Map Gr11 Q3.d… · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set...

English III Curriculum Map 3rd Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts Shelby County Schools

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English III Curriculum Map 3rd Quarterhave been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.

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English III Curriculum Map 3rd QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and

informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.


Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

English III Curriculum Map 3rd QuarterThe Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.




http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://tn.gov/education/article/english-language-arts-standards

English III Curriculum Map 3rd QuarterBecause copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 9-12 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit

an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated

activities throughout your lesson, as appropriate to meet students’ needs, particularly in teacher-led, small group instruction and literacy stations.

Key Terms: Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain

meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

• Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger


Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.



Quarter 3 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 3, students will learn from three units: (1) A Nation Is Born – Speeches and Rhetoric, (2) Transcendentalism, and (3) A Nation Divided – Nonfiction Narrative. While these primary sources, essays, and poetry cover an important historical building of our great nation, contemporary articles have been integrated in the units to demonstrate how classic texts are timeless and always relevant. While most of these texts are found in the textbook, some texts are online resources that teachers may choose to print or project. Be sure to read the recommendations below for guidance.

English III, Quarter 3


English III Curriculum Map 3rd QuarterTexts Recommendations

Week 11) From “What to the Slave Is the Fourth of July” by Frederick Douglass (pg. 97)2) Speech in the Virginia Convention by Patrick Henry (p. 100)3) Speech in the Convention by Benjamin Franklin (p. 105)

1) Consult Lesson on What to the Slave Is the Fourth of July from Achieve the Core for high-leverage TDQs and quality answers.2) Remember to read the qualitative analysis on p.100 to determine elements that might be challenging to students. Then, strategize around provided scaffolds in the map/book labeled by qualitative measure.3) Consider choosing a prompt for the Culminating Task on Day 5 based on alignment to the daily objectives shared with students.

Week 21) A More Perfect Union by Barack Obama (http://bit.ly/ObamaRaceSpeech)2) Obama's 'A More Perfect Union' speech, annotated - The Washington Post

(http://wapo.st/2eORjVD)3) Obama And The Rev. Wright Controversy: What Really Happened documentary4) “A More Perfect Union? Barack Obama and the Politics of Unity” by Thomas J.

Sugrue

The goal of this text set is to bring relevance to the study of the historical texts and to help students identify with key elements of the players in the American revolution.The Obama speech should be presented to students first as a cold read. The video with contextual support is intended to reinforce class discussion and cement understanding while building knowledge for students around a key event in recent history.

Week 3 1) The Declaration of Independence by Thomas Jefferson (p. 112)2) From “The American Crisis, Number 1” by Thomas Paine (p. 117)

1) Because the knowledge demands for The Declaration of Independence is not as complex as the other measures, students should not need more than this short video for support: 3m video on Jefferson and the Declaration.2) For “The American Crisis, Number 1” the Critical Reading, p. 119, Question 3 can be used as a pre-writing for the unit’s Performance Task.

Week 41) Literary History and Transcendentalism (p. 360)2) From Nature by Ralph Waldo Emerson (p. 366)3) From Self-Reliance by Ralph Waldo Emerson (p. 369)

For this unit, some lesson plan resources are provided both in the day-by-day and in the list of resources. As tasks are prioritized to meet the need of students, remember to maintain a certain level of rigor while reaching back to the Essential Question and how early Transcendentalism is still relevant today.

While some claim that Transcendentalism is an American philosophy (http://www.ushistory.org/us/26f.asp), students can explore similar ideas found in the beliefs of the Chinese philosophy of Taoism. Show students this video (5:29) explaining the philosophy: https://www.youtube.com/watch?v=dFb7Hxva5rg

Week 5 1) From Walden by Henry David Thoreau (p. 374)2) Simplify Your Tech Life – Thoreau-Style by Michael Hsu

Week 6

1) From Preface to the 1855 edition of Leaves of Grass by Walt Whitman (p. 426)2) From Song of Myself by Walt Whitman (p. 428)3) I Hear America Singing by Walt Whitman (p. 435)4) A Noiseless Patient Spider by Walt Whitman (p. 436)5) Critical Commentary by James E. Miller, Jr. (p. 437)

Week 71) From Black Boy by Richard Wright (p. 517), 950L2) From My Bondage and My Freedom by Frederick Douglass (p. 520), 1110L3) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L

The excerpt from My Bondage and My Freedom is the whole of chapter 11. The academic vocabulary can be found here: http://achievethecore.org/academic-word-finder/#results/38493

Week 8 1) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L (continued)2) “Letter to His Son” by Robert E. Lee (p. 541), 1110L

Note: Students may have studied The Gettysburg Address in previous grades during social studies. The intent of this text is to compare it to ”Letter to His Son” to analyze the author’s craft with diction.

Week 9 Culminating Writing Task Students have read many examples of nonfiction narrative. The goal of this task is to convey learning by creating a personal nonfiction narrative or memoir.

Weeks 1 – 3Reading Selections / Anchor TextsWeek 1

1) From “What to the Slave Is the Fourth of July” by Frederick Douglass (pg. 97)2) Speech in the Virginia Convention by Patrick Henry (p. 100), 980L3) Speech in the Convention by Benjamin Franklin (p. 105), 1490L

Week 2 Shelby County Schools

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http://achievethecore.org/academic-word-finder/#results/38493


https://www.dropbox.com/s/4cf64sso1angb2n/Simplify%20Your%20Tech%20Life.docx?dl=0

https://www.youtube.com/watch?v=dFb7Hxva5rg

http://www.ushistory.org/us/26f.asp

http://bit.ly/2fzu1nG

https://www.dropbox.com/s/xr4skuzbxz3eqci/a_more_perfect_union_barack_obama_and_the_politics_of_unity_1420_passage.pdf?dl=0

http://fivethirtyeight.com/features/obama-and-the-rev-wright-controversy-what-really-happened/

http://wapo.st/2eORjVD

http://bit.ly/ObamaRaceSpeech

http://tinyurl.com/hkzdfjl

English III Curriculum Map 3rd Quarter1) A More Perfect Union by Barack Obama (http://bit.ly/ObamaRaceSpeech)2) Obama's 'A More Perfect Union' speech, annotated - The Washington Post (http://wapo.st/2eORjVD) (35:20)3) Obama And The Rev. Wright Controversy: What Really Happened documentary (http://fivethirtyeight.com/features/obama-and-the-rev-wright-controversy-what-really-happened/)

Week 31) The Declaration of Independence by Thomas Jefferson (p. 112), 1390L2) From “The American Crisis, Number 1” by Thomas Paine (p. 117), 1200L

Essential Question: What would make modern-day America a “perfect union”?Performance Task:Has the United States become the country that early citizens imagined? Has modern America fulfilled these ideals? Write an argumentative essay defending your opinion using examples from the texts in this unit. Other resources and articles may be referenced as long as the texts are cited within the essay.

TN Ready Standards Evidence Statements ContentWeek 1 Reading: Informational Text

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is

Selections for Week 11) 1) From “What to the Slave Is the Fourth of July” by

Frederick Douglass (pg. 97)2) 2) Speech in the Virginia Convention by Patrick Henry

(p. 100), 980L3) 3) Speech in the Convention by Benjamin Franklin (p.

