English III Curriculum Map 3rd Quarter

Introduction
In 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 contentthe major work of the grade (scope)and
provides a suggested sequencing and pacing and time frames, aligned resourcesincluding 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 rigorhigh-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.

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English III Curriculum Map 3rd Quarter
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 have
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 days 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 Quarter

How to Use the Literacy Curriculum Maps

Our 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.

C o m p lex Text Evid en ce fro m Text B u ild in g K n o w led ge

Ra th er tha n fo cu sin g so le ly on th e T h e sta n d ards p la ce a p re m iu m o n B u ild in g kn ow led g e th ro u gh

skills o f rea d in g an d w ritin g , th e
S ta nd a rd s hig h ligh t the g row in g
co m p lexity o f th e texts stu d en ts
m ust re ad to b e rea d y fo r th e
d em a n d s o f colle g e a nd care ers.
T h e sta nd a rd s b u ild a sta irca se o f
text co m p lex ity so th at all stu d e n ts
a re rea d y for the d e m a n d s o f
co lle ge a n d ca re er-leve l read in g n o
later th a n th e en d o f th e hig h
sch o o l.
stu de n ts w ritin g to s ou rce s. Ra th e r
th a n as kin g stu de n ts q ue stion s
th ey ca n a n sw er solely from th e ir
p rior k no w le d g e o r exp erien ce , th e
S ta n d ard s exp ect stu d e n ts to
a n sw er qu estio n s th at d e p en d o n
th eir h a vin g read th e text o r texts
w ith ca re.
T h e sta n d ards a lso requ ire th e
cu ltiva tio n o f n a rra tive w riting
th rou g h ou t th e g ra d es, a n d in la ter
g ra d e s a co m m a n d o f se q u en ce
w ill b e essen tia l fo r eff ective
a rg u m en ta tive an d in form a tio n a l
w ritin g .
co n ten t rich n on -fi c tio n p lay s a n
e sse n tia l ro le in lite ra cy a n d in th e
stan da rd s. In 612 , EL A cla sse s
p lace m u ch g rea te r a tte n tio n to a
sp ecifi c ca teg o ry o f in form a tio n al
text litera ry n o n fi ctio n th a n h a s
b een tra d itio n a l.
T h e sta n d a rd s stro n gly re co m m e nd
th a t stu d en ts b uild co h ere nt
g en e ra l kn o w ledg e b o th w ith in
e a ch ye a r a nd a cros s ye a rs.

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 English III Curriculum Map 3rd Quarter
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.

The Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Teachers can access the Tennessee State Standards, which are featured throughout this curriculum
Career Ready Literacy Standards): map and represent college and career ready student learning at each respective grade level.
http://tn.gov/education/article/english-language-arts-standards

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

Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and
http://achievethecore.org/page/642/text-complexity-collection reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2
http://achievethecore.org/page/1027/academic-word-finder academic vocabulary contained within the text.

Links to Support Vocabulary Instruction & Development

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-
instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.
html

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

Student Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions
http://achievethecore.org/page/710/text-dependent-question- based on their qualitative and reader/task measures text complexity analysis.
resources

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

Student Achievement Partners Text Set Project: Teachers can use this resource to learn about how to sequence texts into expert packs to build
http://achievethecore.org/page/2784/text-set-project-building- student knowledge of the world.
knowledge-and-vocabulary

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

https://www.tn.gov/assets/entities/readtobeready/attachments/Interact Teachers can use these resources to enhance interactive read- and think-aloud practices.
ive_Read_Aloud_Toolkit.pdf

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English III Curriculum Map 3rd Quarter
Vocabulary
For 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.

Because 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 addresswriting, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using your schools 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.
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English III Curriculum Map 3rd Quarter

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.

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English III Curriculum Map 3rd Quarter
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.

