Rev. 10/11
ENG III: The Cultural Impact
Part B
Unit One A
LITERATURE: Emerging Modernism
GRAMMAR: Agreement
WRITING SKILLS: Multi-media Presentation
VOCABULARY: Unit Three (Improving Vocabulary Skills)
Length of
Unit
Three ½
Weeks
KY CORE
ACADEMIC
STANDARDS
RL-11-4:
Analyze the impact of
specific words on meaning
and tone including:

Words with
multiple meanings

Language that is
particularly fresh,
engaging, or
beautiful
WR-11-3:
Write narratives to develop
real or imagined
experiences using
effective technique, wellchosen detail, and wellstructured event
sequences.
WR-11-4:
Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
Rowan County Senior High School
Vocabulary/Learning Targets
Vocabulary: Sonnet, imagery, figurative language, sound devices,
rhythm, description, mood, repetition, word choice/diction, stream of
consciousness, sequencing of events
Activities/Assessments/
Resources
1.
Unit Learning Targets:
1. I can analyze the effect of word choice in a text.
2. I can write using narrative form to enhance my argument.
3. I can write effective introductions.
4. I can write effective body paragraphs that use appropriate
transitions and topic sentences.
5. I can support my argument with strong and appropriately cited
evidence that considers the audience.
6. I can make a verb agree with its subject in number.
2.
Agreement Instruction as
Bellwork from Warriner’s
English and Composition,
Third Course
Week One: Pre-test,
Identifying Subjects and Verbs,
Preposition Song (Ongoing
daily throughout unit), Helping
Verbs, Rule A and Exercise
One
Week Two: Preposition Song
(Ongoing daily throughout unit)
Rule B.1-2, Exercise 2, Rule
C, Exercise 4, Additional
Practice Exercises
Week Three: Preposition
Song (Ongoing daily
throughout unit), Rule D and
Kinesthetic Learning Activity,
Rule E and Kinesthetic
Learning Activity, Rule F and
Kinesthetic Learning Activity,
Exercise 5, Additional Practice
Exercises
Week Four: Preposition Song
(Ongoing daily throughout unit)
Review Exercise A, Rule G,
Rule H, Exercise 6, Rule I
Improving Vocabulary Skills
Unit Three Pretest, Chapters
1 -2
Page 1
Rev. 10/11
ENG III: The Cultural Impact
LA-11-1:
Demonstrate a command
of the conventions of
standard English grammar
and usage when writing or
speaking.
Part B
3.
4.
5.
6.
7.
8.
9.
Rowan County Senior High School
Day One: Introduction to
Modernism/Harlem
Renaissance. May use info
from pp. 1016-17.
Day Two:Countee Cullen
poetry. Choose two from
among the following:
“Tableau,” “Yet Do I Marvel,”
and “any Human to Another”
(Sonnet, p.942) F-L
Day Three and Four: Author
Study – Langston Hughes
(Informational Text, pp. 920923). Choose 2-3 of the
following pieces: “The Negro
Speaks of Rivers,” “Mother to
Son,” “Harlem,” (poem, p.
926), “The Death of the Hired
Man,” (poem, p.1007) and
“The Weary Blues” (p. 927.) F
and NF-I
Day Five and Six: Author
Study – Robert Frost (pp. 996999). Choose 1-2 of the
following pieces: “Acquainted
with the Night” (p. 1001), “The
Mending Wall” (pp. 10021003), “Out, Out -“ (pg. 1004),
“The Death of the Hired Man”
(pp. 1007-1011), and “Birches”
NF-I, F-L
Day Seven and Eight: “The
Love Song of J. Alfred
Prufrock” by T.S. Eliot
(pp.1025-29)
Days Nine, Ten, Eleven and
Twelve: Writing the Essay –
Introductions/Conclusions,
Transitions/Topic Sentences,
Internal Citation and
Embedding of Sources
(Paraphrasing, Summarizing,
or Quoting), Narrative Writing
in Other types of text
Day Thirteen: Timed Writing –
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ENG III: The Cultural Impact
Part B
Essay over one of the pieces
read during unit thus far.
(Grade for thesis, intro, and
conclusion)
10. Day Fourteen - Sixteen:
Author Study – William
Faulkner or Ernest Hemingway
– Read 1 of the following
pieces: “A Rose for Emily” and
“The End of Something”
11. Day Seventeen: Timed Writing
– Essay over short story
above. Grade for transitions,
topic sentences, and internal
citation
Rowan County Senior High School
Page 3
Rev. 10/11
ENG III: The Cultural Impact
Part B
Unit Two A
LITERATURE: Civil Rights
GRAMMAR: Agreement
WRITING SKILLS: Research
VOCABULARY: Unit Three (Improving Vocabulary Skills)
Length of
Unit
Four
Weeks
KY CORE
ACADEMIC
STANDARDS
RI-11-3:
Identify and analyze a:

Complex set of
ideas

Complex sequence
of events
Explain how specific
individuals, ideas, and/or
events interact and
develop throughout a text.
RI-11-5:
Identify the structure of an
argument and based on
this evaluate whether or
not the points are clear,
convincing, and engaging
for the reader.
Analyze the overall
effectiveness of the
structure of the exposition
or argument.
RI-11-7:
Integrate and evaluate
multiple sources of
information presented in
Rowan County Senior High School
Vocabulary/Learning Targets
Vocabulary: Author purpose, Audience, Eyewitness Report,
Chronological Order, Open Letter, Syntax, Paradox, Allusion, Logical
Argument, Deductive and Inductive Reasoning, Modes of Persuasion
Unit Learning Targets:
1. I can analyze a complex set of ideas. (Reword using student friendly
language.)
2. I can analyze a complex sequence of events. (SFL)
3. I can explain how specific individuals, ideas and/or events relate to
each other and change throughout a text.
4. I can evaluate whether the points of an argument are clear,
convincing, and engaging for the reader.
5. I can evaluate the overall effectiveness of an argument.
6. I can combine information from different media or formats to
address a question.
7. I can independently read and comprehend nonfiction text,
understanding key ideas and details, craft and structure and
combining knowledge of the era and ideas from the text. (SFL)
8. I can use technology to produce, publish, and update writing
products in response to ongoing feedback, including new arguments
or information.
9. I can research a topic to answer a question, synthesizing
information from multiple sources and evaluating the credibility of
sources while not plagiarizing. (SFL)
10. I can make a verb agree with its subject in number.
11. I can make a pronoun agree with its antecedent in number and
Activities/Assessments/
Resources
12. Agreement Instruction as
Bellwork from Warriner’s
English and Composition,
Third Course
Week One: See week four
above.
Week Two: Review Exercise
C, Rule J, Exercise 8, Rule K,
Exercise 9
Week Three: Rule L, Rule M,
Rule N,O, P, Q, Exercise 10
Week Four: Exercise 10,
Review Exercise E, Rule R.1,
R.2, R.3, Exercise 11, Exercise
12
2. Improving Vocabulary Skills
Unit Three Pretest, Chapters
1 -2
13. Day One: Introductory Project
Assignment – Timeline of the
Civil Rights Movement –
Research in computer lab.
Plagiarism will be addressed
with this assignment.
NF-I
14. Day Two:The Gettysburg
Address (speech, pp.605-606)
NF-I
15. Day Three and Four: Café
Conversation: Students will
rotate through several stations
to read and reflect on the
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Rev. 10/11
ENG III: The Cultural Impact
different media or formats
as well as in words in
order to address a
question or solve a
problem.
RI-11-10:
By the end of grade 11,
read and comprehend
literary nonfiction in the
grade 11-CCR text
complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
WR-11-6:
Use technology, including
the internet, to produce,
publish, and update
individual or shared writing
products in response to
ongoing feedback,
including new arguments
or information.
WR-11-7:
Conduct short as well as
more sustained research
projects based on focused
questions, demonstrating
understanding of the
subject under
investigation.
WR-11-8:
Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source,
and integrate the
information while avoiding
Rowan County Senior High School
Part B
gender.
Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Have you ever been a victim of discrimination? What are ways
that students your age face discrimination? (Activity 1)
3. How did American society change during the middle years of
this century? Why did these changes happen? How did these
changes affect Literature and the arts? (Activity 3)
4. Why was the murder of Emmett Till a pivotal moment in Civil
Rights history? How does the literary genre and the intended
audience affect this? (Activity 5)
5. How might an eyewitness account, a primary source, differ
from a secondary source? What organizational pattern is
typically used in an eyewitness account? Why? (Activity 7)
6. What is an open letter? How does syntax affect a writer’s
