Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates / Topics / Core ContentProgram of Study / Essential Question / Strategies/Activities / Assessment / Vocabulary
August 6 / Writing for a Variety of Purposes and Audiences / EL-10-WC-S-1
Students will write to learn by applying strategies effectively (e.g., personal journals, writer’s notebooks) / What is the significance of personal journal writing? / Journal Entry # 1—Begin a list of twenty wishes (This journal may be entitled Twenty Wishes or Bucket List or whatever you choose).
Students share.
What you did over summer game/get to know each other / Reflective writing
August 6 / RD-11-4.0.1
Students will evaluate the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).
RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage / How is the Native American culture and beliefs different than your own? / Social contract/ self motivation and self control
The Earth on Turtle’s Back p. 18
When Grizzlies Walked Upright p. 21
The Navajo origin Legend p. 24 / Reader WB pgs. *****
Class discussion / Origin
myth,
cultural details
August 7 / RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage
WR-HS-1.2.2
In Personal Expressive/Literary Writing,
Students will communicate theme/main idea through use of literary elements appropriate to the genre:
o Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate.
o Students will develop plot/story line appropriate to the form.
Students will develop an appropriate setting, mood, scene, image or feeling.
Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
Students will incorporate reflection, insight and analysis when appropriate / What is lost or gained from embracing your cultural heritage? / Museum Indians p. 35
Write a creation myth or personal essay about heritage for extra credit
Trickster Tales notes and info
Open Response / Text and board questions / Personal essay
August 8 / RD-11-3.0.3
Students will explain an author’s position based on evidence in a passage.
RD-11-3.0.4
Students will accept or reject an argument, giving supporting evidence from the passage.
RD-11-3.0.2
Students will analyze an author’s purpose in a passage / What is the writer’s purpose in a historical narrative? / Catch up Day/animal charades/ end Native American unit
The General History of Virginia p.70
Of Plymouth Plantation p. 76 / Reader NB p. *****
Plymouth WS (skimming for info. In reading) / Subjectivity, bias
August 11-14 / Writing for a variety of purposes and audiences / WR-HS-1.1.3
In Transactive Writing,
· Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.
· Students will develop an effective angle to achieve a justifiable purpose.
· Students will justify what the reader should know, do, or believe as a result of reading the piece.
· Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
· Students will sustain a suitable tone.
· Students will allow voice to emerge when appropriate. / How can the same story be presented in different ways? / Define thesis
Compare and Contrast Literature: p .288, 289
Students will read and analyze a model of a compare and contrast essay. Students compare and contrast John Smith’s story to the movie Pocahontas and then to the research of the real story on the Internet. Students will prewrite by creating a working thesis for comparing the stories.
Students will write a first draft, supporting their thesis statement with examples from the movie, story, or own research.
Students will peer review then revise the essay accordingly. / Students write comparison essay
August 15 / Developing
Initial Understanding: Literary Passages / RD-11-2.0.5
Students will interpret concrete or abstract terms using context from the passage. / How does poetry and prose differ? / Students working in groups will use a Venn diagram to compare and contrast the elements of poetry and prose.
Students will work in pairs to create a guideline for reading poetry
(R-24 & R-25).
Pairs share
Introduce SOAPS strategy
Read “Versus upon the Burning of Our House” and interpret / Students interpret poem / Poetry
Prose
August 18
Catch up day / Understanding Writing Conventions:
Correctness / WR-HS-3.5.0
Students will exemplify effective language choices by applying correct grammar and usage.
DOK 2 / How does correct grammar enhance communication? / Define edit and grammar.
Introduce Daily Language Practices and Editing Symbols. / Edit
Grammar
August 19 / RD-11-1.0.3
Students will formulate questions to guide reading. / What do you already know about the tragedy of the Salem Witch Trials? / Drama terms
KWL Salem Witch Trials
Puritan background info p. 10, 1255 and teacher notes about Salem and author / protagonist, antagonist, foil, soliloquy, aside, stage directions *********
August 19 / Understanding Writing Conventions: Punctuation / WR-HS-3.6.0
Students will communicate clearly by applying correct punctuation.
DOK 2 / What is the relationship between punctuation and reading comprehension? / What do the comma and semicolon and period communicate to the reader?
Using Commas p298
Using Semicolons
p 300 / Assess: p 299
Assess: p 301 / Comma
Semicolon
August 20-Sept. 2 / Drama / RD-11-3.0.6
Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas.
RD-11-5.0.6 & RD-12-5.0.6
Students will analyze the ways in which similar themes or ideas are developed in more than one text. / What Puritan and modern values do you see in the play? / Read The Crucible p.1258
Choose parts
Compare character motivations to poem ‘My Dear and Loving Husband” p. 96 / Quiz after each Act
Character notes WS
Applied poem understanding character
Unit essay test / Biblical Allusion?, drama terms above
Sept. 3-8 / WR-HS-1.2.3
In Transactive Writing,
Students will communicate relevant information to clarify and justify a specific purpose.
Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
Students will develop explanations to support the writer’s purpose.
Students will synthesize research to support ideas when appropriate.
Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate. / How does film and stage version of a play differ? / Watch movie
Discuss film???
Model of movie reviews/handout and p.****reader’s NB / Reader’s NB p. *****
Sept. 9 / RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
RD-11-2.0.4
Students will follow the sequence of information from a passage. / In what ways did politics influence literature of this time? / Read background info. Pgs. 124-135
Read info. P. 140 Ben Franklin, introduce aphorisms
Create Ben Franklin for Congress poster
Read poor Richard’s Almanack p. 149-150 / Franklin reading WS (skimming for info.)