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 English III Curriculum Map
Quarter 3 At-a-Glance
Adhering 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
Texts
1) From What to the Slave Is the Fourth of July by Frederick Douglass (pg. 97)
Week 1 2) Speech in the Virginia Convention by Patrick Henry (p. 100)
3) Speech in the Convention by Benjamin Franklin (p. 105)
1) A More Perfect Union by Barack Obama (http://bit.ly/ObamaRaceSpeech)
2) Obama's 'A More Perfect Union' speech, annotated - The Washington Post
Week 2
(http://wapo.st/2eORjVD)
3) Obama And The Rev. Wright Controversy: What Really Happened documentary
4) A More Perfect Union? Barack Obama and the Politics of Unity by Thomas J.
Sugrue
1) The Declaration of Independence by Thomas Jefferson (p. 112)
Week 3
2) From The American Crisis, Number 1 by Thomas Paine (p. 117)
1) Literary History and Transcendentalism (p. 360)
Week 4 2) From Nature by Ralph Waldo Emerson (p. 366)
3) From Self-Reliance by Ralph Waldo Emerson (p. 369)
1) From Walden by Henry David Thoreau (p. 374)
Week 5
2) Simplify Your Tech Life Thoreau-Style by Michael Hsu
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)
Week 6 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)
1) From Black Boy by Richard Wright (p. 517), 950L
Week 7 2) From My Bondage and My Freedom by Frederick Douglass (p. 520), 1110L
3) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L
1) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L (continued)
Week 8
2) Letter to His Son by Robert E. Lee (p. 541), 1110L
3rd Quarter
Recommendations
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.
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.
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 units Performance Task.
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
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
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 authors
craft with diction.
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 English III Curriculum Map 3rd Quarter
Students have read many examples of nonfiction narrative. The goal of this task is to convey
Week 9 Culminating Writing Task
learning by creating a personal nonfiction narrative or memoir.
Weeks 1 3
Reading Selections / Anchor Texts
Week 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), 980L
3) Speech in the Convention by Benjamin Franklin (p. 105), 1490L
Week 2
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) (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 3
1) The Declaration of Independence by Thomas Jefferson (p. 112), 1390L
2) 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 Content

Week 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,
Reading: Informational Text Selections for Week 1
RI.11-12.1 Provides strong and thorough textual 1) 1) From What to the Slave Is the Fourth of July
evidence to support analysis of what the text says by Frederick Douglass (pg. 97)
explicitly and/or inferences drawn from the text. 2) 2) Speech in the Virginia Convention by Patrick
RI.11-12.1 Provides strong and through textual evidence Henry (p. 100), 980L
with a determination of where the text leaves matters 3) 3) Speech in the Convention by Benjamin
uncertain. Franklin (p. 105), 1490L
RI.11-12.3 Provides an analysis of a complex set of Week 1 Lessons/Resources
ideas. Day 1: Literary Analysis Workshop, p. 96
RI.11-12.3 Provides an analysis of a sequence of Review elements of a speech, including rhetorical
events. devices.
RI.11-12.3 Provides an explanation of how specific Preview exemplar text, p. 97. This excerpt contains
individuals interact and develop over the course of the paragraphs 21-25 of the actual speech. The full
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English III
convincing, and engaging.
RI.11-12.6 Determine an authors 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
Lincolns Second Inaugural Address) for their
themes, purposes, and rhetorical features.
Language
RL/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 Listening
SL.11-12.1 Initiate and participate effectively
Curriculum Map
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 authors 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.11-12.8 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
Lincolns Second Inaugural Address).
Language
RL/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.
3rd Quarter
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.
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
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English III
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
SL.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 speakers 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.
Writing
W.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.
Curriculum Map
Speaking and Listening
SL.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 speakers
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.
Writing
Development of Ideas
The 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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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,
3rd Quarter
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
Henrys 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-
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
Franklins 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
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 English III
TN Ready Standards
Week 2 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.11-12.5 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,
Curriculum Map
words to indicate tone, and/or domain-specific
vocabulary.
Knowledge of Language and Conventions
The 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.
Evidence Statements
Reading: Informational Text
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
3rd Quarter
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.
Content
Selections for Week 2
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/Resources
Day 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 Obamas speech.
o Students may annotate the text during the first
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English III
convincing, and engaging.
RI.11-12.6 Determine an authors 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).
Language
RL/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.
Curriculum Map
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 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.
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).
Language
RL/RI.11-12.4 Demonstrates the ability to determine the
meaning of words and phrases as they are used in a text
3rd Quarter
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.
Second Read: Students answer the following TDQs:
o According to the article, what was President
Obamas 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.
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English III
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 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
persuasively
SL.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 speakers 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.
Writing
W.11-12.2 Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
Curriculum Map
(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
words 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 Listening
SL.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 speakers
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.
Writing
Development of Ideas
The 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
3rd Quarter
o What allusions or references were made in
President Obamas 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 audiences 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
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
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English III
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.
Curriculum Map
audience.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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 Conventions
The 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.
3rd Quarter
Obamas 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 Obamas 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 peoples
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
rotate 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
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 English III Curriculum Map 3rd Quarter
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 Obamas 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/pr
eap/teachers_corner/45200.html
o https://www.sbcc.edu/clrc/files/wl/downloads/St
ructureofaGeneralExpositoryEssay.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://amhistory.si.edu/perfectunion/non-
flash/overview.html
Week 3 TN Ready Standards Evidence Statements Content
Week 3 Reading: Informational Text Reading: Informational Text Selections for Week 3
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English III
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
Lincolns Second Inaugural Address) for their
themes, purposes, and rhetorical features.
Language
Curriculum Map
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.11-12.2 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.11-12.7 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.
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
3rd Quarter
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/Resources
Day 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 Jeffersons 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: Its very long. There are many
phrases. Its the entire first paragraph. Etc.)
o Ask students what Jeffersons 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
explains why it was created.
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English III
RL/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 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
persuasively
SL.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 speakers 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
Curriculum Map
foundational U.S. documents of historical and literary
significance (including The Declaration of Independence,
the Preamble to the Constitution, the Bill of Rights, and
Lincolns Second Inaugural Address).
Language
RL/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
words 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.
Speaking and Listening
SL.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 speakers
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.
Writing
Development of Ideas
The student response addresses the prompt and
3rd Quarter
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/less
on0.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
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English III
command of formal English when indicated
or appropriate.
Writing
W.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.
Curriculum Map
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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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 Conventions
The 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.
3rd Quarter
evidence that Jefferson cites to support his
points? Where is that evidence recorded in the
document?
Critical Reading: Integration of Knowledge and
Ideas, p. 115
o 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
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English III Curriculum Map 3rd Quarter
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)
o 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 Paines 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 Paines 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
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 English III Curriculum Map 3rd Quarter
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.
Support for students:
o SOAPSTone
http://apcentral.collegeboard.com/apc/public/pr
eap/teachers_corner/45200.html
o https://www.sbcc.edu/clrc/files/wl/downloads/St
ructureofaGeneralExpositoryEssay.pdf
o https://academichelp.net/samples/gwt-
samples/essentials-writing-gwt-samples/

