.1112.3a, L.11-12.6
CCSS ALIGNMENT
RI.11-12.1, RI.1112.9, RI.11-12.10;
W.11-12.2a-e,,
W.11-12.4, W.1112.5, W.11-12.6,
W.11-12.7, W.1112.8, W.11-12.9b,
W.11-12.10;
SL.11-12.1a-d,
SL.11-12.2, SL.1112.4, SL.11-12.5,
SL.11-12.6;
L.11-12.2a-b, L.1112.3a, L.11-12.6
3
English III
Unit One Sample
ASSESSMENTS
Return to Sample Pacing Chart
TYPE
Cold-Read
Assessment
CONTENT
Student Prompt: Read “There Is No True History of the Westward Expansion” by Robert Morgan 4. Then answer a
combination of questions. Sample questions include the following:
1. Determine at least two of the central ideas of the text. What does Morgan claim about westward expansion and
American history? Cite specific textual evidence to support your reasoning.
2. How do the central ideas you identified interact with each other to convey overall meaning in the article? How
does the author develop the ideas throughout the text?
3. Based on your reading and your research throughout the unit, do you agree or disagree with Morgan’s central
ideas in the article? Write a few concise paragraphs that explain your position, citing specific textual evidence
from at least three additional sources from the unit to support your claims.
CCSS ALIGNMENT
(Note: Standards
alignment depends on
question content)
Possible Standards:
RI.11-12.1, RI.1112.2, RI.11-12.3,
RI.11-12.4, RI.1112.5, RI.11-12.7,
RI.11-12.8, RI.1112.9, RI.11-12.10;
W.11-12.4, W.1112.9b, W.11-12.10;
L.11-12.2a-b, L.1112.3a, L.11.124a,
L.11-12.5a-b
Return to Unit Overview
Return to Sample Pacing Chart
4
Ensure that students have access to the complete texts as they are testing.
4
English III
Unit One Sample
PACING OF TEXTS AND TASKS
TEXT(S) 5
Days 1-2
Days 3-4
Days 5-7
Days 8-13
Days 14-17
Days 18-21
Days 22-25
5
6
“Prologue” from The Way to Rainy Mountain, N. Scott Momaday
“Thomas Jefferson’s America, 1801” (Chapter 4) from Undaunted Courage: Meriwether Lewis, Thomas
Jefferson, and the Opening of the American West, Stephen Ambrose
“The Origins of the Expedition,” “Preparing for the Expedition,” and “Washington to Pittsburgh” (Chapters
6-8) from Undaunted Courage: Meriwether Lewis, Thomas Jefferson, and the Opening of the American
West, Stephen Ambrose
Short Research Project: Chapters 13-25 from Undaunted Courage: Meriwether Lewis, Thomas Jefferson,
and the Opening of the American West, Stephen Ambrose and Lewis and Clark: The Native Americans, PBS
“Reporting to the President” (Chapter 31 or 33) from Undaunted Courage: Meriwether Lewis, Thomas
Jefferson, and the Opening of the American West, Stephen Ambrose; “On Manifest Destiny 1839,” John L.
O’Sullivan; and American Progress, John Gast
“On Indian Removal” (1830), Andrew Jackson and Excerpt from A Century of Dishonor (p.337-342), Helen
Hunt Jackson
“Home on the Range,” Various Artists, “The Luck of Roaring Camp,” Bret Harte, and “Part 1: The Wild
Land,” O Pioneers!, Willa Cather,
CCSS ALIGNMENT 6
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Sample Daily Performance Tasks
Days 26-28
“Chief Joseph Speaks: Selected Statements and Speeches by the Nez Percé Chief,” Archives of the West
Sample Daily Performance Tasks
Days 29-31
“Introduction” from The Way to Rainy Mountain, N. Scott Momaday
Sample Daily Performance Tasks
Days 32-33
“The Gift Outright,” Robert Frost
Sample Daily Performance Tasks
Days 34-36
Culminating Writing Task
Unit One Assessments
Days 37-42
Extension Task and Presentations
Unit One Assessments
Days 43-44
Cold-Read Assessment
Unit One Assessments
Day 45
Unit Reflection Seminar
Texts can be written or visual, print or multimedia.
Activities, tasks, prompts, and resources are considered aligned to the CCSS when they create an environment conducive for students to meet the expectations of the CCSS.