105), 1490L

Week 1 Lessons/ResourcesDay 1: Literary Analysis Workshop, p. 96 Review elements of a speech, including rhetorical

devices. Preview exemplar text, p. 97. This excerpt contains

paragraphs 21-25 of the actual speech. The full speech can be found here: http://americainclass.org/wp-content/uploads/2011/04/Douglass-FullText.pdf

Close read highlighted portions that exemplify rhetorical devices.

Begin Lesson on What to the Slave Is the Fourth of July from Achieve the Core. Consider projecting paragraphs for close reading or making copies of key portions for students.

Day 2: Finish Lesson on What to the Slave Is the Fourth of July from Achieve the Core.






http://americainclass.org/wp-content/uploads/2011/04/Douglass-FullText.pdf

http://americainclass.org/wp-content/uploads/2011/04/Douglass-FullText.pdf





English III Curriculum Map 3rd Quarterpremises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and

particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.8 Provides a delineation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9 Provides an analysis of the rhetorical features in seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).L.11-12.5 Demonstrates the ability to interpret figures of speech in context.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

Supporting resources: http://www.democracynow.org/2015/7/3/

what_to_the_slave_is_4th (Text read aloud by James Earl Jones)

http://americainclass.org/what-to-the-slave-is-the- fourth-of-july/#close (Lesson from National Humanities Center)

Tiered vocabulary words for excerpt in textbook: http://achievethecore.org/academic-word-finder/#results/38105

Tiered vocabulary words for full text: http://achievethecore.org/academic-word-finder/#results/38104

Day 3: Begin Speech in the Virginia Convention by Patrick Henry (p. 100). Lesson Plan: http://americainclass.org/patrick-henry-

give-me-liberty/ Using the background information on TE p. 99,

discuss Henry as a firebrand in the years before the American Revolution.

Ask students what kind of language they might use to persuade an uncertain audience.

Guide students to use Multidraft Reading strategies (TE p. 99).

Structure/Language – If students will have difficulty with structure, have them skim the selection, looking for the persuasive questions that Henry asks. As students reread, have them find an answer for each question.

Analyzing – If students will not have difficulty with structure, have them give an example of parallel language. Discuss how the parallelism reinforces Henry’s persuasive appeal.

Context/Knowledge Demands – For students who need more information about the context of the speech, use this resource: http://www.history.com/news/patrick-henrys-liberty-or-death-speech-240-years-ago

Supporting Resources: https://speech-in-the-virginia-convention-


https://speech-in-the-virginia-convention-2010.wikispaces.com/home

http://www.history.com/news/patrick-henrys-liberty-or-death-speech-240-years-ago

http://www.history.com/news/patrick-henrys-liberty-or-death-speech-240-years-ago

http://americainclass.org/patrick-henry-give-me-liberty/

http://americainclass.org/patrick-henry-give-me-liberty/

http://mrsnasutisclass.weebly.com/uploads/5/6/1/7/56179967/virginia_convention.pdf





http://americainclass.org/what-to-the-slave-is-the-fourth-of-july/#close

http://americainclass.org/what-to-the-slave-is-the-fourth-of-july/#close

http://www.democracynow.org/2015/7/3/what_to_the_slave_is_4th

http://www.democracynow.org/2015/7/3/what_to_the_slave_is_4th

English III Curriculum Map 3rd Quarterrhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

2010.wikispaces.com/home http://www.cantonlocal.org/uploads/

7/9/5/3/79530616/analysis_of_speech_to_the_virginia_convention.pdf

Day 4: Begin Speech in the Convention by Benjamin Franklin (p. 105). Using the information on TE p. 104-105, discuss

Franklin’s role after the American Revolution. Ask students how they would prepare if they knew

their speech might be historic. Guide students to use Multidraft Reading strategies to

deepen their comprehension (TE p. 99). Structure/Language: If students will have difficulty

with syntax, guide them in paraphrasing a few sentences. Encourage students to continue paraphrasing as they reread, focusing on what Franklin suggests about the serious nature of this moment in history.

Evaluating: If students will not have difficulty with syntax, ask them if they think that the speech would have been more persuasive (or more historic) had Franklin not voiced his initial doubts. (Relate to claim/counterclaim.)

Reading Strategy (p. 105) – Critiquing Appeal to Audiences

Day 5: Culminating Task (Writing) Literary Analysis, p. 108 (Choose items that will

scaffold understanding to help students compare/contrast both speakers and speeches.)

Reading Strategy, p. 108 (Choose one for students to draft and discuss, or allow students to choose.)

Have students draft answers and provide text evidence to support claims. Students who finish in class should swap papers with a peer and use sticky notes to provide feedback or ask questions. If time allows, give partners time to discuss feedback and make revisions.

TN Ready Standards Evidence Statements ContentWeek 2 Reading: Informational Text Reading: Informational Text Selections for Week 2


http://www.cantonlocal.org/uploads/7/9/5/3/79530616/analysis_of_speech_to_the_virginia_convention.pdf



https://speech-in-the-virginia-convention-2010.wikispaces.com/home

English III Curriculum Map 3rd QuarterRI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.


RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

RI.11-12.8 Provides a delineation of the reasoning in seminal U.S. texts, including the application of

1) A More Perfect Union by Barack Obama (http://bit.ly/ObamaRaceSpeech)

2) Obama's 'A More Perfect Union' speech, annotated - The Washington Post (http://wapo.st/2eORjVD)

3) “A More Perfect Union? Barack Obama and the Politics of Unity” by Thomas J. Sugrue

4) Obama And The Rev. Wright Controversy: What Really Happened documentary

Week 2 Lessons/ResourcesDay 1: A More Perfect Union by Barack Obama (http://bit.ly/ObamaRaceSpeech) Follow Lesson Plan through Primary Activity #8. Notes:

o Students will read the text of the speech at the start of class to get the gist or main message of President Obama’s speech.

o Students may annotate the text during the first read and answer the questions provided on a second read before or after the jigsaw activity of the other primary documents.

Day 2: Obama's 'A More Perfect Union' speech, annotated - The Washington Post (http://wapo.st/2eORjVD) Follow Lesson Plan starting with Primary Activity #9. Notes:

o After Activity 9, show the annotated video. Students may want to add or revise answers on the worksheet while watching, but this should not be required since the annotations will add depth to the message of the speech and support the following discussion.

o The Action Plan is optional but might be a great way for students to articulate their feelings and beliefs about the text.

Day 3: “A More Perfect Union? Barack Obama and the Politics of Unity” by Thomas J. Sugrue First Read : Students read the article silently and

independently, annotating unfamiliar words and phrases.




https://www.dropbox.com/s/wpgr28rl3xc0aoy/A%20More%20Perfect%20Union%20Lesson.pdf?dl=0


https://www.dropbox.com/s/wpgr28rl3xc0aoy/A%20More%20Perfect%20Union%20Lesson.pdf?dl=0








English III Curriculum Map 3rd QuarterLanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,presidential addresses).RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and

Second Read : Students answer the following TDQs:o According to the article, what was President

Obama’s ideological and political commitment?o Cite two quotations from Obama in this article

that express his belief in the importance of finding common ground.

o President Obama believes we cannot solve the challenges of our time unless we do what?

o According to Obama, what are “the challenges of our time”? Support your answer with evidence from the article.

o Why might finding common ground be important to the future of the United States? Use evidence from the text to support your answer.

o What allusions or references were made in President Obama’s First Inaugural Address? Cite specific evidence.