Day 5: Performance Task

Students 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 6
Reading Selections / Anchor Texts
Week 4
1) Literary History and Transcendentalism (p. 360)
2) From Nature by Ralph Waldo Emerson (p. 366), 980L
3) From Self-Reliance by Ralph Waldo Emerson (p. 369), 1010L
Week 5
1) From Walden by Henry David Thoreau (p. 374), 1340L
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), 1900L
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)
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 English III
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
Week 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 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.11-12.6 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 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 authors point of
view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style
Curriculum Map
Evidence Statements
Reading: Literature
RL.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.11-1.2 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.11-12.5 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 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
3rd Quarter
Content
Selections for Week 4
1) 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)
Week 4 Lessons/Resources
Day 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 authors craft and ideas to gain
understanding of transcendentalism in order to
access more complex text later in the unit.
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English III
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.
Language
RL/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 Listening
SL.11-12.3 Evaluate a speakers point of
view, reasoning, and use of evidence and
Curriculum Map
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.
Language
RL/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
words 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 Listening
SL.11-12.3 Demonstrates ability to evaluate a speakers
point of view by assessing the stance, premises, and
links among ideas, word choice, points of emphasis and
tone used by that speaker.
Writing
Development of Ideas
The 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.
Organization
The student response demonstrates purposeful
coherence, clarity, and cohesion and includes a strong
3rd Quarter
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
their way to identifying Emersons 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 Authors Argument / Paradox
Have students reread the last paragraph. Ask
students what key words are chosen to make
Emersons 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_anal
ysis.htm (Background information and analysis)
http://americainclass.org/individualism-in-ralph-waldo-
emersons-self-reliance/ (Lesson plan with additional
TDQs)
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 English III
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
Writing
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.
TN Ready Standards
Week 5 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
Curriculum Map
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the writers
progression of ideas.
Clarity of Language
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 Conventions
The 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.
Evidence Statements
Reading: Informational Text
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.
3rd Quarter
http://pueblopulp.com/self-reliance-the-four-
exercises-of-ralph-waldo-emerson (Analysis of the
authors main points)
Day 4: Culminating Writing Task
Students will draft an essay to analyze ideas from
Emersons texts.
Prompt: (Writing, p. 373) Ever since they were first
published, Emersons 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 Emersons
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)
o Model: Using Relevant Citations, p. 373
o https://ctl.utsc.utoronto.ca/twc/sites/default/files
/CritReview.pdf
Day 5 Culminating Writing Task
Students 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.
Content
Selections for Week 5
1) From Walden by Henry David Thoreau (p. 374)
2) Simplify Your Tech Life Thoreau-Style by Michael Hsu
Week 5 Lessons/Resources
Day 1 and Day 2: From Walden: Where I Lived, and
What I Lived For
Literary Analysis, p. 376
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English III
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 authors 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.
Language
RL/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 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,
Curriculum Map
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 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 authors 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.
Language
RL/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 Listening
SL.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
3rd Quarter
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 Thoreaus 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?
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 poets and a
farmers 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?
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English III
texts, and issues, building on others ideas
and expressing their own clearly and
persuasively
SL.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 speakers 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.
Writing
W.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.11-12.10 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.
Curriculum Map
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 speakers
point of view by assessing the stance, premises, and
links among ideas, word choice, points of emphasis and
tone used by that speaker.
Writing
Development of Ideas
The 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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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 Conventions
The 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.
3rd Quarter
o What is the symbolism behind the date that
Thoreau moved into his cabin?
o How does Thoreaus 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
Thoreaus 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
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
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English III Curriculum Map 3rd Quarter
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:
http://achievethecore.org/academic-word-
finder/#results/38396
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
authors 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 authors points about
Facebook?
o What is the purpose of this article? Give text
evidence to support your answer.
o 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 Hsus 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 Thoreaus expectations in the
modern world?