5
Appendix
A1
English III
Unit One Sample
DAILY PERFORMANCE TASKS/PROMPTS
DAYS 1-2
Text:
“Prologue” from The
Way to Rainy Mountain,
N. Scott Momaday
Text Connections
This text introduces how the concept of the journey being sparked by man’s imagination is as old a story as man himself. Reading
and discussing this text prior to Undaunted Courage creates a frame for the unit and the study of the human story.
Reader and Task Considerations
This text, while short, contains many abstract and complex ideas. Students should be given multiple opportunities to read this text
for different purposes. (RI.11-12.10)
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Closely read and annotate this short text. After the first read, determine the meaning of words and phrases as they are used in the text, specifically
analyzing how Momaday uses and refines the meaning of journey, imagination, and idea (and their various forms, i.e., imagine) over the course of the text.
On the second read, focus on delineating the author’s reasoning: How does he logically present a sequence of events and ideas over the course of the text?
Write a short, objective summary. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-12.9b, W.11-12.10, L.11-12.4a-b, L.11-12.5a-b)
• Conduct a class discussion to determine at least two central ideas of the text and analyze how these ideas interact and build on one another to produce a
complex account of the journey and the role it plays in the development of “man’s idea of himself.” Cite strong and thorough textual evidence to support
the analysis and determine where the text leaves matter uncertain. (RI.11-12.1, RI.11-12.2, SL.11-12.1a-d, SL.11-12.6)
Return to Sample Pacing Chart
A2
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 3-4
Text:
“Thomas Jefferson’s America,
1801” (Chapter 4) from
Undaunted Courage: Meriwether
Lewis, Thomas Jefferson, and the
Opening of the American West,
Stephen Ambrose
Text Connections
This chapter of the text specifically focuses on Thomas Jefferson’s motivations for financing the Lewis and Clark expedition,
despite risking a national financial crisis. Jefferson’s ideas of expanding the nation fueled expansion, debate, war, and
social issues that arose in later years. (Unit Focus #1, #2, #4, and #5)
Reader and Task Considerations
This text is complex and, at times, somewhat technical. Students will likely need support persevering through the text by
providing them with opportunities to make connections with the thematic ideas of the unit. (RI.11-12.10)
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Closely read Chapter Four to determine Thomas Jefferson’s ideas about westward expansion. How does the author characterize Jefferson in comparison to
those who preceded him? What misconceptions does Jefferson have? Write a short objective summary of Jefferson’s point of view towards westward
expansion. Then, in small groups discuss how the individuals and events presented in the chapter support the development of these ideas. Evaluate the
effectiveness of the author’s structure in explaining America in 1801 and Jefferson’s point of view. Does the structure make points clear, convincing, and/or
engaging? Cite strong and thorough textual evidence to support the evaluation. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.5, W.11-12.9b, W.11-12.10)
• Annotate the chapter for Ambrose’s language that conveys Jefferson’s urgency and motivation for pursuing the exploration of the western territory. Write
a few short paragraphs that explain how the patterns of language support Ambrose’s purpose. Cite specific textual evidence to support your analysis.
(RI.11-12.1, RI.11-12.2, RI.11-12.4, RI.11-12.6, W.11-12.9b, W.11-12.10, L.11-12.5a)
Return to Sample Pacing Chart
A3
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 5-7
Text:
“The Origins of the Expedition,”
“Preparing for the Expedition,” and
“Washington to Pittsburgh”
(Chapters 6-8) from Undaunted
Courage: Meriwether Lewis, Thomas
Jefferson, and the Opening of the
American West, Stephen Ambrose
Text Connections
These chapters detail Lewis and Clark’s preparation for the journey, including Jefferson’s explicit directions to Lewis
about the expedition. A specific area of focus should be Jefferson’s observations and directions because these reveal
his purpose for sending Lewis and Clark to explore.
Reader and Task Considerations
These chapters could be slightly dry reading unless students are given specific purposes for reading. Teachers should
avoid highly detailed recall and instead focus on what the details reveal about the journey as a whole. In discussions,
teachers should guide students into exploring these chapters in the context of the unit focus.
