Unit One: The Colonial Period (1600-1750)
Weeks 1-3
Essential Questions:
What is the American dream?
How does past experience help to create current identity?
What ideals of the Colonial Period have shaped America throughout history?
Skills/Concepts:
Grammar: evaluation, weekly warm-ups, parts of speech
Writing: journals, personal narrative
Vocabulary: from selected texts, Word Within a Word (roots)
Literary Terms: weekly quizzes on assigned / discussed literary terms
Text References:
English III Pacing Guide 2015-2016Oral Tradition/Narratives (pg. 8)
Osage and Navajo creation myths (pg. 11)
William Bradford (“Of Plymouth Plantation”) (pg. 40)
Anne Bradstreet (selected poems) (pg. 46)
Ulaudah Equiano (slave narrative) (pg. 62)
Jonathan Edwards (Sinners) (pg. 54)
English III Pacing Guide 2015-2016Activities:
Different endings
Pictographs
Letter to the author
Character Portraits
Comparison to personal experience
Are you a latter day Puritan? Self-reflective critical inquiry
Connections to McCarthyism or current events (September 11th/Duke Lacrosse)
Optional Supplemental Activities:
Connection of themes to other literary works; American dream; perseverance; authority; Hysteria / chaos; individuality; appearance; reality.
Unit Two: Revolutionary Age/Age of Reason/Enlightenment (1750-1800)
Weeks 4-6
Essential Questions:
How have others chosen to use social context to define themselves in relation to the world around them?
How can technology and available resources be used to demonstrate insight into the evolution of American language and culture?
How have the ideals of the American dream evolved since the beginning of America?
What is the relationship between written texts and the social, political, and cultural environments in which they were produced?
How does one use sophisticated argumentation techniques to take on multiple perspectives of a single issue?
Skills/Concepts:
Grammar: focus on articles, nouns, pronouns, and subject / verb agreement
Writing: journals, speeches, text rewrites
Vocabulary: from selected texts, Word Within a Word
Literary Terms: weekly quizzes on assigned / discussed literary terms
Text References:
English III Pacing Guide 2015-2016Nathaniel Hawthorne (Scarlet Letter) (SELECTIONS)
Thomas Jefferson (Declaration) (pg. 92)
Benjamin Franklin (Poor Richard’s Almanac/Autobiography) (pg. 70)
Abigail Adams (Letter) (pg. 101)
Thomas Paine (Common Sense) (Speech writing) (pg. 87)
Patrick Henry (pg. 80)
Phyllis Wheatley (Selected poems) (pg. 66)
English III Pacing Guide 2015-2016Activities:
Speech writing
Letter to the editor/stating your position
Correlation between current issue and period standards
Optional Supplemental Activities:
Student Almanacs/aphorisms
Text rewrite from original text
Adolescent literature books (sharing same themes)/Speak Laurie Halse Anderson
Connection of themes to other literary works; American dream; persecution; personal values; social class; individuality vs. the common good.
Unit Three: Romantic Period / Transcendentalism / American Renaissance (1800-1865)
Weeks 7-9
Essential Questions:
How does one recognize and create a distinctive voice and style?
How does the test reflect the author’s identity, and what connections can be made between yourself and the author’s experiences and views?
How does past experience create current identity?
How does the thinking of this time period evolve given the precepts of the previous era?
Skills/Concepts:
Grammar: combining sentences, sentence fragments, comma splices, parallelism
Writing: poetry responses, short story writing, journals
Vocabulary: from selected texts, Words of the Week
Literary Terms: weekly quizzes on assigned / discussed literary terms
Text References:
English III Pacing Guide 2015-2016Transcendentalism (pg. 153)
Ralph Waldo Emerson (pg. 156)
Henry David Thoreau (pg. 168)
American Gothic
Washington Irving (The Devil and Tom Walker) (pg. 198)
Edgar Allan Poe (“Raven” & selected short stories) (pg. 210)
Nathaniel Hawthorne (Short Stories) (pg. 244)
Activities:
Compare/contrast two authors (Walden / Thoreau)
Create deeper level questions that reflect the ideologies of the time period/author
Small Group dramatizations
Optional Supplemental Activities:
Connection of themes to other literary works; American dream; prejudice; social injustice; personal values; social class; individuality vs. the common good.