Third Read : Connect the article to “A More Perfect Union”o This article references the “More Perfect Union”

speech given by President Obama in March of 2008. How does the article sum up the speech?

o What sentence in the article highlights that Sugrue believes the “More Perfect Union” speech was effective in shifting the audience’s focus on progress instead of discrimination?

o Besides race and political references, what other types of symbolism were used in this speech, according to the article? Does the writer of this article believe the references were effective? Cite evidence to support your claim.

Day 4: Watch Obama And The Rev. Wright Controversy: What Really Happened documentary (14:11) Show students the video. Students may choose to

take notes to help them cite evidence during the class discussion.

Use a protocol similar to the Chalk Talk Protocol to help students unpack ideas from the video.o Post several sheets of chart paper around the

room. The title of the sheets should be a


https://www.dropbox.com/s/zef5uqssfjnjx9p/chalk_talk_protocol.doc?dl=0



English III Curriculum Map 3rd QuarterSL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.


thoughtful question about the text set and its historical significance.

o Consider using questions from these suggestions and reading the questions aloud before students watch the video: What is the premise for why Obama is able

to run as a “post-racial candidate”? What is the purpose of any campaign

releasing inflammatory video about an opposing candidate? Did this particular release of video have the intended effect on Obama’s campaign?

What is the significance about when the story hit the news? Does the video suggest it was coincidence or intentional?

How does the news cycle encourage these “fire storms”?

What is the danger of reducing a presidential election to race and religion?

How does Hillary Clinton react to this news story? What does her reaction to the story convey about elections in general?

What are the strengths of Obama’s speech? What choices did Obama make in this

situation that demonstrate that he is a strong leader?

o After the video, divide the students into the same number of groups as you have pieces of chart paper. Each group is assigned to a question/paper.

o Set up the norms for the protocol: This technique only works if everyone is writing and responding throughout the designated time period. Everyone is responsible for writing, reading other people’s comments, and responding. There is to be NO talking. No one is to sit down or leave the group until the full rotation is complete. Opinions must be freely expressed and honored, and no personal attacks are allowed.

o Allow 10-20 minutes for the chalk talk. Student groups should rotate. Ex. If you chose 4 questions and have four groups, they should


English III Curriculum Map 3rd Quarterrotate every 4-5 min. If you have 7 questions with 7 groups, they should rotate every 2-3 minutes.

o Students should then return to their seats and partner up with someone who was not in the original group. In pairs, participants should carousel around the room and read through all the postings to search for patterns, themes, or wonderings. This should take about 5-7min.

o Whole-group share: Pairs should report out patters and themes, round-robin style, until all perceptions are shared.

o Process debrief: What was the experience like of “talking” silently?

Day 5: Culminating Task Students will draft an essay to integrate ideas from

the text sets in this unit. Prompt : Write an expository essay discussing why

President Obama’s speech would be entitled “A More Perfect Union”. How does his argument relate to the U.S. Constitution? Was his speech given in the correct manner and time so that the people of the nation could come together? Give evidence to support your assertion.

Support for students:o SOAPSTone

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

o https://www.sbcc.edu/clrc/files/wl/downloads/ StructureofaGeneralExpositoryEssay.pdf

o https://academichelp.net/samples/gwt- samples/essentials-writing-gwt-samples/

Supporting Resources: National Constitution Center:

http://constitutioncenter.org/amoreperfectunion/ Is the Constitution color blind?

http://constitutioncenter.org/media/files/color-blind-thw.pdf

National Museum of American History: Japanese Americans and the Constitution:




http://constitutioncenter.org/amoreperfectunion/

https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-samples/


https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf




English III Curriculum Map 3rd Quarterhttp://amhistory.si.edu/perfectunion/non-flash/overview.html

Week 3 TN Ready Standards Evidence Statements ContentWeek 3 Reading: Informational Text

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.


RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9 Provides an analysis of the rhetorical features

Selections for Week 3 The Declaration of Independence by Thomas

Jefferson (p. 112), 1390L From “The American Crisis, Number 1” by Thomas

Paine (p. 117), 1200L

Week 3 Lessons/ResourcesDay 1: The Declaration of Independence

Literary Analysis, p. 110 Think Aloud, Model the Skill, p. 110 Reading Strategy, p. 110 Watch 3m video on Jefferson and the Declaration. Ask students why it would have been essential for

the Declaration of Independence to present a clear and logical argument.

Structure/Language – If students will have difficulty with structure, point out the “He has” charges against the king. Then, have students read the text aloud to “hear” the clarity of its structure and argument.

Synthesizing – If students will not have difficulty with structure, have them present a logical argument for a change that they would like to see happen, using Jefferson’s text as a model.

Students will read The Declaration of Independence.o First Read : Students read silently and

independently to review the gist of the document.

o Return to the first sentence. Ask students what the notice about the first sentence. (Possible answers: It’s very long. There are many phrases. It’s the entire first paragraph. Etc.)

o Ask students what Jefferson’s purpose was in writing this sentence? What in the sentence supports that answer? Students should acknowledge that the first sentence explains the purpose of the entire document and


http://bit.ly/2fzu1nG

http://amhistory.si.edu/perfectunion/non-flash/overview.html

http://amhistory.si.edu/perfectunion/non-flash/overview.html


LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or

in seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.


WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using

explains why it was created.o What does it mean when something is self-

evident or unalienable? Reread the bottom of p. 112 if necessary.

o Literary Analysis, p. 113 (top and bottom)o Note the last sentence of that paragraph on p.

113 – “To prove this, let facts be submitted to a candid world.” There was no social media back in these days. What is the significance of this phrase? Who is the intended audience of this document?

o Allow students to discuss with a partner or in small groups: Why does Jefferson begin with observations about human rights before addressing the colonists’ situation?

o The next group of paragraphs starts with the word “He.” Who is “He”? Why does Jefferson use this technique?

Supporting Resources: http://www.ushistory.org/declaration/lessonplan/

lesson0.html (Resources to build knowledge) http://www.ride.ri.gov/Portals/0/Uploads/

Documents/Common-Core/TD3_DecOfInd_Questions.pdf (More TDQs)

Day 2: The Declaration of Independence Students should read “The American Experience”

on p. 114 to build knowledge. Reading Strategy, p. 114 Literary Analysis, p. 115 Differentiated Instruction, p. 115 Students will reread The Declaration of

Independence.o Second Read : Students read from the

beginning to the end, noting the organization of the document.

o Allow students to discuss with a partner or in small groups: What is the most convincing evidence that Jefferson cites to support his points? Where is that evidence recorded in the document?


http://www.ride.ri.gov/Portals/0/Uploads/Documents/Common-Core/TD3_DecOfInd_Questions.pdf



http://www.ushistory.org/declaration/lessonplan/lesson0.html

http://www.ushistory.org/declaration/lessonplan/lesson0.html

English III Curriculum Map 3rd Quarterappropriate.

WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Critical Reading: Integration of Knowledge and Ideas, p. 115o Allow students to discuss with a partner or in

small groups.o For students struggling with the question, ask,

“Why does Jefferson believe that because he used reason to argue his points that the audience must believe that he is right? What evidence in the text prove he trusted that he thought being reasonable was enough to persuade his audience?”

Day 3: From “The American Crisis, Number 1” by Thomas Paine (p. 117)

Using the information on TE p. 116, discuss how Paine exhibited an uncompromising spirit.

Ask students how they would rally a group to take an action that could prove very dangerous.