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Write an objective summary of the major events leading up to Lewis and Clark’s departure (RI.11-12.2, W.11-12.10, L.11-12.3a)
• In collaborative groups, discuss how their preparations for departure reveal the range of their intentions for the expedition. How did what they purchased
and packed reveal what they intended to do on their journey? Cite specific textual evidence to support your claims (RI.11-12.1, RI.11-12.2, RI.11-12.3,
SL.11-12.1a-d, SL.11-12.6)
• Using a graphic organizer of your choice (dialectical journal, split-page note-taking, etc.), trace Jefferson’s directions to Lewis throughout these chapters.
For each direction, analyze what it reveals about Jefferson’s intentions with the expedition. How do these details support or refute the claims made in
Chapter Four? How does Ambrose’s structure in these chapters make his points clear, convincing, and/or engaging? (Students should be directed to keep
these notes because they will need them for the unit assessments.) (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.5)
Return to Sample Pacing Chart
A4
English III Unit One Sample Daily Performance Tasks/Prompts
Text One:
Chapters 13-25 from
Undaunted Courage:
Meriwether Lewis,
Thomas Jefferson, and
the Opening of the
American West, Stephen
Ambrose
Text Two:
Lewis and Clark: The
Native Americans, PBS
DAYS 8-13
Text Connections
These chapters detail the series of encounters Lewis and Clark had with numerous American Indian tribes as they traveled. Each
encounter depicts the behaviors of the groups differently and presents the expedition’s perspective of the interactions.
Reader and Task Considerations
Teachers should pre-read these chapters and break them into roughly equal sections for students to study in small groups. Because
students will not be assigned to read each encounter separately, they will be able to move through this section of the text fairly
quickly in jigsaw groups. Students must be held accountable for all of the information, since they will apply this knowledge later in
the unit assessments.
Text Connections
The website is interactive and allows the students to locate their assigned tribe’s location on a map and learn more about the tribe.
Reader and Task Considerations
Further research will need to be done to address the task more fully, but students can begin with this website to support their work.
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Short Collaborative Research Project Prompt: How did Lewis and Clark’s interactions with American Indian tribes affect their culture and lifestyle? Does
Undaunted Courage present the full story? In assigned jigsaw groups, read the assigned section of the text and determine which American Indian tribe’s
encounter with Lewis and Clark you are meant to research. Working collaboratively, generate a list of research questions that examine the significance of
the encounter, the perspective of each group (the expedition and the tribe), the impact of the expedition on the tribe, and other relevant ideas (i.e., how
does the portrayal of the various American Indian tribes compare with Jefferson’s preconceived notions?). Conduct research to answer your questions and
create a cohesive presentation of your findings to the class. Your group may choose any presentation tool or style but must provide a useful, informative
handout with proper MLA documentation. (RI.11-12.1, RI.11-12.7, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9b, SL.11-12.1a-d, SL.11-12.2, SL.11-12.4,
SL.11-12.5, SL.11-12.6)
Return to Sample Pacing Chart
A5
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 14-17
Text One:
“Reporting to the
President” (Chapter
31 or 33) from
Undaunted Courage,
Stephen Ambrose
Text Two:
“On Manifest Destiny
1839,” John L.
O’Sullivan
Text Three:
American Progress,
John Gast
Text Connections
This chapter reveals the implications of the Lewis and Clark expedition. A specific area of focus should be the section which begins “Lewis
obviously knew the intricacies of the fur trade...” and ends with “The immediate need, he told Jefferson, was to deal with ‘the unfriendly
dispositions’ of the Sioux, Blackfeet, and other tribes along the Mississippi.”
Reader and Task Considerations
Students need to be guided into reading this chapter of the text explicitly for the implications of the Lewis and Clark expedition. In
preparation for the timed write, students should study this text after the John L. O’Sullivan text and the painting.
Text Connections
John L. O’Sullivan coined the term manifest destiny to convey the philosophy that drove westward expansion. The text allows students to
understand the deeply held belief that undergirded decision-making of the period.
Reader and Task Considerations
O’Sullivan’s language is complex and challenging, so students should be supported through appropriate scaffolding. (RI.11-12.10)
Text Connections
The painting makes claims about Manifest Destiny visually, which complements the other two texts in this set.
Reader and Task Considerations
The provided explanation shares a perspective on the painting to support student interpretation as needed.
