ࡱ> BD?@A` a_bjbjss 7F;W%VVVVVVVjRRR8 j{.."PPP+++$/h V++ VVPP5fffTVPVPfff:",VVP" WfuR `N  K0{XR)l))VL+0f+++ X+++{jjjDpuFjjjujjjVVVVVV PACING GUIDE FOR ENGLISH III Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools Time Frame5 Weeks4 Weeks4 Weeks5 WeeksUnit Topic (Specify skills/information that will be learned.)Discovery/ Assimilation Independence/ TruthToleranceLiterary Heroes Enduring Understandings (Give and/or demonstrate necessary information) Differing views affected the settlement and development of the New World. Early idealism set the foundation for an independent nation. Literature reflects societal injustices and serves as an impetus for change. Literary heroes often reflect the strengths and weaknesses of real human beings. Essential Questions (Steps to check for student understanding) 1. How did the differing views of the early settlers and the Native Americans affect the cultural identity of the developing New World? 2. How is early American literature reflective of the time period? 3. What early influences are still evident in American culture today? 1. How did early American idealism lead to a quest for both national and individual freedom? 2. How did the literature affect the quest? 3. How does the literature reflect that quest? 4. What evidence exists that later Americans used the periods literature as a basis for their own? 5. What literary influences are still evident in todays literature? 1. How has the representation of a lack of tolerance in American literature affected mans relationship to society (or to others)? 2. How has American literature functioned as an impetus for change? 3. How does American literature continue to influence American and world cultures? 1. What is a literary heroic figure? 2. What events help to shape and create a literary heroic figure? 3. What are the strengths and weaknesses of the literary heroic figure? 4. How does the literary heroic figure reflect or not reflect the cultural or time-honored view of an American hero?  PACING GUIDE FOR ENGLISH III Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools Time Frame5 Weeks4 Weeks4 Weeks5 WeeksEssential Questions cont 4. How has American literature incorporated multicultural voices? 5. How does American literature continue to function as an impetus for change? PACING GUIDE FOR ENGLISH III Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools Time Frame5 Weeks4 Weeks4 Weeks5 WeeksStandardsStandard E3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently. Standard E3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently.Standard E3-1\ The student will read and comprehend a variety of literary texts in print and nonprint formats. Standard E3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently. Standard E3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Standard E3-3 The student will use word analysis and vocabulary strategies to read fluently. Standard E3-4 The student will create written work that has a clear focus, sufficient detail, coherent  PACING GUIDE FOR ENGLISH III Grade Level: 11th Grade Big idea: English III- The American Experience Prepared by: Union County Schools Time Frame5 Weeks4 Weeks4 Weeks5 WeeksStandards contStandard E3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English. Standard E3-5 The student will write for a variety of purposes and audiences. Standard E3-6 The student will access and use information from a variety of sources.Standard E3-5 The student will write for a variety of purposes and audiences. Standard E3-6 The student will access and use information from a variety of sources. Standard E3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English. Standard E3-5 The student will write for a variety of purposes and audiences. organization, effective use of voice, correct use of the conventions of written Standard American English. Standard E3-6 The student will access and use information from a variety of sources. Integrations (with other discipline areas) Reading, Writing, Vocabulary, Social Studies, Science, EthicsReading, Writing, Vocabulary, Social Studies, Science, EthicsReading, Writing, Vocabulary, Social Studies, Science, EthicsReading, Writing, Vocabulary, Social Studies, Science, EthicsDistrict Assessments (culminating assessments)Benchmark TestBenchmark TestBenchmark TestBenchmark Test Subject: English III-Literature Grade: 11 Big Idea: The American Experience Unit Topic 1 Discovery/ AssimilationLength of Unit 5 weeks Enduring Understanding Differing views affected the settlement and development of the New World.Focus/Essential QuestionsHow did the Native Americans view nature? How did the Puritans and other early colonists view nature? How did the Native Americans and the Puritans differing view of nature affect their roles in the early American identity (and therefore in literature)? How did the differing views of nature of the early Americans affect their self-identity in the developing New World? What were the Native Americans vs. early colonial religious views? How are these views depicted in the literature of the early American and Native American authors? What early influences are still evident in American culture?Instructional ObjectivesThe learner will be able to Compare and Contrast the early settlers and Native American views of nature and religion. Evaluate the effect of these views on the literature of the time period, and discuss how these views have affected later literature. Create a response to literary texts through a variety of methods, including personal and persuasive writing. Standards/ Indicators E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, pun and paradox). E3-1.5 Analyze the effect of the authors craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E3-1.7 Evaluate an authors use of genre to convey theme. E3-1.8 Read independently for extended periods of time for pleasure. E3-2.6 Evaluate information from graphic features, (for example, charts and graphs) in information texts. E3-5.2 