Guide students to use Multidraft Reading strategies to deepen their comprehension (TE p. 111).

Levels of Meaning – If students will have difficulty with meaning, have them summarize the first paragraph. Then, have students reread the text to verify that their summaries reflect the call that Paine makes.

Analyzing – If students will not have difficulty with meaning, discuss how Paine makes it clear that everyone in his audience has a stake in the outcome of the action that he is proposing.

First Read : Students read the entire text silently and independently. After reading, students should be able to explain the gist of the text and the purpose of the author.

Read aloud the first sentence of the text. Ask students if that sentence is familiar to them. Explain that the beginning of this text is used often to rally the American spirit. Show students this commercial (1:07) that aired shortly after 911 as an example: https://www.youtube.com/watch?v=IOlmTwInYv4

Second Read : Review the text in chunks and check for understanding using these text-dependent questions: (Answer Key)


https://www.dropbox.com/s/1ejtsthizop77ul/The%20Crisis%20No%201%20Answers.doc?dl=0

https://www.youtube.com/watch?v=IOlmTwInYv4

English III Curriculum Map 3rd Quartero According to the first paragraph, who will shrink

from the service of his country? What will the people who do not shrink from service deserve?

o According to the first paragraph, what has Britain declared?

o Of what is Paine confident in the third paragraph?

o According to the final paragraph, what will a person whose heart is firm pursue until death?

o What opinion of offensive war does Paine express in the final paragraph?

o What does Paine mean when he refers to summer soldier and the sunshine patriot?

o What is the point of Paine’s story about the tavern keeper at Amboy?

o Name two emotions to which Paine appeals in his essay?

o What is the main idea of this essay? How does Paine support his idea?

o How might a colonist who had remained loyal to the British react to Paine’s argument?

Third Read : Students should review the text to find answers to Critical Reading, p. 119. After completing the task, students could work in groups to discuss answers and evaluate text evidence.

Day 4: Performance Task Students will draft an essay to integrate ideas from

the text sets in this unit. Prompt : Has the United States become the country

that early citizens imagined? Has modern America fulfilled these ideals? Write an argumentative essay defending your opinion using examples from the texts in this unit. Other resources and articles may be referenced as long as the texts are cited within the essay.


http://apcentral.collegeboard.com/apc/public/pr



English III Curriculum Map 3rd Quartereap/teachers_corner/45200.html

o https://www.sbcc.edu/clrc/files/wl/downloads/ StructureofaGeneralExpositoryEssay.pdf

o https://academichelp.net/samples/gwt- samples/essentials-writing-gwt-samples/

Day 5: Performance TaskStudents should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.

Weeks 4 – 6Reading Selections / Anchor Texts

Week 41) Literary History and Transcendentalism (p. 360)2) From Nature by Ralph Waldo Emerson (p. 366), 980L3) From Self-Reliance by Ralph Waldo Emerson (p. 369), 1010L

Week 51) From Walden by Henry David Thoreau (p. 374), 1340L2) Simplify Your Tech Life – Thoreau-Style by Michael Hsu

Week 61) From Preface to the 1855 edition of Leaves of Grass by Walt Whitman (p. 426), 1900L2) From Song of Myself by Walt Whitman (p. 428)3) I Hear America Singing by Walt Whitman (p. 435)4) A Noiseless Patient Spider by Walt Whitman (p. 436)5) Critical Commentary by James E. Miller, Jr. (p. 437)

Essential Question: What are the ideals of early Transcendentalism?

Performance Task: According to the Merriam-Webster dictionary, transcendentalism is “a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things.” Based on the texts analyzed in this unit, who exemplifies transcendentalism the strongest: Emerson, Thoreau, or Whitman? Write an argumentative essay to defend your choice, and use text evidence to back up your position.

TN Ready Standards Evidence Statements ContentWeek 4 Reading: Literature

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the

Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

Selections for Week 41) Literary History and Transcendentalism (p. 360)2) From Nature by Ralph Waldo Emerson (p. 366)3) From Self-Reliance by Ralph Waldo Emerson (p. 369)



https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g9-12_explanatory.pdf







English III Curriculum Map 3rd Quartertext leaves matters uncertain.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test.

Reading: Informational TextRI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.

RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).

RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.

Reading: Informational Text


RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.


LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the

Week 4 Lessons/ResourcesDay 1: Unit Introduction A Transcendental Debate (Lesson) Transcendental Survey (Handout) Students should read informational text on

Transcendentalism (p. 360). Use this lesson in conjunction with this task: Transcendentalism Concept Chart (Lesson)

Students may collect notes on this sheet: Transcendentalism Concept Chart (Handout)

Transcendentalism Concept Chart (Answer Key) Speaking and Listening: Small Group Discussion, p.

360 – Give students time to discuss these questions in a small group and then share out ideas to the whole group.

Day 2: From Nature Literary Analysis, p. 364 Reading Strategy, p. 364 Biographical Information on Ralph Waldo Emerson, p.

365 Because Nature is a more accessible text, students

do not require a lot of frontloading before reading. The purpose of reading this text is to build knowledge about the author’s craft and ideas to gain understanding of transcendentalism in order to access more complex text later in the unit.

Students should read p. 367-368 silently and independently. Then, students could work in groups to discuss answers to Critical Reading, p. 368. Students could meet in different groups for each section in order to hear more diverse ideas.

Exit Ticket: Literary Analysis, p. 372, Question 4

Day 3: From Self-Reliance Literary Analysis, p. 369 Reading Check, p. 369 Strategy for Less Proficient Readers – Encourage

students to look closely at the first sentence of each paragraph. These sentences essentially serve as an outline of the key points in the essay. By grasping the ideas in these sentences, students will be well on


https://www.dropbox.com/s/g8zcwbk2hmnpvjs/transcendentalism-chart1.pdf?dl=0

https://www.dropbox.com/s/xijiupejz3o93if/transcendentalism-chart.pdf?dl=0

http://betterlesson.com/lesson/section/34040/transcendentalism-concept-chart

http://betterlesson.com/lesson/section/34040/transcendentalism-concept-chart

https://www.dropbox.com/s/resdq5gr9hcir92/transcendentalsurvey.pdf?dl=0

http://betterlesson.com/lesson/548821/a-transcendental-debate

English III Curriculum Map 3rd Quartertechnical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and ListeningSL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

WritingW.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,

meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.


their way to identifying Emerson’s main ideas. Have students draft a list of the main points and use the list to identify themes of the text.

First Read : Students should read p. 369-370 silently and independently.

Second Read : Students should build meaning by analyzing figures of speech within the text using this document for support.

Analyze Author’s Argument / Paradox Have students reread the last paragraph. Ask

students what key words are chosen to make Emerson’s argument stronger. Direct students to Question 3 in Critical Reading, p. 370. Students may answer this in small-group discussion or in writing.

Supporting Resources: https://math.dartmouth.edu/~doyle/docs/self/self.pdf

(Full text) http://www.transcendentalists.com/

self_reliance_analysis.htm (Background information and analysis)

http://americainclass.org/individualism-in-ralph-waldo- emersons-self-reliance/ (Lesson plan with additional TDQs)

http://pueblopulp.com/self-reliance-the-four- exercises-of-ralph-waldo-emerson (Analysis of the author’s main points)

Day 4: Culminating Writing Task Students will draft an essay to analyze ideas from

Emerson’s texts. Prompt : (Writing, p. 373) Ever since they were first

published, Emerson’s essays have stirred argument and inspired admiration. Now, it is your turn to add your voice. Write a critical evaluation of “Self-Reliance.” Include a summary of Emerson’s points, an assessment of his uses of stylistic devices, such as imagery and figurative language, and a statement of your opinion.