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to study the various
effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose original sentences using well-written
sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence composing, visit http://bit.ly/15uFZoc and/or
http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Analyze American Progress (analysis tools: OPTIC or the Library of Congress Photograph and Print Analysis Tool). Then, based on elements in the painting, develop a claim for
whether or not the artist supports Westward Expansion. Share claims via a class discussion, and cite specific examples to support your claim. (RI.11-12.7, SL.11-12.a-d)
• Closely read and annotate “On Manifest Destiny”. After the first read, determine the meaning of words and phrases as they are used in the text, specifically analyzing how
O’Sullivan uses and refines the concept of destiny and future (and their various forms, i.e., futurity) over the course of the text. On the second read, focus on determining the
text’s central ideas and delineating the author’s reasoning. Working with a partner, make a list of O’Sullivan’s claims about America’s destiny. Then evaluate how Sullivan
develops and conveys his purpose, analyzing how style, word choice, tone, and content contribute to the power or persuasiveness of the text. How does your understanding
of O’Sullivan’s central ideas (including destiny) develop over the course of the text? (RI.11-12.1; RI.11-12.2; RI.11-12.3; RI.11-12.4; RI.11-12.6; RI.11-12.8; SL.11-12.1a, d; L.1112.4a-b, L.11-12.5b)
• Conduct a Socratic seminar to explore the idealism of O’Sullivan’s views of America’s destiny. Are his views realistic? Where do you agree or disagree with his reasoning?
Have students prepare for the seminar by generating 3-5 analytical questions to prompt discussion. Consider the need to cite specific historical events to support your
reasoning in discussion. (RI.11-12.1, RI.11-12.8, SL.11-12.1a-d, SL.11-12.6)
• After reading Chapter 31 of Undaunted Courage and studying “On Manifest Destiny” and American Progress, write a timed essay that explains how the three texts reveal
Americans’ relationship with the land and our desires to control and own something that cannot really be possessed. (RI.11-12.1, RI.11-12.2, RI.11-12.7, W.11-12.2a-f, W.1112.4, W.11-12.9b, W.11-12.10, L.11-12.3a)
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A6
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 18-21
Text Connections
Text One:
“On Indian Removal”
(1830), Andrew Jackson
President Andrew Jackson’s views of American Indian removal are dogmatic and promote the removal as viable and beneficial. The
text, as a result, allows students to consider how man’s connection with the land varies depending on perspective and culture. (Unit
Focus #2 and #3)
Reader and Task Considerations
This text is contains advanced vocabulary and complex syntax, and is probably best used as a read along. (RI.11-12.10)
Text Connections
Text Two:
Excerpt from A Century
of Dishonor (p.337-342),
Helen Hunt Jackson
Jackson’s book length treatise on the mistreatment of American Indians, A Century of Dishonor was written after hearing a lecture
about the struggles of American Indians. She presents a strong counterargument to the claims presented in Text One. The excerpt
should begin with the paragraph that begins “There is not among these three hundred bands of Indians....”
Reader and Task Considerations
Jackson’s language is readily accessible for on-level eleventh grade students, and her style lends itself naturally to rhetorical analysis
because she regularly employs various syntactical devices for rhetorical effect. (RI.11-12.10)
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the land and
explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s purpose and analyze
how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or in journals. Cite strong and
thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters uncertain. (RI.11-12.1, RI.11-12.2,
RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to study the
various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose original sentences
using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence composing, visit
http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Closely read Andrew Jackson’s “On Indian Removal” and write a brief summary of the process the US government followed in relocating American Indians. Then
determine Andrew Jackson’s central ideas about American Indian relocation. What does he claim about the concept and the process? Working collaboratively,
create an outline of Jackson’s claims and supporting evidence. Cite specific textual evidence to support your analysis and determine if and/or when claims lack
support or an idea or concept is left uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.9, W.11-12.10, SL.11-12.1a-d, L.11-12.3a)
• Closely read the excerpt from Helen Hunt Jackson’s A Century of Dishonor and determine her central ideas about American Indian relocation. What does she claim
about their treatment? Working in the same collaborative group, create an outline of Hunt Jackson’s claims and supporting evidence. Cite specific textual evidence
to support your analysis and determine if and/or when claims lack support or an idea or concept is left uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.9, SL.11-12.1a-d)
• Consider how American Indians are portrayed in these speeches and determine each author’s point of view or purpose. How does each author structure his/her
argument to achieve that purpose? Using a graphic organizer of your choice, evaluate the effectiveness of each author’s structure and style and prepare to engage
in a class debate about which author’s argument more effective. Be prepared to support your point of view with specific textual evidence. (RI.11-12.1, RI.11-12.2,
RI.11-12.5, RI.11-12.6, RI.11-12.9, SL.11-12.1, SL.11-12.3, SL.11-12.4, SL.11-12.6)
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A7
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 22-25
Text Connections
Text One:
“Home on the Range,”
Various Artists
Kansas’s state song promotes a view of open range life that idealizes the beauty of such a lifestyle. The lyrics all allow students to explore
Unit Focus #3, #4, and #5.
