English III Pacing Guide

Course Description: Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media.

Timeline

Objectives

Literary Terms

Guiding Questions

Suggested Resources

Colonial Literature (to 1800)

3 weeks

1.01 Create memoirs that give an audience a sense of how the past can be significant for the present.

1.02 Reflect and respond expressively to texts.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non- print expressive texts appropriate to grade level.

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

3.02 Select an issue or theme and take a stance on that issue using persuasive writing.

3.03 Use argumentation for: • interpreting researched

information effectively. • establishing and defending

a point of view.

4.01 Interpret meaning for an audience.

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents.

American Indian oratory imagery connotation denotation historical context memoir autobiography narrative

tone style theme setting rhetorical question rationalism proverb

point of view figure of speech concrete language abstract language analogy allusion

What literary influences existed in America before the advent of the Puritans?

How is Colonial literature informed by its historical setting?

How did the political landscape of the Colonial Period shape the era's literature?

What are the differences between political writing and other forms of non-fiction?

How does audience affect the construction of a writer's rhetoric? How did the Puritans influence colonial thought and expression? What aspects of Puritanism are visible in contemporary society?

American Constitution

Declaration of Independence

Native American Traditional Stories

Writings/Speeches by: Benjamin Franklin Patrick Henry Thomas Paine Thomas Jefferson John Adams Phyllis Wheatley Elizabeth C. Stanton Mary Rowlandson Abigail Adams

The Federalist Papers

Journals of Lewis and Clark

The Interesting Narrative of the Life of Olaudah Equiano

The Bill of Rights The Crucible

Timeline

Objectives

Literary Terms

Guiding Questions

Romantic Literature (1800- 1860)

4 weeks

1.02 Reflect and respond expressively to texts.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non- print expressive texts appropriate to grade level and course literary focus.

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language.

3.01 Use language persuasively in addressing a particular issue.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States.

5.02 Analyze the relationships among United States authors and their works.

Fireside Poets Archetype Comic Device Elegy Assonance Alliteration Meter Hyperbole Understatement Paradox Oxymoron Slant Rhyme Symbol Synesthesia Tall Tale Gothic

Folklore Folk Tale Urban Legend Protagonist Personification Parable Myth Dark Romantics Allegory Romantic Hero

What are the distinguishing literary features of Romanticism?

How is Romantic literature informed by its historical setting?

How is Romanticism related to the rationalism of the Colonial Era?

How does Romanticism reflect shifts in culture?

What qualities do Romantic texts reflect about American character?

How do themes of Romanticism relate to earlier American thematic material?

What is the resonance of Romanticism in contemporary culture?

Writings by:

Edgar Allan Poe Nathaniel Hawthorne Herman Melville Washington Irving Fennimore Cooper William Cullen Bryant Longfellow

Oliver Wendell Holmes John Greeleaf Whittier Emily Dickinson

Contemporary Adjunct Texts:

"Feather Pillow"

"The Devil Went Down to Georgia"

"Welcome to the Black Parade"

The Haunting of Hill House

Appalachian Ghost Stories

Suggested Resources

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

Transcendentalism (1800- 1880)

2 weeks

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language.

3.01 Use language persuasively in addressing a particular issue.

3.02 Select an issue or theme and take a stance on that issue by writing persuasively.

3.03 Use argumentation for: • interpreting researched

information effectively. • establishing and defending

a point of view.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States.

Aphorism Maxim Cadence Platonism Free Verse Onomatopoeia Parallel Structure Catalog Poem

How do the Transcendentalists differ from the Dark Romantics?

How is Transcendentalist literature informed by its historical setting?

How is Transcendentalism an offshoot of Romanticism?

What is the political aspect of transcendental thought?

Why is Transcendentalism so intimately connected to nature?

Where are the echoes of transcendental thought in contemporary society?

Writings by:

Henry David Thoreau Ralph Waldo Emerson Walt Whitman

Contemporary Adjunct Texts:

Their Eyes Were Watching God

2001 A Space Odyssey

Grizzly Man

Edward Abbey Essays

A Sand County Almanac

Annie Dillard Essays

"Letter From a Birmingham Jail"

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

Realism (1860- 1914)

2 weeks

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language through projects.

2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non- print informational texts appropriate to grade level and course literary focus.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States.

5.02 Analyze the relationships among United States authors and their works.

Frame Story Regionalism Naturalism Vernacular Dialect Slang

Satire Idiom Situational Irony Slave Narrative

What are the distinguishing literary features of Realism?

How is the literature of Realism informed by its historical setting?

How is Realism related to the Romanticism of the previous era?

How does Realism as a literary movement reflect shifts in culture?

What are the stylistic characteristics of the Realistic period?

How does Realism reflect the American character of the Civil War period?

How do themes of Realism relate to earlier American thematic material?

What is the resonance of Realism in contemporary culture?