Support for students:o Support for Writing page (Unit 2 Resources, p.

118)


http://pueblopulp.com/self-reliance-the-four-exercises-of-ralph-waldo-emerson

http://pueblopulp.com/self-reliance-the-four-exercises-of-ralph-waldo-emerson

http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/

http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/

http://www.transcendentalists.com/self_reliance_analysis.htm

http://www.transcendentalists.com/self_reliance_analysis.htm

https://math.dartmouth.edu/~doyle/docs/self/self.pdf

https://www.dropbox.com/s/idrnr0genxf5ekb/11th%20Grade%20Transcendentalism.doc?dl=0



English III Curriculum Map 3rd Quarterrewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

o Model: Using Relevant Citations, p. 373o https://ctl.utsc.utoronto.ca/twc/sites/default/

files/CritReview.pdf

Day 5 Culminating Writing TaskStudents should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.


RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.


RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account.



RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is

Selections for Week 51) From Walden by Henry David Thoreau (p. 374)2) Simplify Your Tech Life – Thoreau-Style by Michael Hsu

Week 5 Lessons/ResourcesDay 1 and Day 2: From Walden: “Where I Lived, and What I Lived For” Literary Analysis, p. 376 Reading Strategy, p. 376

o Think Aloud: Model the Skill Students should read p. 377 to learn more about the

author. Consider sharing Background/More About the Author, p. 377.

Levels of Meaning – If students will have difficulty with the meaning, have them recall the subtitle “Where I Lived, and What I Lived For” as they skim the excerpt. Then, have them reread to determine how “simple “living addresses both parts of that subtitle.

Synthesizing – If students will not have difficulty with the meaning, discuss whether a person today who attempted Thoreau’s “simple” kind of life would reach the same conclusions.

First Read : Students should read p. 379-384 silently and independently to get the gist.

Second Read : Guide students through this first section with TDQs. Examples:o Look up the various meanings of the word seat.

How does Thoreau seem to be using the word? Shelby County Schools

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https://ctl.utsc.utoronto.ca/twc/sites/default/files/CritReview.pdf

https://ctl.utsc.utoronto.ca/twc/sites/default/files/CritReview.pdf

English III Curriculum Map 3rd QuarterLanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,

particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).L.11-12.5 Demonstrates the ability to interpret figures of speech in context.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language

o Explain the meaning of the quote, “A man is rich in proportion to the number of things he can afford to let alone,” and give an example of how it is true.

o What is the paradox of the statement “the refusal is all I wanted?”

o Why does Thoreau let Hollowell keep both the land and the $10.00?

o What does Thoreau learn from this experience?o What is the difference between a poet’s and a

farmer’s approach to a farm?o What was the attraction of the Hollowell farm?o What does the allusion to Atlas add to the

discussion?o Explain the allusion to Cato.o What does Thoreau describe as his purpose in

writing about Walden?o What is the symbolism behind the date that

Thoreau moved into his cabin?o How does Thoreau’s imagination play into his

perception of his living arrangements?o What kinds of images does Thoreau use to

describe Walden Pond? How does this description reflect the characteristics of Romanticism?

o How does the Damodara quote apply to Thoreau’s description?

o How does Thoreau romanticize his house? Is he thinking about it in concrete or abstract terms? What does this reflect about his personal values?

o Find the paragraph that is only one sentence. What point does Thoreau seem to be making here?

o How does Thoreau turn his experience into a religious one? How do the various allusions contribute to this sensation?

o What does Thoreau think the most important time of day is? Why?

o What does Thoreau imply about human life through his allegory of the fire alarm?

Reading Check, p. 379 Shelby County Schools

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English III Curriculum Map 3rd Quarterorganization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Literary Analysis, p. 380 Reading Strategy, p. 381

o To meet the instructional shifts, require students to answer the question with evidence from the text. Answers should be text-based, not opinion-based. Once the text evidence is identified, students may answer the question “Am I Convinced?” (See number 5 flow chart example.)

Critical Thinking, p. 384

Day 3: From Walden: from “The Conclusion” First Read : Students should read p. 379-384 silently

and independently to get the gist. Second Read : Reading Strategy, p. 386 – Have

students note which claims seem sound and logical and which claims do not. Divide students into groups of 3 or 4 to discuss notes as a pre-writing activity.

Writing Task: Reading Strategy, p. 390, Question 8 – Students may use notes from group discussion.

Day 4: Simplify Your Tech Life – Thoreau-Style by Michael Hsu Academic Vocabulary:


First Read : Students read the text silently and independently.

Second Read : Students could Turn and Talk to answer the following TDQs.o What key phrases on page 1 reveal that the

author’s tone is humorous and borderline mocking of the typical twenty-something?

o What text evidence explains that the author is not asking the reader to unplug completely?

o How is the information in the article organized? What effect does this type of organization have on how information is presented?

o What analogies or metaphors are used in Step 1 that strengthen the author’s points about Facebook?

o What is the purpose of this article? Give text evidence to support your answer.





English III Curriculum Map 3rd Quartero Which step/section seems to undermine the

overall argument of the article? Explain. Go back to the main idea of Walden. Ask students:

o Is there evidence in Walden that Thoreau would agree/disagree with Hsu’s article?

o Based on the Walden text, is there an element or idea that Hsu is missing? Is there another key way we can meet Thoreau’s expectations in the modern world?

Day 5: Culminating Writing Task “Embracing Wilderness” p. 398-400 Prompt : (Critical Reading, Question 1, p. 400)

Select one of these images and describe the relationship between Besaw’s images and Thoreau’s words.

Students who finish early can swap papers with a peer for feedback and discussion.

TN Ready Standards Evidence Statements ContentWeek 6 Reading: Literature

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is

Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.

RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.

RL.11-12.5 Provides an analysis of how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.

Selections for Week 61) From Preface to the 1855 edition of Leaves of Grass by Walt Whitman (p. 426)2) From Song of Myself by Walt Whitman (p. 428)3) I Hear America Singing by Walt Whitman (p. 435)4) A Noiseless Patient Spider by Walt Whitman (p. 436)5) Critical Commentary by James E. Miller, Jr. (p. 437)

Week 6 Lessons/ResourcesDay 1: From Preface to the 1855 edition of Leaves of Grass by Walt Whitman (p. 426) Students should read about Walt Whitman, p. 422-

423. Structure/Language: If students will have difficulty

with the poem’s vocabulary or syntax, have them first read to identify and define unfamiliar words. Then, have them read the text aloud.

Synthesizing: If students will not have difficulty with the poem’s vocabulary or syntax, have students locate challenging words in the text and then use each one in a sentence.

Literary Analysis, p. 424 Shelby County Schools

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English III Curriculum Map 3rd Quarterdirectly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test.

Reading: Informational TextRI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).

RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.