Reader and Task Considerations
The language of the lyrics is readily accessible for students to read and analyze, so this text can be listened to and analyzed independently.
Text Connections
Text Two:
“The Luck of Roaring
Camp,” Bret Harte
Text Three:
“Part I: The Wild Land,
Chapter II,” O
Pioneers!, Willa Cather
This text highlights life in a mining camp and uses various juxtapositions (life and death, wilderness and civilization, etc.) and devices for
establishing various themes related to life in the West.
Reader and Task Considerations
This text uses heavy dialect at times and contains complex vocabulary and syntax. Students will need support in reading and understanding
the text. As such, this is best done as a read along. (RL.11-12.10)
Text Connections
This text highlights life on the frontier for and describes and personifies the land and its relationship with those who attempt to “tame” it.
Reader and Task Considerations
This text is more accessible. Students should be able to read and work with this text in small groups or independently.
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to study the various
effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose original sentences using well-written
sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence composing, visit http://bit.ly/15uFZoc and/or
http://bit.ly/151beVS.) (RL.11-12.4, W.11-12.10, L.11-12.3a)
• Closely read and annotate “The Luck of Roaring Camp.” After the first read, determine the meaning of words and phrases as they are used in the text, interpreting figurative
language and devices used throughout the text and analyzing the specific impact of word choice on meaning and tone, including language that is particularly fresh or
engaging. Then summarize the text with a partner. On the second read, analyze the impact of Harte’s choices to develop and relate the elements of the story by examining
patterns and contrasts in the setting, the point of view of that each character represents, the juxtaposition of life and death and life in the mining camp before and after Luck
arrives, and the surprise of the tragic resolution. Lastly, working collaboratively, determine the significance of the various patterns and contrasts and how they contribute to
the development of two or more themes of the text. How does land give and how does land take away? (RL.11-12.1; RL.11-12.2; RL.11-12.3; RL.11-12.4; RL.11-12.5, RL.1112.6; RL.11-12.9; W.11-12.9a; W.11-12.10; SL.11-12.1a-d; L.11-12.4a, L.11-12.5a-b)
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the land and explain its
relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s purpose and analyze how the presentation
of the land contributes to the effect and themes of the text. Record the analysis on a graphic organizer or in journals. Cite strong and thorough textual evidence to support
the analysis and determine where the text provides less support and/or leaves matters uncertain. (RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.5)
• Independently read and analyze the excerpt from O Pioneers! and how it represents the relationship between people and the land in the West. Then engage in a class
discussion to compare and contrast the perspectives and messages presented in the three texts. Do the events, techniques, and concepts developed over the course of each
text represent accurate or romanticized views of life in the West? How do these texts reflect common themes that can be learned from reading stories of the West? (RL.1112.2, RL.11-12.3, RL.11-12.9, SL.11-12.1a, c-d, SL.11-12.6)
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A8
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 26-28
Text:
“Chief Joseph Speaks:
Selected Statements
and Speeches by the
Nez Percé Chief,”
Archives of the West
Text Connections
Chief Joseph’s speeches highlight the various perspectives present in the West. They attempt to expose the real consequences of
Westward Expansion and “white man’s” arrogance.
Reader and Task Considerations
As these are excerpts from various speeches, the text is best read aloud as students follow along.