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 English III
TN Ready Standards
Week 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
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
Curriculum Map
Evidence Statements
Reading: Literature
RL.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 authors
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.
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.
3rd Quarter
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 Besaws images and
Thoreaus words.
Students who finish early can swap papers with a
peer for feedback and discussion.
Content
Selections for 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 6 Lessons/Resources
Day 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 poems 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 poems vocabulary or syntax, have students
locate challenging words in the text and then use
each one in a sentence.
Literary Analysis, p. 424
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.
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English III
interprets the source test.
Reading: Informational 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 authors 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.
Language
RL/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
Curriculum Map
RL.11-12.7 Provide an evaluation of how each version
interprets the source text.
Reading: Informational 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 authors 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.
Day 2: From Song of Myself by Walt Whitman (p. 428)
Language
RL/RI.11-12.4 Demonstrates the ability to determine the Have students read each section separately with 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
words 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 Listening
3rd Quarter
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 Whitmans
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.
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 Vocabulary
o Section 1: http://achievethecore.org/academic-
word-finder/#results/38399
o Section 6 - http://achievethecore.org/academic-
word-finder/#results/38400
o Section 9 - No tier vocabulary
o Section 14 - http://achievethecore.org/academic-
word-finder/#results/38401
o Section 17 - No tier vocabulary
o Section 51 - http://achievethecore.org/academic-
word-finder/#results/38402
o Section 52 - http://achievethecore.org/academic-
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English III
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 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
persuasively
SL.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 speakers 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.
Writing
W.11-12.1 Write arguments to support claims
in an analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
Curriculum Map
SL.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 speakers
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.
Writing
Development of Ideas
The 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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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.
3rd Quarter
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
Whitmans 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 Spider
o Follow this TedED Lesson plan with video.
o Note: The first of the three animations reveals a
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English III
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.
Curriculum Map
Knowledge of Language and Conventions
The 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.
3rd Quarter
literal depiction of the story. Students may follow
along with the text on p. 436 to use this as a First
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 Whitmans
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 Task
o 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.
Support for students:
o SOAPSTone
http://apcentral.collegeboard.com/apc/public/prea

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 English III Curriculum Map 3rd Quarter
p/teachers_corner/45200.html
o http://www.sccresa.org/downloads/writewell_gr_1
1/11th_grade_unit_of_study_4_20120914_16011
0_8.pdf (WriteWell Unit)
o https://www.sbcc.edu/clrc/files/wl/downloads/Stru
ctureofaGeneralExpositoryEssay.pdf
o https://academichelp.net/samples/gwt-
samples/essentials-writing-gwt-samples/