message? What is paradox? (Activity 8)
7. How is the writing from a period of time representative of that
time? What is an allusion? How does Martin Luther King use
allusions and reasoning to affect his purpose? What is a
logical argument? What are deductive and inductive
reasoning? How does King use these? What is the effect?
(Activity 9)
8. How can the historical context of a piece influence the reader’s
understanding? What is the structure of an argument?
(Activity 10 & 11)
16.
17.
18.
19.
20.
21.
following pieces of literature
from or pertaining to the civil
rights era: (a) “I,Too” by
Langston Hughes, (b)
“Incident” by Countee Cullen,
(c) “The Lynching” by Claude
McKay, (d) “Ballad of
Birmingham” by Dudley
Randall, (e) “The ‘N’ Word: It
Just Slips Out” by Allen
Francis, (f) “Only a Nigger” by
Mark Twain, and (g)
recording of “Strange Fruit” as
sung by Billie Holliday - Follow
by discussion of how these
pieces of literature bring the
Civil Rights movement to life
by discussion about how
literature is the voice of history.
F and NF-I
Day Four: Integration and
Disintegration: Postwar
Society (Background
Information – pp. 1134-1134)
NF-I
Day Five: “Warriors Don’t Cry”
(Excerpt from autobiography –
Handout) NF-L
Day Six: “The Murder of
Emmett Till” from Look
Magazine. NF-P
Day Six: View pictures of
Emmett Till’s murder from Jet
magazine. Compare and
contrast genre, intended
purpose and intended
audience. View portions of
video on Emmett Till. NF-P
Day Seven: “Coming of Age in
Mississippi” (Excerpt from
autobiography – pp.610-615).
NF- L
Day Eight: “My Dungeon
Shook: Letter to My Young
Nephew. . .” (Open Letter – pp.
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Rev. 10/11
ENG III: The Cultural Impact
plagiarism.
SL-11-5:
Make strategic use of
digital media and visual
displays of data to express
information and enhance
understanding of
perentations.
LA-11-1:
Demonstrate a command
of the conventions of
standard English grammar
and usage when writing or
speaking.
Rowan County Senior High School
Part B
960-963). NF-P
22. Day Nine: “A Letter from a
Birmingham Jail” (Open Letter
– pp. 1136-1145). NF-P
23. Day Ten: Culminating Project
Assignment: Students will
complete a Multi-Media Exhibit
or Visual Presentation in
groups of three. They will be
given choice in order to
compare and contrast the civil
rights era events to modern
society. Each group may
choose to compare three of
the following topics:
a) Politics
b) Prejudice and
Discrimination
c) Economics
d) Technology and
Transportation
e) Social Roles
f) Concepts of Justice
g) Education
Students will be responsible to
maintain a blog
communication with their
group regarding the
culminating project throughout
the working process to meet
the guidelines of Standard
WR-11-6. Plagiarism will be
addressed with this
assignment.
24. Day Eleven: Cultural
Recreation “Stride toward
Freedom” (excerpt from book
about the Montgomery bus
boycott – pp. 301-304) NF-L
“Necessary to Protect
Ourselves” (Transcript of an
interview – pp. 305-306) NF-I
25. View MLK and Malcolm X
videos to visually see and
compare the messages of
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Rev. 10/11
ENG III: The Cultural Impact
Part B
each.
26. Venn Diagram – Student will
compare the writings and
philosophies of Martin Luther
King, Jr. and Malcolm X.
27. Days 12-15: Culminating
Project Presentations will be
conducted in an integrated
classroom environment as a
school production. Students
will create an environment that
models the civil rights era. i.e.
a beat nick scene.
Rowan County Senior High School
Page 7
Rev. 10/11
ENG III: The Cultural Impact
Part B
Unit One B or Two B
LITERATURE: Novel and Reading for Conciseness Activities
in Preparation for ACT
GRAMMAR: Agreement (Continued)
WRITING SKILLS: Essay/Argument
VOCABULARY: Unit Four (Improving Vocabulary Skills)
Novel Unit will follow either Unit One A (Modernism)
with The Great Gatsby or other Modernist Novel
OR
Unit Two A (Civil Rights)
with To Kill a Mockingbird or The Help
Length of
Unit
Three and
½ Weeks
KY CORE
ACADEMIC
STANDARDS
Key Concepts/Skills/Guiding Questions
RL-11-10:
Identify, understand, and
comprehend the following
in literary text:

Key ideas and
details

Craft and structure

Integration of
knowledge and
ideas
Terms: Theme, Plot Structure (Freytag’s Pyramid- inciting incident, rising
action, exposition, climax, falling action, resolution, denoument),
Characterization, Reliable vs. Unreliable Narrator, Types of Conflict, rhetoric,
author’s purpose, author’s style
WR-11-10:
Write routinely over
extended time frames and
shorter time frames for a
range of tasks, purposes,
and audiences.
LA-11-1:
Demonstrate a command
of the conventions of
standard English grammar
and usage when writing or
speaking.
Rowan County Senior High School
Note: These terms and activities are to be covered in conjunction with
concepts and terminology appropriate to the novel being taught.
Possible selections for ENG III include The Great Gatsby, To Kill a
Mockingbird, and another alternative modernist or civil rights-related
novel.
Unit Learning Targets
1. I can read a novel for main ideas and for detail.
2. I can analyze a novel’s craft and structure. (Reword in studentfriendly language.)
3. I can combine my knowledge of Modernism/ The Civil Rights Era
with the ideas in the novel to enhance understanding. (How do I
assess this?)
4. Be able to analyze the author’s purpose.
5. Be able to make predictions and draw conclusions
6. Be able to demonstrate understanding of the novel and analyze the
novel verbally and in writing.
7. I can make a verb match its subject in number.
Activities/Assessments/
Resources
1.
2.
3.
4.
5.
6.
Agreement
Week One: Agreement Final
Exam
ACT Practice as Bellwork
Weeks Three and Four:
Students will complete ACT
prep practice as bellwork
each day.
Students will read the
assigned novel per the
reading schedule set by the
teacher.
Reading quizzes to check for
comprehension will
accompany reading on
scheduled dates.
Writing and discussion
opportunities will accompany
reading to access learning.
On Demand Instruction on
writing and activities over
reading for conciseness in
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ENG III: The Cultural Impact
8.
I can make a pronoun match its antecedent in number and in
gender.
Part B
preparation for the ACT to be
interspersed throughout the
Novel Unit.
Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Questions will vary depending on the novel taught.
Rowan County Senior High School
Page 9
Rev. 10/11
ENG III: The Cultural Impact
Part B
Unit Three
LITERATURE: Various timed readings over genres associated
with ACT testing.
GRAMMAR: Various Grammar Activities over a wide variety of
grammatical issues.
WRITING SKILLS: Essay/Argument
VOCABULARY: Unit Four (Improving Vocabulary Skills)
Length of
Unit
One Week
KY CORE
ACADEMIC
STANDARDS
LA-11-1:
Demonstrate a command
of the conventions of
standard English grammar
and usage when writing or
speaking.
Rowan County Senior High School
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
1.
Instruction will use the
software entitled,
“Freedom to Learn . . .
Your Way! ACT
PowerPrep” from
eKnowledge.
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Rev. 10/11
Rowan County Senior High School
ENG III: The Cultural Impact
Part B
Page 11