Reading: Informational TextRI.11-12.5 Provides an analysis and evaluation of the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources of information presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate

Think Aloud, Model the Skill, p. 424 Reading Strategy, p. 425 First Read : Students should read p. 426-427 silently

and independently. Second Read : Guide students through main elements

of the text.o Have a student read aloud the “Background”

paragraph before the text begins on p. 426.o Ask the students if this excerpt from Leaves of

Grass is poetry or prose. Require students to use text evidence to clarify their position.

o Literary Analysis, p. 426 (This section does not follow the usual rules of grammar, so students will need to understand why Whitman is “allowed” to write like this.)

o Ask the students what the effect of Whitman’s repetition here has on the message he is trying to convey. (Compare the idea of the crescendo here to the crescendo in music. The break in words and repetition of beginning brings an emphasis to what Whitman is trying to explain.)

o Literary Analysis, p. 427 Critical Reading, p. 427 – Students should complete

answers for Questions 1 and 2 independently then discuss with a partner or within a small group.

Day 2: From Song of Myself by Walt Whitman (p. 428) Have students read each section separately with the

goal of determining the gist of the section. Close read lines that have complex vocabulary. Ex.

Line 4 – What does Whitman mean by “I loaf and invite my soul”?

Academic Vocabularyo Section 1: http://achievethecore.org/academic-

word-finder/#results/38399o Section 6 - http://achievethecore.org/academic-

word-finder/#results/38400o Section 9 - No tier vocabularyo Section 14 - http://achievethecore.org/academic-

word-finder/#results/38401o Section 17 - No tier vocabulary








English III Curriculum Map 3rd QuarterL.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

meaning and use of grade-appropriate general academic words and phrases.


WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific

o Section 51 - http://achievethecore.org/academic-word-finder/#results/38402

o Section 52 - http://achievethecore.org/academic-word-finder/#results/38403

Literary Analysis, p. 428 Literary Analysis, p. 429 Reading Check, p. 429 Literary Analysis, p. 430 Reading Strategy, p. 430 Literary Analysis, p. 431 Show video from Dead Poets’ Society with

Whitman’s “Barbaric Yawp”: https://www.youtube.com/watch?v=S6xyHna-NuM

Enrichment, p. 430 – Introduce the beliefs of the Chinese philosophy of Taoism. Show students this video (5:29) explaining the philosophy: https://www.youtube.com/watch?v=dFb7Hxva5rg

Have students write a short essay comparing the fundamental ideals of Taoism to the American Transcendentalist themes shown in the writing read thus far in the unit.

Resource for struggling students: http://study.com/academy/lesson/song-of-myself-by-walt-whitman-summary-themes-analysis.html

Day 3: I Hear America Singing by Walt Whitman (p. 435)AND A Noiseless Patient Spider by Walt Whitman (p. 436) I Hear America Singing

o First Read : Students read p. 435 silently and independently.

o Second Read : Have students look at each character in the poem. Ask the question, “Compare the value of one fellow to another.” (Students should note that the poet values all of them equally.) Read the “About the Selection” on p. 434. Ask students how that idea is evident in the painting “Haystack” on p. 434.

A Noiseless Patient Spidero Follow this TedED Lesson plan with video.o Note: The first of the three animations reveals a

literal depiction of the story. Students may follow along with the text on p. 436 to use this as a First


http://ed.ted.com/lessons/a-poetic-experiment-walt-whitman-interpreted-by-three-animators-justin-moore#watch

http://study.com/academy/lesson/song-of-myself-by-walt-whitman-summary-themes-analysis.html

http://study.com/academy/lesson/song-of-myself-by-walt-whitman-summary-themes-analysis.html

https://www.youtube.com/watch?v=dFb7Hxva5rg

https://www.youtube.com/watch?v=S6xyHna-NuM





English III Curriculum Map 3rd Quartersufficient evidence.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Read. The subsequent videos encourage a deeper, metaphorical interpretation.

o Students may write answers to these two key questions or discuss answers with a partner/small group: Question 1: Which of the three

interpretations seems closer to Whitman’s intent? Use text evidence to support your claim.

Question 2: Thinking metaphorically, how is a modern-day teenager like the spider? How do teenagers use the “world wide web” to “build a bridge”?

Day 4: Critical Commentary by James E. Miller, Jr. (p. 437) and begin Performance Task Critical Commentary, p. 437 – Introduce/Assess Students should read the “Critical Commentary” on p.

437 and answer the questions at the bottom of the page (Key Ideas and Details).

Performance Tasko Students will draft an essay to integrate ideas

from the text sets in this unit.o Prompt : According to the Merriam-Webster

dictionary, transcendentalism is “a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things.” Based on the texts analyzed in this unit, who exemplifies transcendentalism the strongest: Emerson, Thoreau, or Whitman? Write an argumentative essay to defend your choice, and use text evidence to back up your position.



o http://www.sccresa.org/downloads/ writewell_gr_11/11th_grade_unit_of_study_4_20120914_160110_8.pdf (WriteWell Unit)

o https://www.sbcc.edu/clrc/files/wl/downloads/



http://www.sccresa.org/downloads/writewell_gr_11/11th_grade_unit_of_study_4_20120914_160110_8.pdf





English III Curriculum Map 3rd QuarterStructureofaGeneralExpositoryEssay.pdf

o https://academichelp.net/samples/gwt-samples/ essentials-writing-gwt-samples/

Day Five: Performance TaskStudents should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.

Weeks 7 – 9Reading Selections / Anchor TextsWeek 7

1) From Black Boy by Richard Wright (p. 517), 950L2) From My Bondage and My Freedom by Frederick Douglass (p. 520), 1110L3) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L

Week 81) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L (continued)2) “Letter to His Son” by Robert E. Lee (p. 541), 1110L

Essential Question: What elements of narrative nonfiction contribute to the effectiveness of the author’s message or theme?

Performance Task: After reflecting on childhood moments in their life timeline, students will choose one event to develop into a narrative or personal history. They will determine the emotional atmosphere they wish to create and the audience they wish to reach. They should develop the piece using techniques learned from narrative nonfiction texts studied in class. They will select the techniques that will work most effectively to convey the atmosphere of the experience. They will also write an analysis explaining their use of chosen strategies and what effects they are hoping to achieve.


RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an


RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text,

Selections for Week 71) From Black Boy by Richard Wright (p. 517), 950L2) From My Bondage and My Freedom by Frederick

Douglass (p. 520), 1110L3) The Gettysburg Address by Abraham Lincoln (p. 538),

1490L

Week 7 Lessons/ResourcesDay 1: From Black Boy by Richard Wright (p. 517), 950L and From My Bondage and My Freedom by Frederick Douglass (p. 520), 1110L From Black Boy by Richard Wright







English III Curriculum Map 3rd Quarterobjective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

including how they interact and build on one another to produce a complex account.RI.11-12.2 Provides an objective summary of a text.