Day Five: Performance Task

Students 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 9
Reading Selections / Anchor Texts
Week 7
1) From Black Boy by Richard Wright (p. 517), 950L
2) From My Bondage and My Freedom by Frederick Douglass (p. 520), 1110L
3) The Gettysburg Address by Abraham Lincoln (p. 538), 1490L
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

Essential Question: What elements of narrative nonfiction contribute to the effectiveness of the authors 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.
TN Ready Standards Evidence Statements Content
Week 7 Reading: Informational Text Reading: Informational Text Selections for Week 7
RI.11-12.1 Cite strong and thorough textual RI.11-12.1 Provides strong and thorough textual 1) From Black Boy by Richard Wright (p. 517), 950L
evidence to support analysis of what the text evidence to support analysis of what the text says 2) From My Bondage and My Freedom by Frederick
says explicitly as well as inferences drawn explicitly and/or inferences drawn from the text. Douglass (p. 520), 1110L
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English III
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 authors 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
Lincolns Second Inaugural Address) for their
Curriculum Map 3rd Quarter
RI.11-12.1 Provides strong and through textual evidence 3) The Gettysburg Address by Abraham Lincoln (p. 538),
with a determination of where the text leaves matters 1490L
uncertain.
Week 7 Lessons/Resources
RI.11-12.2 Provides a statement of two or more central Day 1: From Black Boy by Richard Wright (p. 517), 950L
ideas of a text. and From My Bondage and My Freedom by Frederick
RI.11-12.2 Provides an analysis of the development of Douglass (p. 520), 1110L
two or more central ideas over the course of the text, From Black Boy by Richard Wright
including how they interact and build on one another to o Defining Narrative Nonfiction, p. 516
produce a complex account. o Types of Nonfiction, p. 516
RI.11-12.2 Provides an objective summary of a text. o Style and Tone, p. 516
o Think Aloud, p. 516
RI.11-12.3 Provides an explanation of how specific
o Share this video on Narrative Nonfiction:
individuals interact and develop over the course of the
http://study.com/academy/lesson/narrative-
text.
nonfiction-definition-books.html
RI.11-12.3 Provides an explanation of how specific ideas
o First Read: Students read from Black Boy
interact and develop over the course of the text.
RI.11-12.3 Provides an explanation of how specific silently and independently.
events interact and develop over the course of the text. o Second Read: Guide students through traits of
narrative nonfiction.
RI.11-12.5 Provides an analysis and evaluation of the Telling Details, p. 517
effectiveness of the structure an author uses in his or her Rhetorical Devices, p. 517
exposition or argument, including whether the structure Syntax, p. 517
makes points clear, convincing, and engaging. Diction, p. 517
From My Bondage and My Freedom by Frederick
RI.11-12.6 Provides a determination of an authors point Douglass
of view or purpose in a text in which the rhetoric is o Literary Analysis, p. 518
particularly effective. o Reading Strategy, p. 518
RI.11-12.6 Provides an analysis of how style and content o Students should read p. 519
contribute to the power, persuasiveness, or beauty of the o Using the background information on TE p. 519,
text.
discuss the setting for Douglasss account.
o Levels of Meaning If students will have difficulty
RI.11-12.8 Provides a delineation of the reasoning in
with levels of meaning, have them list (1) past
seminal U.S. texts, including the application of
facts and (2) Douglasss comments as he
constitutional principles and use of legal reasoning (e.g.,
reviews them. Then have students reread the
in U.S. Supreme Court majority opinions and dissents),
text.
including the premises, purposes, and arguments in
o Synthesizing If students will have difficulty with
works of public advocacy (e.g., The Federalist,
presidential addresses). levels of meaning, have them explain how they
would adapt into a play the reviewing voice of
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English III
themes, purposes, and rhetorical features.
Language
RL/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 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
persuasively
SL.11-12.3 Evaluate a speakers 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.
Writing
Curriculum Map
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
significance (including The Declaration of Independence,
the Preamble to the Constitution, the Bill of Rights, and
Lincolns 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
Lincolns 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
Lincolns Second Inaugural Address).
Language
RL/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
words 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
3rd Quarter
Douglass.
o Humanities, p. 520
o 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
compare between the relationship between
the slave and his master?
Explain the authors 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 authors 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. 524
o 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:
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English III
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.
Curriculum Map
speech in context.
Speaking and Listening
SL.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 speakers
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.
Writing
Development of Ideas
The 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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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.
3rd Quarter
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 Douglasss
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 Lincolns legacy as a skilled speechwriter.
Structure/Language If students will have difficulty
with Lincolns 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
Lincolns 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.
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 English III
TN Ready Standards
Week 8 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.11-12.5 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 authors 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
Curriculum Map
Knowledge of Language and Conventions
The 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.
Evidence Statements
Reading: Informational Text
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.11-12.2 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.11-12.5 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.
3rd Quarter
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.
Content
Selections for Week 8
1) Letter to His Son by Robert E. Lee (p. 541), 1110L
2) Douglass by Paul Laurence Dunbar (p. 636)
3) We Wear the Mask by Paul Laurence Dunbar (p. 638)
Week 8 Lessons/Resources
Day 1: The Gettysburg Address by Abraham Lincoln (p.
538), 1490L
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 Lees ideas, have them keep pro and con
lists of arguments during a first reading. After
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English III
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
Lincolns Second Inaugural Address) for their
themes, purposes, and rhetorical features.
Language
RL/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 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,
Curriculum Map
RI.11-12.6 Provides a determination of an authors 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.11-12.8 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
Lincolns Second Inaugural Address).
Language
RL/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
words 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.
Speaking and Listening
SL.11-12.1 Demonstrates ability to initiate and
participate effectively in a range of collaborative
3rd Quarter
students reread, have them summarize the sense of
conflict that Lee describes.
Analyzing If students will not have difficulty
following Lees 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
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_1
1/grade_11_unit_of_study_7_explanatory_writing
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 English III
texts, and issues, building on others ideas
and expressing their own clearly and
persuasively
Writing
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.
Curriculum Map 3rd Quarter
discussions with diverse partners on grades 11- 12 _20120904_140419_15.pdf (WriteWell Unit)
topics, texts and issues, building on others ideas and o http://americanlitlozano.weebly.com/comparecont
expressing their own, clearly and persuasively. rast-essay.html (text structure)
o https://www.apstudynotes.org/english/sample-
Writing essays/compare-and-contrast-lincoln-douglass/
Development of Ideas (exemplar of compare/contrast different topic)
The student response addresses the prompt and o http://www.tnellen.com/cybereng/rubric/c&c.htm
provides effective and comprehensive development of (resources to help scaffold writing instruction)
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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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 Conventions
The 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 Content