For unit project, students will write original “Gothic” short stories
Unit Four: Civil War Period / Realistic Period / Naturalistic Period (1850-1914)
Weeks 11-13 April 8th – 26th
Essential Questions:
How does one recognize and create a distinctive voice and style?
How do cultural details distinguish English literary time periods?
How do events of the time period influence writing?
How does it help develop information to take on multiple perspectives of a single event?
Skills/Concepts:
Grammar: diagramming sentences to ensure comprehension of grammar skills
Writing: poetry responses / explications / analysis, journals, creative writings
Vocabulary: from selected texts, Word Within a Word
Literary Terms: weekly quizzes on assigned / discussed literary terms
Text References:
English III Pacing Guide 2015-2016English III Pacing Guide 2015-2016
A Nation Divided
Frederick Douglass (pg. 276)
Ambrose Bierce (pg. 286)
Abraham Lincoln (pg. 298)
Emily Dickinson (selected poems) (pg. 348)
Realism / Naturalism (pg. 379)
Mark Twain (selected short stories) (pg. 380)
Bret Harte (“Outcasts of Poker Flat”)(pg. 402)
Edwin Arlington Robinson (pg. 415)
Jack London (“To Build a Fire”) (pg. 418)
Struggling for Equality (pg. 459)
Sojourner Truth (pg. 462)
Elizabeth Cady Stanton (pg. 470)
Kate Chopin (“Story of an Hour”) (pg. 481)
Booker T. Washington (pg. 495)
English III Pacing Guide 2015-2016Activities:
Create a character narrative of main/secondary character from selected text
Writing Journal from Different Points of View
Research the Civil War / Women’s Suffrage
Optional Supplemental Activities:
Compose short story using cultural details from the time period
Compare issues of slavery in this time period to current issues of slavery
Connection of themes to other literary works; American dream; prejudice; social injustice; personal values; social class; individuality vs. the common good; racism; stereotyping.
Unit Five: Modern Period/WWI-WWII (1914-1940)
Weeks 14-17
Essential Questions:
How do technology and social, political issues influence the American culture of this time period?
What accounts for the turn in thinking of the time period?
How does communication and transportation influence society?
How is power negotiated in the creation of distinctive social classes?
How did the depression, roaring 20’s, dustbowl, wars, etc. affect the American dream?
Skills/Concepts:
Grammar: adverbial phrases, prepositional phrases, subordination, coordination
Writing: poetry responses, journals, creative writings, newspapers
Vocabulary: from selected texts, Word Within a Word
Literary Terms: irony, symbolism, paradox, stereotype, as applicable to selected texts
Text References:
English III Pacing Guide 2015-2016Modernism
F. Scott Fitzgerald (jazz age/Great Gatsby) (pg. 528)
Amy Lowell (pg. 564)
H.D. (Hilda Doolittle) (pg. 565)
E.E. Cummings (selected poems) (pg. 591)
Common Life
Willa Cather (A Wagner Matinee) (pg. 596)
Robert Frost (“Mending Wall” etc.) (pg. 618)
Carl Sandburg (selected poems) (pg. 628)
Harlem Renaissance
Langston Hughes (pg. 640)
James Weldon Johnson (pg. 654)
Countee Cullen (pg. 664)
Jean Toomer (pg. 666)
Post War Real Life
Flannery O’Connor (pg 834)
Alice Walker (pg. 1164)
English III Pacing Guide 2015-2016Activities:
Create a newspaper representing the major events of the time period
Create a T-Shirt that characterizes a main character from the selection
Compare and contrast the ideas of the 1920’s and the 1930’s
Reflect on how the ideas of the Harlem Renaissance influenced later American time periods
Optional Supplemental Activities:
Read Jake, Reinvented and supplemental activities compare to Gatsby in themes
Connection of themes to other literary works; American dream; prejudice; social injustice; personal values; social class; individuality vs. the common good; racism; stereotyping.
English III Pacing Guide 2015-2016