RI.11-12.8 Provides a delineation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,presidential addresses).RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9 Provides an analysis of themes in seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary

o Defining Narrative Nonfiction, p. 516o Types of Nonfiction, p. 516o Style and Tone, p. 516o Think Aloud, p. 516o Share this video on Narrative Nonfiction:

http://study.com/academy/lesson/narrative-nonfiction-definition-books.html

o First Read : Students read “from Black Boy” silently and independently.

o Second Read : Guide students through traits of narrative nonfiction. Telling Details, p. 517 Rhetorical Devices, p. 517 Syntax, p. 517 Diction, p. 517

From My Bondage and My Freedom by Frederick Douglasso Literary Analysis, p. 518o Reading Strategy, p. 518o Students should read p. 519o Using the background information on TE p. 519,

discuss the setting for Douglass’s account.o Levels of Meaning – If students will have difficulty

with levels of meaning, have them list (1) past facts and (2) Douglass’s comments as he reviews them. Then have students reread the text.

o Synthesizing – If students will have difficulty with levels of meaning, have them explain how they would adapt into a play the reviewing “voice” of Douglass.

o Humanities, p. 520o First Read : Students should read p. 521-524,

stopping at the paragraph ending with “no ordinary precaution could prevent me from taking the ‘ell’.”

o Second Read : Guide students through the text with these TDQs: Review paragraph one. What inferences can

you make about the relationship between the slave and his mistress? How does this




English III Curriculum Map 3rd QuarterL.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).RI.11-12.9 Provides an analysis of the purposes of seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).RI.11-12.9 Provides an analysis of the rhetorical features in seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).


Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

compare between the relationship between the slave and his master?

Explain the author’s meaning in this phrase, given the context: “or she lacked the depravity indispensable to shutting me up in mental darkness.”

How does being able to read make the author feel? Use text evidence to support your answer.

How is the author’s feelings about his mistress revealed in the text?

How do the ethical conflicts of slavery affect everyone in the Auld household?

What elements in this section help to develop the central idea of the text?

What historical influence can be inferred about the roles of men and women?

o Reading Strategy, p. 524o Critical Thinking, p. 524

Day 2: From My Bondage and My Freedom by Frederick Douglass First Read : Students read independently from the

second paragraph on p. 521 to the end of the excerpt on p. 527.

Second Read : Guide students through the text with these TDQs:o How do the interactions between the speaker and

the “young white playmates” contribute to the overall theme of the excerpt?

o Explain the significance of the first complete sentence at the top of p. 525. (“I do not remember ever…)

o What information in the text support the claim that “Nature had made us friends; slavery made us enemies.”

o What in the last paragraph points to Douglass’s moral character that supports his becoming an effective champion of human rights?

Literary Analysis, p. 525 “The American Experience”, p. 526. Students should discuss several questions from the




Reading Strategy on p. 528. Consider using Conver-Stations, demonstrated here: https://www.teachingchannel.org/videos/conver-stations-strategy

Day 3: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L Literary Analysis, p. 536 Reading Strategy, p. 536 Using the Background information on TE p. 537,

discuss Lincoln’s legacy as a skilled speechwriter. Structure/Language – If students will have difficulty

with Lincoln’s parallelism, guide them in deconstructing the first sentence. As students reread, have them apply that technique to the rest of the speech.

Synthesizing – If students will not have difficulty with Lincoln’s parallelism, invite them to create a formal tribute to a historical figure whom they admire, following the progression of ideas in the Gettysburg Address.

Begin Section 1 of the Achieve the Core Lesson.

Day 4: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L Finish Section 1 of the Achieve the Core Lesson.

Day 5: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L Begin Section 2 of the Achieve the Core Lesson.


RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2 Determine two or more central ideas of a text and analyze their development


Selections for Week 81) “Letter to His Son” by Robert E. Lee (p. 541), 1110L2) Douglass by Paul Laurence Dunbar (p. 636)3) We Wear the Mask by Paul Laurence Dunbar (p. 638)

Week 8 Lessons/ResourcesDay 1: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L


https://www.dropbox.com/s/icaugqfjt77qxfr/Gettysburg%20Address%20-%20Lesson.doc?dl=0



https://www.teachingchannel.org/videos/conver-stations-strategy

https://www.teachingchannel.org/videos/conver-stations-strategy

English III Curriculum Map 3rd Quarterover the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author

RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account.RI.11-12.2 Provides an objective summary of a text.




RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9 Provides an analysis of the rhetorical features in seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address).

Finish Section 2 of the Achieve the Core Lesson.

Day 2: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L Begin Section 3 of the Achieve the Core Lesson.

Day 3: The Gettysburg Address by Abraham Lincoln (p. 538), 1490L Finish Section 3 of the Achieve the Core Lesson. See the Appendix for additional tasks and vocabulary

instructional strategies.

Day 4: “Letter to His Son” by Robert E. Lee (p. 541) Background, p. 540 Using the Background information on SE p. 540,

discuss the circumstances that led Lee to write this letter.

Levels of Meaning – If students will have difficulty following Lee’s ideas, have them keep “pro” and “con” lists of arguments during a first reading. After students reread, have them summarize the sense of conflict that Lee describes.

Analyzing – If students will not have difficulty following Lee’s ideas, have them explain what Union means to Lee and why the conflict that threatens that union grieves him so much.

About the Selection, p. 541 First Read : Students should read p. 541-542 silently

and independently. Second Read : Guide students through the text using

TDQs like these:o Based on information in the first paragraph, does

Robert E. Lee want a civil war?o Does Robert E. Lee believe he could stop a civil

war? Where in the text does he say this explicitly?

o Does Robert E. Lee believe he has been personally offended by actions taken by the North?

o What does Robert E. Lee ultimately want to defend? For what is he willing to fight?

o What does Robert E. Lee mean when he says, “It Shelby County Schools

of 43




English III Curriculum Map 3rd Quarteruses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and ListeningSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

WritingW.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise

is idle to talk of secession”? Cite text evidence to support your claim.

o According to Robert E. Lee, what would the framers of the Constitution think of states wanting to secede from the Union?

o What does Robert E. Lee say he will do if the Union is dissolved?

Literary Analysis, p. 543, Questions 2 and 3

Day 5: Writing a compare/contrast essay Topic: Explanatory Text, p. 542 Students should use the Lincoln text and the Lee text

for citations. Resources:

o http://www.sccresa.org/downloads/ writewell_gr_11/grade_11_unit_of_study_7_explanatory_writing_20120904_140419_15.pdf (WriteWell Unit)

o http://americanlitlozano.weebly.com/ comparecontrast-essay.html (text structure)

o https://www.apstudynotes.org/english/sample- essays/compare-and-contrast-lincoln-douglass/ (exemplar of compare/contrast – different topic)

o http://www.tnellen.com/cybereng/rubric/c&c.htm (resources to help scaffold writing instruction)


http://www.tnellen.com/cybereng/rubric/c&c.htm

https://www.apstudynotes.org/english/sample-essays/compare-and-contrast-lincoln-douglass/

https://www.apstudynotes.org/english/sample-essays/compare-and-contrast-lincoln-douglass/

http://americanlitlozano.weebly.com/comparecontrast-essay.html

http://americanlitlozano.weebly.com/comparecontrast-essay.html

http://www.sccresa.org/downloads/writewell_gr_11/grade_11_unit_of_study_7_explanatory_writing_20120904_140419_15.pdf



English III Curriculum Map 3rd Quarterlanguage consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

TN Ready Standards Evidence Statements ContentWeek 9 Speaking and Listening

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an

Performance Task: After reflecting on childhood moments in their life timeline, students will choose one event to develop into a narrative or personal history. They will determine the emotional atmosphere they wish to create and the audience they wish to reach and develop the piece using techniques learned from narrative nonfiction texts studied in class. They will select the techniques that will work most effectively to convey the atmosphere of the experience. They will also write an analysis explaining their use of chosen strategies and what effects they are hoping to achieve.

About This Task:This task is designed to prepare students to write about their personal histories. When students write about their histories, they will reflect on personal experiences in order to portray an overview of themselves. Writing about oneself encourages students to use personal connections as a tool to enhance future writing skills. It requires each student to look deeply at the writing process while immersing oneself.