Create narrative pieces (for example, personal essay, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. Key VocabularyMyths, documentary journal, reflection, dialogue, monologue, loaded language, figurative language, simile/metaphor, extended metaphor Unit Topic 1 Discovery/ AssimilationLength of Unit 5 weeks Pre-Assessment EvidencePre-assessment questions Discussion of key concepts Building Background Knowledgereading comprehension skills proficient writing skills personal experience for connection to literature Culminating/ Summative Assessment EvidenceUnit test Summative Essay Project Discussion groups Reflective assignments Write a myth (after studying previous myths) Formative Assessment EvidenceVocabulary tests Objective quizzes Classroom discussions Essays ProjectIntegrations/ ConnectionsHistory ArtInstructional Activities Bank Instructional Activities Bank contThe Scarlett Letter and/or The Crucible Native American Literature graphic organizers class/small group discussion models journaling oral presentations double entry journals practical applications re-teaching/review peer review Indicate noteworthy information from non-fiction sources (highlight or create fact sheet) Unit Topic 1 Discovery/ AssimilationLength of Unit 5 weeks Differentiationsmall group work/partner work projects scaffolding learning centers peer editing RubricTBAResources and MaterialsCollege Preparatory Text: The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice Hall Supplemental Materials Videos Workbooks Magazines Newspapers Art supplies Subject: English III-Literature Grade: 11 Big Idea: The American Experience Unit Topic Independence/ TruthLength of Unit 4 Weeks Enduring UnderstandingEarly idealism set the foundation for an independent nation.Focus/Essential QuestionsHow does the literature of the Revolutionary Period reflect the changing views and discontent of the North American people? How does the literature of the Revolutionary Period reflect the views of the Puritans? How does the literature reflect the political views of the people of the Revolutionary period? How did early American idealism lead to the development of a new and independent nation and the quest for freedom? What literary influences are still evident in todays literature? Instructional ObjectivesThe learner will be able to Compare/contrast the literature of the Revolutionaries and their attitudes with those of the previous unit. Evaluate the figurative language of the writers from the period. Create responses to the informational texts through writing, oral presentation, or media productions. Evaluate information texts for propaganda to reveal to political and personal views of the writers of the period. Evaluate the impact text elements have on the meaning of informational text. Students will build vocabulary based upon the usage of the time period. Unit Topic Independence/ TruthLength of Unit 4 Weeks Key VocabularyParallel structure, eulogy, proverbs/aphorisms, persuasion, loaded language, rhetoric, logic, rhetorical question, repetition, allusion Pre-Assessment EvidenceDiscussion of key concepts Anticipation guide Unit Topic Independence/ TruthLength of Unit 4 Weeks Building Background Knowledgereading comprehension skills proficient writing skills personal experience for connection to literature Culminating/ Summative Assessment EvidenceUnit test Summative Essay Project Discussion groups Reflective assignments Write personal Declaration of Independence Journal Entries Formative Assessment EvidenceVocabulary tests Objective quizzes Classroom discussions Essays Project Write a childrens book of Scarlet Letter (audience and purpose) Integrations/ ConnectionsHistory Art Drama Instructional Activities BankSinners in the Hands of an Angry God Declaration of Independence Anti-Slavery Literature (and/or The Adventures of Huckleberry Finn) graphic organizers class/small group discussion models journaling drama activities oral presentations double entry journals practical applications re-teaching/review peer review Differentiationsmall group work/partner work projects scaffolding learning centers peer editingUnit Topic Independence/ TruthLength of Unit 4 Weeks RubricDeclaration of Independence project rubric Scarlet Letter journal rubric Resources and MaterialsCollege Preparatory Text: The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices: Timeless Themes: The American Experience by Prentice Hall Art supplies  Unit Topic 3 ToleranceLength of Unit 4 weeks Enduring UnderstandingLiterature reflects societal injustices and serves as an impetus for change.Focus/Essential QuestionsHow did the American view/concept of nature change during the Romantic/ Transcendentalist Period? How has the Romantic literature from the period affected the development of mystery/thriller writing? What were the Transcendentalist/Anti-transcendentalist views on man and nature, and how were their views reflected in the periods literature? How did the Transcendentalist movement reflect the changing views of the individual and his changing self-identity? How is the American view on self-reliance reflected in Transcendentalist literature? How did American literature change during the Civil War Period? How does the literature of the Civil War Period reflect injustices in society? How does a lack of tolerance affect relationships in the developing society? How does American literature continue to function as an impetus of change? Instructional ObjectivesThe learner will be able to Compare various selections of Romantic poetry. Find and identify examples of intolerance in American literature and history. Student will create their own philosophy of self reliance to apply to their own lives. Analyze the impact of point of view and figurative language in selected literature of the period. Contrast the ideas presented in the selected works of Transcendentalist and Romantic authors. Identify, define and apply unfamiliar terminology in discussion and writing activities. Create a research based writing or project that reflects the understandings of the unit. Unit Topic 3 ToleranceLength of Unit 4 weeks Standards/ Indicators Standards/ Indicators cont E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text. E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts. E3-2.8 Read independently for extended periods of time to gain information. E3-3.3 Explain how American history and culture have influenced the use and development of the English language. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example. definitions and descriptions). E3-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions. E3-6.1 Clarify and refine a research topic. E3-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. E3-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E3-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E3-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E3-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E3-6.7 Use a variety of print and electronic reference materials. E3-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. Key VocabularyMyths, documentary journal, reflection, drama, stage directions, dialogue, monologue, loaded language, figurative language, imagery, symbolism, tone, irony, prejudice/bias Pre-Assessment Evidencepre-assessment questions discussion of key concepts Building Background Knowledgereading comprehension skills proficient writing skills personal experience for literature connections Unit Topic 3 ToleranceLength of Unit 4 weeks Culminating/ Summative Assessment EvidenceUnit test Summative Essay Project Discussion groups Reflective assignmentsFormative Assessment EvidenceVocabulary tests Objective quizzes Classroom discussions Essays Project Integrations/ ConnectionsInstructional Activities BankOur Town Self-Reliance (and or Nature) An Occurrence at Owl Creek Bridge graphic organizers class/small group discussion models journaling drama activities oral presentations double entry journals practical applications re-teaching/review peer review Differentiationsmall group work/partner work projects scaffolding learning centers peer editing Unit Topic 3 ToleranceLength of Unit 4 weeks RubricTBAResources and MaterialsCollege Preparatory Text; The Language of Literature: American Literature by McDougal Littell Honors Text: Timeless Voices, Timeless Themes: The American Experience by Prentice Hall Supplemental Materials Videos Workbooks Magazines Newspapers Art supplies Unit Topic Literary HeroesLength of Unit 5 weeks Enduring UnderstandingLiterary heroes often reflect the strengths and weaknesses of real human beings.Focus/Essential QuestionsHow does literature shape personal views of heroes (fictional and non-fictional)? How is the hero depicted in modern literature? How is the hero depicted in modern media? How do the heroes of modern literature reflect the values of modern society? Instructional ObjectivesThe learner will be able to Define and name some real life heroes. Identify heroic traits from literary texts and media. Identify the values of modern society. Compare and contrast values or traits of past heroes with present day heroes. Apply the identified heroic traits to a student-created character. Standards/ Indicators Standards/ Indicators cont E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts. E3-2.1 Evaluate theses within and across informational texts. E3-2.7 Evaluated propaganda techniques and rhetorical devices in informational texts. E3-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. E3-3.4 Spell new words using Greek and Latin Roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E3-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex and compound-complex). E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions) E3-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including Subject-verb agreement Pronoun-antecedent agreement Agreement of nouns and modifiers Verb formation Pronoun case Formation of comparative or superlative adjective and adverbs, and Idiomatic usage (See Instructional Appendix: Composite Writing Matrix.) E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E3-4.6 Edit written pieces for the correct mechanics and usage of written Standard American English including Internal and end of sentence punctuation Commas to indicate appositives Word placement to avoid ambiguity Appropriate coordination and subordination Relationship between and among clauses Placement of modifiers, and Shifts in construction. (See Instructional Appendix: Composite Writing Matrix.) E3-5.3 Create descriptive pieces (for example personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E3-5.5 Create technical pieces for emphasis (for example, proposals, instructions and process documentation) that use clear and precise language appropriate for the purpose and audience. E3-5.6 Compose effective pieces of writing to respond to prompts in on-demand situations. Unit Topic Literary HeroesLength of Unit 5 weeks Key VocabularyHero, romantic hero, satire, Southern Gothic, humor, oppression, extended metaphor, irony, hypocrisy, Realism, Regionalism, Naturalism, The American Dream Pre-Assessment EvidencePre-assessment questions Discussion of key concepts Building Background Knowledgereading comprehension skills proficient writing skills personal experience for literature connections Culminating/ Summative Assessment EvidenceUnit test Summative Essay Project Discussion groups Reflective assignmentsFormative Assessment EvidenceVocabulary test Objective quizzes Classroom discussions Essays Project Integrations/ ConnectionsInstructional Activities Bank(in lieu of Unit 1) The Crucible The Worn Path graphic organizers class/small group discussion models journaling drama activities oral presentations double entry journals practical applications re-teaching/review peer reviewUnit Topic Literary HeroesLength of Unit 5 weeks Differentiationsmall group 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