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• After listening to the various speeches read aloud, closely read and annotate the text, focusing on delineating Chief Joseph’s reasoning. Independently
create a list of Chief Joseph’s claims and supporting evidence, making sure to identify how he sequences his ideas. Summarize those claims to determine
two or more central ideas of the speeches, and then evaluate Chief Joseph’s argument. What tone is developed through his word choice and use of
rhetorical devices? What does that tone reveal about Chief Joseph’s point of view and stance on the issues argued in the text? How does Chief Joseph link
ideas and develop his ideas over the course of the text? What techniques does he use that contribute to the power, persuasiveness, and beauty of the
various speeches? How do Chief Joseph’s speeches reflect an idea common to other texts of the period? (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4,
RI.11-12.5, RI.11-12.6, RI.11-12.8, RI.11-12.9, W.11-12.10, SL.11-12.1a-d, SL.11-12.3, L.11-12.3a, L.11-12.5a-b)
• Write a timed analytical essay presenting Chief Joseph’s views of Westward Expansion and the American drive to claim ownership of land. How does he
convey his purpose and stance? Evaluate the effectiveness of his argument. (RI.11-12.1, RI.11-12.2, RI.11-12.6, W.11-12.1a-e, W.11-12.4, W.11-12.9b,
W.11-12.10, SL.11-12.3, L.11-12.3a)
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A9
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 29-31
Text Connections
Text:
“Introduction” from The
Way to Rainy Mountain,
N. Scott Momaday
This text chronicles the author’s journey to visit his grandmother’s grave. The narrative of the text is developed through various
descriptions of the land, historical details of the Kiowa people, and anecdotes and flashbacks about Momaday’s grandmother.
Throughout the text the author examines the relationship between the Kiowa people and the land.
Reader and Task Considerations
This text contains many abstract and complex ideas. Students should be given multiple opportunities to read this text for different
purposes. (RI.11-12.10)
SAMPLE PERFORMANCE TASKS/PROMPTS
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and central ideas of the text. Record the analysis on a graphic organizer or
in journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.6)
• Ongoing throughout the unit: Engage students in selecting and analyzing various sentences. Deconstruct, rearrange, combine, and reduce sentences to
study the various effects on meaning, evaluating how different sentence structures clarify, support, emphasize, or confuse an author’s point. Compose
original sentences using well-written sentences as models, and then vary syntax for effect in all assigned writings. (For additional information on sentence
composing, visit http://bit.ly/15uFZoc and/or http://bit.ly/151beVS.) (RI.11-12.6, W.11-12.10, L.11-12.3a)
• Closely read and annotate the text. After the first read, determine the meaning of words and phrases as they are used in the text, specifically analyzing how
Momaday develops his central ideas about man’s relationship with the land over the course of the text. Create a written, objective summary of the text
with a partner. On the second read, analyze the structure the author uses in his narration. Identify specific sections and points in the text when the author
is using stylistic techniques to convey his central ideas and achieve his purpose. From the analysis, determine at least two central ideas of the text. Then
determine how each section contributes to the development of the central ideas, and evaluate the effectiveness of each section to making Momaday’s
points clear, convincing, or engaging. (RI.11-12.1, RI.11-12.2, RI.11-12.4, RI.11-12.5, W.11-12.10, L.11-12.4a, L.11-12.5a-b)
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A10
English III Unit One Sample Daily Performance Tasks/Prompts
DAYS 32-33
Text Connections
Text One:
“The Gift Outright,”
Robert Frost
This poem explores the duality of possession, whether through land, people or ideas.
Reader and Task Considerations
This poem, while seemingly straightforward, is actually rather complex. Students will likely need to read this poem multiple times
independently and in small groups. (RL.11-12.10)
SAMPLE PERFORMANCE TASKS/PROMPTS
• Closely read and analyze the poem using TP-CASTT or other analysis strategy. Recording the analysis through annotations and/or on a graphic organizer,
determine how Frost uses words and phrases to develop meaning and convey a theme. Analyze the impact of Frost’s specific word choice on meaning and
tone, including words with multiple meanings and language that is particularly engaging or beautiful. (RL.11-12.1, RL.11-12.2, RL.11-12.4, L.11-12.4a, L.1112.5a-b, L.11-12.6)
• Ongoing throughout the unit: Determine and trace how the author presents the land throughout the text. How does the author develop the idea of the
land and explain its relationship with humans? What patterns and/or contrasts exist in the way the author presents the land? Extrapolate the author’s
purpose and analyze how the presentation of the land contributes to the effect and themes of the text. Record the analysis on a graphic organizer or in
journals. Cite strong and thorough textual evidence to support the analysis and determine where the text provides less support and/or leaves matters
uncertain. (RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.5)
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A11