Week 9 Lessons/ResourcesDay 1: Idea Generation Materials Needed: Life Timeline of Michael Jordan (p.

15-16 of this document), rulers, markers.Minilesson Connecting: Inform students that writers of memoir

see the big picture of their life before they narrow and focus their memoir topic. Writers ask themselves,


https://www.dropbox.com/s/ttwthg8o4zaozhq/grade_11_unit_of_study_2_20120814_115707_18.pdf?dl=0


English III Curriculum Map 3rd Quarteron addressing what is most significant for a specific purpose and audience.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

“What is important?” and “What will interest and engage others?”

Teaching Point: Tell students that today you are going to show them how to organize a chronological overview of life events.

Teaching: Show students a life timeline and a memoir timeline that you have created. Explain to them that a life timeline should contain all major events in one’s life while a memoir timeline should only contain the events within the framework of their memoir. Instruct the students to make their own life timeline.

Actively Engaging: Have students fill out a life timeline of all events from birth until now. They need to try and have accurate dates and locations of events along with a brief description of the events. Once they finish their life timeline, they need to choose and circle three significant events that they fully remember.

Linking: Tell your students that today and every day they need to rely on their past memories to make well-informed future decisions.

Conferring: Go around and encourage individual students to keep thinking of memories and writing as much as they can.

Sharing: Invite students to share the three events they chose.

Day 2: Choosing the Event and Memoir FormatPart I: Choosing the Event Materials Needed: Life Timeline (from Day 1), writer’s

notebooksMinilesson Connecting: Tell students that a memoir writer is

selective when choosing and writing about significance events. Explain to students that writer’s decide what events will contribute the most insightful information to their memoir.

Teaching Point: Tell students that today they will learn how to critically look over their three chosen events from yesterday and reflect about the significance of each event.

Teaching: Select an event from your timeline and


English III Curriculum Map 3rd Quartermodel for students how you do a reflective quickwrite. Think aloud as you write.

Actively Engaging: Have students write three quick writes on the events they chose from session 5. Remind them of the similarities that all memoirs share and the differences they can choose from in order to structure their quick writes. Have them turn to a partner and share their quickwrites.

Linking: Tell students to select the one quickwrite they will use for their memoir. Tell student that today and every day they make meaningful choices that will affect their future decisions.

Conferring: Walk around and encourage students to keep writing with as much detail as possible. Prompt them to dig deeper into their memories and write about as much as they can.

Sharing: Have students share how they narrowed their choice of quickwrites down to one.

Part II: The Memoir Format Materials Needed: Writer’s notebooks, quickwrite

(from Part I), Memoir Format handout (Word doc – download and adjust as needed.)

Minilesson Connecting: Tell students that memoirists use their

writer’s eye to choose the proper format for their audience and message. They ask themselves, “Which form works best for me?”

Teaching Point: Tell students that today you are going to teach them five different format types and how they differ.

Teaching: Discuss with the students the types of format they can use for their memoir. Create a list of the formats and the attributes for each one.

Actively Engaging: Have the students discuss the list of the memoir formats and the attributes for all of them. Have them copy the master list into their notebooks if a handout is not being provided. Once the list is created, have students pick a format that is appropriate for their memoir topic.

Linking: Tell your students that today and every day they will need to choose the best format for communication with their desired audience and intent.


https://www.dropbox.com/s/orf6eifpbbfqaep/Memoir%20Format%20Handout.docx?dl=0

English III Curriculum Map 3rd Quarter Conferring: Go around and offer help as necessary.

Encourage students to read thoroughly and look for particular characteristics in the varying formats that best suits their event and audience.

Sharing: Invite students to share and explain their chosen formats.

Day 3: Drafting the Memoir Materials Needed: Writer’s notebooks or paper,

quickwrites from Day 2MinilessonThis lesson is not a typical lesson. Students will be focusing on writing and there will be no sharing. Connecting: Tell students that when writers draft, they

consider their audience and format choice. While drafting, they recall events and feelings as factually as possible. Inform students that this is a simply a draft and will be revised at a later date.

Teaching Point: Tell students that for the rest of the class period, they will draft their memoirs.

Teaching: Model for students how you look over the excerpts of memoirs and the other activities you completed in class in order to grasp how to begin your memoir. Think aloud as you begin your draft.

Actively Engaging: Have students practice the strategy. Have them look over the excerpts of memoirs and the other activities they completed in class in order to grasp how to begin their memoir. Instruct them to draft their memoirs, long and fast, for the remainder of the class period.

Linking: Tell your students that today and every day, when they are creating a draft, it is more about getting ideas written down and less about polishing their pieces.

Conferring: Go around the room and notice what is promising in the students’ memoirs. Make suggestions if necessary and compliments when appropriate.

Day 4: Adding Elements of Humor Materials Needed: Literary Elements of Humor (p. 29

of this document), memoir draft




English III Curriculum Map 3rd QuarterMinilesson Connecting: Tell students that writer’s use humor to

draw their audience in. Explain that writers use this device to strengthen their writing and tone.

Teaching Point: Tell students that today they will be learning how to strengthen their writing by adding the element of humor.

Teaching: Read for students the Literary Elements of Humor handout as they follow along silently. Model for students how you look over your memoir draft with a writer’s eye for places where humor will enhance the story by strengthening tone. Think aloud as you add humor to your draft.

Actively Engaging: Have students practice the strategy. Have them look over their drafts for places where humor will enhance their story. Have them revise their drafts by adding an element of humor.

Linking: Tell students that today and every day when they are writing they should look for areas where humor will strengthen their writing and tone.

Conferring: Go around and offer help when needed. Encourage students to add an element of humor.

Sharing: Invite students to share a section of their memoir that includes an element of humor.

Day 5: STAR RevisionMaterials Needed: STAR Revision Sample (p. 31 of this document), memoir drafts, four different colored pencilsMinilesson Connecting: Tell students that writing is a recursive

process. Inform them that writers often read back through their work to make substitutions, take words out, add and/or rearrange words or phrases in their writing. Tell them that writers revise many, many times until the story is as good as it can get.

Teaching Point: Tell students that today you will teach them to revisit their drafts using STAR revision.

Teaching: Show students STAR revision by using the STAR Revision hand out. Read the examples aloud and share your thinking as you go through each step of STAR Revision: substituting, taking out, adding, and rearranging. Using your memoir as an example,


English III Curriculum Map 3rd Quarterdemonstrate for students how you go through the STAR revision categories, looking for ways to improve your writing.

Actively Engaging: Tell your students to revise their memoir drafts using the STAR revision method.

Linking: Tell your students that today and every day they can improve their writing by revising their work using the STAR Revision method.

Conferring: Go around and offer help when needed. Encourage students to work on all four parts of STAR revision and make appropriate choices that improve the writing.

Sharing: Invite students to share with the class one revision they made to their memoir.

Supplemental Resources: These five lessons as well as additional supporting

lessons are found online in this document: http://bit.ly/2geAPLm

More on writing memoirs at Scholastic.com: http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir

Nostaligia Unit for 11th grade (MA): http://achieve.org/files/mcu-ELAg11-Nostalgia_0.PDF


http://achieve.org/files/mcu-ELAg11-Nostalgia_0.PDF

http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir

http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir

http://bit.ly/2geAPLm

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