Writings by:

Stephen Crane Willa Cather Ambrose Bierce Kate Chopin E.A. Robinson Harriet Jacobs Edwin A. Robinson

"To Build A Fire"

Huckleberry Finn

The Gettysburg Address

Narrative of the Life of Frederick Douglass

Winesberg, Ohio

High Noon

In Cold Blood

Stories by Raymond Carver

Fallen Angels "A Worn Path"

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

Modernism (1914-1939)

3 weeks

1.02 Reflect and respond expressively to texts.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus.

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language through projects such as poetry and stream of consciousness writing.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States.

5.02 Analyze the relationships among United States authors and their works.

Interior Monologue Parody Plain Style Blank Verse Stereotype Synecdoche Metonymy Psychoanalysis Sigmund Freud Magic Realism Imagism

Harlem Renaissance Marxism Jazz Age Hemingway Hero Symbolism

What are the distinguishing literary features of Modernism?

How is Modernist literature informed by its historical setting?

How is Modernism related to the literary movements prior to World War I?

How does Modernism reflect shifts in American culture and ethos?

What are the stylistic characteristics of the Modernist period?

Why is experimentation with language fundamentally liked to Modernism?

What do Modernist texts reflect about the American character?

How do themes of Modernism relate to earlier American thematic material?

What is the resonance of Modernism in contemporary culture?

Writings by:

Ernest Hemingway William Faulkner F.Scott Fitzgerald Eudora Welty Flannery O'Connor John Steinbeck T.S. Eliot

Ezra Pound William C. Williams Wallace Stevens Carl Sandburg e.e.cummings James Thurber Katherine Anne Porter Robert Frost Langston Huughes Zora Neale Hurston Countee Cullen

All the Pretty Horses

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

Contemporary Literature & Postmodern Era

(1940- present)

3 weeks

1.01 Create memoirs that give an audience a sense of how the past can be significant for the present.

1.02 Reflect and respond expressively to texts.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus.

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States.

5.02 Analyze the relationships among United States authors and their works.

Magical Realism The Cold War Postmodernism metafiction

New Journalism Beat Poets Projective Verse Confessional School Satire

What are the distinguishing literary features of Postmodern writing?

How is Contemporary literature informed by its historical setting?

How is Contemporary writing related to the previous movements in American literature?

How does Contemporary/Postmodern writing reflect shifts in American culture and ethos?

What are the stylistic characteristics of Contemporary American writing?

What do Contemporary texts reflect about American character?

How do themes of Contemporary literature relate to earlier American thematic material?

Writings by:

Ralph Ellison Amy Tan Gariel G. Marquez N. Scott Momaday Julia Alvarez Elizabeth Bishop Robert Lowell Sandra Cisneros Richard Wright Ernest Gaines Alice Walker

Tim O'Brien Kurt Vonnegot Ellen Gilchrist Donald Bartheleme James Baldwin Leslie M. Silko Toni Morrison Jorge L. Borges Gwendolyn Brooks Maxine H. Kingston Rita Dove

Nikki Giovanni John Hersey Philip K. Dick Harlan Ellison William Gibson Truman Capote Hunter S. Thompson Joseph Heller

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

American Drama

1 week

2.01 Research and analyze ideas, events, and/or movements related to United States culture.

2.02 Examine and explain how culture influences language.

2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non- print informational texts appropriate to grade level and course literary focus.

4.01 Interpret meaning for an audience.

4.02 Develop thematic connections among works.

5.02 Analyze the relationships among United States authors and their works.

Dramatic Irony Dramatic Monologue Dynamic Character Static Character Comic Relief External Conflict Internal Conflict

How does American drama reflect the cultural views of the play's historical context?

What does American Drama say about the American psyche?

How does drama differ from other literary genres?

How are the characters of American drama products of American culture?

How can the reader discern the dramatist's point of view through the conventions of the play?

What makes the play distinctly American?

The Crucible The Iceman Cometh

A Long Day's Journey into Night

Death of a Salesman

The Glass Menagerie

Streetcar Named Desire

A Raisin in the Sun Our Town Twelve Angry Men

Timeline

Objectives

Literary Terms

Guided Questions

Suggested Resources

Grammar and Language Usage

Apply daily throughout semester

6.01 Demonstrate an understanding of the conventions of language by:

• decoding vocabulary using knowledge of Anglo- Saxon, Greek, and Latin bases and affixes.

• using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

• revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres.

6.02 Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by:

• reviewing and refining correct pronoun usage, antecedents, and case.

• refining subject/verb agreement and choice of tense.

• extending effective use of phrases and clauses.

• discussing parts of speech as they relate to writing.

Connotation Denotation Syntax Diction Noun Pronoun Verb Adverb Adjective Conjunction Interjection Preposition Participle Gerund Infinitive Antecedent Comparative Superlative Subject Object Dependent Claus Independent Clause

Can students identify parts of speech?

Can students use complex sentences for stylistic and rhetorical effect?

Do students understand the conventions of grammar and their relationship with stylistic elements?

Can students recognize the evolution of usage through successive eras of literature?