Week 9 Speaking and Listening
SL.11-12.1 Initiate and participate effectively
in a range of collaborative discussions (one-
Speaking and Listening
SL.11-12.1 Demonstrates ability to initiate and
participate effectively in a range of collaborative
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
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English III
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
SL.11-12.3 Evaluate a speakers 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.
Writing
W.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
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.
Curriculum Map
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 speakers
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.
Writing
Development of Ideas
The 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.
Organization
The 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 writers
progression of ideas.
Clarity of Language
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 Conventions
The 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.
3rd Quarter
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/Resources
Day 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,
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 ones
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
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English III Curriculum Map 3rd Quarter
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 Format

Part I: Choosing the Event
Materials Needed: Life Timeline (from Day 1), writers
notebooks
Minilesson
Connecting: Tell students that a memoir writer is
selective when choosing and writing about
significance events. Explain to students that writers
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
model 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.
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English III Curriculum Map 3rd Quarter
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: Writers notebooks, quickwrite
(from Part I), Memoir Format handout (Word doc
download and adjust as needed.)
Minilesson
Connecting: Tell students that memoirists use their
writers 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.
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.
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English III Curriculum Map 3rd Quarter
Sharing: Invite students to share and explain their
chosen formats.

Day 3: Drafting the Memoir

Materials Needed: Writers notebooks or paper,
quickwrites from Day 2
Minilesson
This 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
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English III Curriculum Map 3rd Quarter
Minilesson
Connecting: Tell students that writers 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 writers 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 Revision

Materials Needed: STAR Revision Sample (p. 31 of this
document), memoir drafts, four different colored pencils
Minilesson
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
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English III Curriculum Map 3rd Quarter
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,
demonstrate 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

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