Aphorism ws / Autobiography
Aphorism
virtues
Sept. 10
Find work-sheet
for usage practice. / Understanding Writing Conventions:
Correctness / WR-HS-3.5.0
Students will exemplify effective language choices by applying correct grammar and usage.
DOK 2 / How does correct usage enhance communication? / o Define usage.
o Common Usage Problems p ?
o Peer edit Journal Entry # 2 for punctuation and usage. / Usage
Sept. 10 / RD-11-2.0.2
Students will identify essential information from a passage needed to accomplish a task. / o Read “All News Fit to Print” reading practice test
o Olaudah Equiano for Humanitarian Award p. 158
o Thomas Jefferson background p. 168
o Read The Declaration of Independence p. 170 / p.154 text WS questions
Declaration WS (locating key words in reading)
Sept. 11 / RD-11-3.0.8
Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage
RD-11-3.0.5
Students will evaluate an argument, giving supporting evidence from the passage. / Speech info. P. 198-199
Watch president Bush’s speech and find examples
Read Henry’s Speech in the Virginia Convention / Patrick Henry and parallelism WS / Repetition, restatement, parallelism, rhetorical questions, exclamation, logical appeal, emotional appeal, ethical appeal
Sept. 11 / RD-11-2.0.5
Students will interpret concrete or abstract terms using context from the passage / Read Sinners in the Hands of an Angry God
Draw images after each paragraph
SOAPS WS
Church signs Internet / p. 101-107 text
Unit exam
Sept. 12-30 / RD-11-3.0.1
Students will analyze how a conflict in a passage is resolved. / How can fiction portray real life? / Read the novel, The Chocolate War
Fiction terms and def.
Journal activities
Character quote poster / Comprehension quizzes
Journal responses
Final test MC and essay
RD-11-3.0.2
Students will analyze an author’s purpose in a passage.
RD-10-5.0.3
Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery /
Sept. 31-Oct. 14 / RD-11-2.0.2
Students will identify essential information from a passage needed to accomplish a task. / What was happening in America 1800-1870? / Read and research info. America 1800-1870 p. 240-418 in text
Notes about authors and transcendentalism / Remember When booklet / Transcend-entalism
Oct. 15-17 / RD-10-5.0.3
Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
DOK 3 / What is the difference between insanity and genius? / Read Dickinson poems p. 422-435“Lunatic on a Cliff” poem handout
Dickinson quiz WS
Poetry terms WS and pgs. 422-423 text
Poetry analysis WS / Poetry analysis WS
Demonstrating a Critical Stance:
Literary Passages / RD-10-5.0.3
Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
DOK 3 / How does figurative language create intrigue? / Review figurative language, simile, metaphor, personification.Read “Dover Beach” p 931.
Groups brainstorm for examples of simile, metaphor, and personification that occur in daily conversations (e.g., This assignment is a piece of cake and The wind howled outside my window last night).
Listen/Read Poetry / Figurative
language:
Simile
Metaphor
Personification
Oct. 20-28 / WR-HS-2.3.3
In Transactive Writing,
· Students will establish a context for reading.
· Students will apply the accepted format of the genre.
· Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.
· Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.
· Students will apply effective paragraphing.
· Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
o Students will create effective conclusions. / Read Poe’s short stories and poetry p. 310-335
Poe biography WS Internet search
Raven group WS
House of usher movie and questions
Examples of movie comparisons/
King’s discussion / Raven WS,
Written horror movie essay
Oct. 29-Nov. 13 / RD-11-5.0.6 & RD-12-5.0.6
Students will analyze the ways in which similar themes or ideas are developed in more than one text. / Read “The Yellow Wallpaper”
Group notes
Example literary analysis essay
Discuss Plath
Read “Metaphor” and other poems
Watch Hours clip and discuss Virginia Woolf / Write analytical essay
Nov. / Civil War Unit / RD-11-5.0.6 & RD-12-5.0.6
Students will analyze the ways in which similar themes or ideas are developed in more than one text. /
WR-HS-4.7.0
Focusing
· Connecting with prior experience· Initiating an authentic reason to write
· Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write / Journal # 4—Students reflect upon various ways they have discovered a focus for their personal narratives in the past.
Students share.
Students read a model personal narrative and identify the focus of the narrative.
Reading and Writing in Real-World forms / o Newsweek mag. example
August and Sept. DOL / Understanding Writing Conventions:
Language / WR-HS-3.5.0
Students will exemplify effective language choices by incorporating precise nouns and concrete details.
DOK 2 / How do effective language choices enhance writing? / o Define noun, common noun, proper noun, concrete noun, abstract noun
o Common and Proper Nouns p 14
o Concrete and Abstract Nouns p 16
o Examine examples of precise nouns. / Assess: p 15
Assess: p 17 / Noun
Common Nouns
Proper Nouns
Concrete Nouns
Abstract Nouns
Precise Nouns
WR-HS-4.8.0
Prewriting
· Establishing a purpose and a central or controlling idea—focus
· Identifying and analyzing the audience
· Generating ideas (e.g., mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities)
· Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information / Journal # 5—Students reflect upon effective ways to prewrite for a personal narrative.
Students share.
Students read and analyze a model personal narrative: Journal # 3—Students reflect upon various ways they have discovered a focus for their personal narratives in the past.
Students share.
Students read a model personal narrative and identify the focus of the narrative
focus, audience, supporting ideas, etc.
August 19 / RD-11-5.0.6 & RD-12-5.0.6