English III Year-At-A Glance (SAMPLE)
Dear Teachers,
This document is a draft of an LPSS Year-at-a-Glance that includes sample anchor texts and related texts for four modules at one grade
level. Other documents in this folder contain similar samples for the other grades in the 6-12 range. You received a link to the entire folder
because conversations between teachers of all grade levels are critically important in this process of aligning our curriculum to the Common
Core State Standards, so it may be useful to glance through all grade level samples.
These LPSS samples reflect the hard work of a great many classroom teachers who studied LPSS texts and resources, analyzed LDOE
modules, and collaborated with other teachers from across the parish with the goal of creating text sets that match the needs and resources of
LPSS. Teachers from every middle and high school were invited to participate in this work, and every school was invited to submit a list of
resources to aid in the work.
These documents are works in progress, and while you may begin the process of getting ready for the 2013-2014 school year, please
note that revisions are ongoing. We are soliciting your feedback about any aspect of these drafts and particularly welcome your suggestions for
related texts of the informational variety and for those located within the grade-level textbook. The inclusion of a text within Appendix B of the
CCSS or as the anchor text of an LDOE module disqualifies that text for use at an alternate grade level as an LPSS anchor text. A protocol for
substitution of text sets is located in this folder and will aid schools in developing school-specific text sets.
When purchasing resources for a particular grade level, please refer to Appendix B of the CCSS, the LDOE samples, and the LPSS sample
drafts. Middle school teachers should also consult the LDOE 4th and 5th grade samples to prevent the overlapping of texts with lower grade
levels.
Please contact one of the lead teachers with your feedback!
Laurie Godshall
337-296-4126
lcgodshall@lpssonline.com
5/20/13 SAMPLE DRAFT
Libby Nehrbass
337-298-0387
esnehrbass@lpssonline.com
Michelle Salts
337-303-4517
dmsalts@lpssonline.com
English III Year-At-A Glance (SAMPLE)
Purpose of
Planning
Build students’
knowledge:
Illustrate how
knowledge builds
through texts
within and across
grades
Increase text
complexity1:
Illustrate how text
complexity
increases within
and across grades
Unit One
Unit Two
Unit Three
Thornton Wilder’s Our Town
and/or Arthur Miller’s The
Crucible
Students will learn more about
the founding ideals of our
country and consider how
those ideals have evolved over
time. Students will explore the
concepts of tradition and
change, communities versus
individuals, and how obligation
to moral or social justice
compels people to act, whether
consciously or unconsciously.
The Scarlet Letter, Nathaniel
Hawthorne (Literary, Appendix
B Exemplar)
Students will explore the role
and impact religion had on the
establishment of the American
colonies and its continued
influence throughout the
formation of the American
identity.
These anchor texts are
exemplars from Appendix B.
They are not only challenging,
but also will require additional
scaffolding because we are
showing how the American
ideal has evolved throughout
our American history.
These anchor texts are
exemplars from Appendix B.
They are not only challenging
but also will require additional
scaffolding because each work
reveals complex meaning and
features of the text, making
them appropriate for the 11thCCR grade.
Ernest Hemingway’s A Farewell
to Arms and Stephen Crane’s
Red Badge of Courage
Students will examine various
definitions of heroism within
the scope of American
literature. They will explore
different perspectives and
consider the motivation of how
society defines a hero at
different points in history. This
unit reflects the spirit of selfdiscovery, as well as unwitting
confidence that is prominent in
American literature.
Some of the literary texts dip
below the 11th-CCR grade band;
however, the complex meaning
and features of the texts make
them appropriate for the 11CCR grade band. Students
should demonstrate the ability
to read that text
independently.
1
Unit Four
F. Scott Fitzgerald’s The
Great Gatsby
Students will learn about
the American Dream and
explore the ideas through
various texts. They will
explore how foundational
American literature treats
the topic and consider
different perspectives.
These anchor texts are
exemplars from Appendix
B. They are not only
challenging but also will
require additional
scaffolding because we
are showing how the
American Dream is
evident in much of our
American literary canon.
By the end of grade 11, students should demonstrate the ability to read texts in the 11-CCR grade band proficiently, which scaffolding as needed at the high end of the range
(RL.11-12.10, RI.11-12.10). This plan provides direction for whole-class instruction with opportunities for student collaboration and rereading. Support for students outside of
whole-class instruction should build student proficiency with reading grade-level texts. This might involve: for weaker readers—continued fluency work and reading of easier,
related texts to support, not substitute or replace, the whole-class text; for on-level readers—continued support for students in reading the whole-class text (i.e., additional
readings of specific passages with text-dependent questions); or, for advanced readers—extension work with more challenging texts. Students should also engage in regular
independent reading of self-selected texts.
5/20/13 SAMPLE DRAFT
English III Year-At-A Glance (SAMPLE)
Integrate
standards around
texts:
Provide multiple
opportunities for
students to
develop their
literacy
The PARCC Model Content Frameworks provide an overview of how the standards can be integrated and centered around the reading of
complex texts. The frameworks include:
 A sample visual of how a year might be organized,
 An overview of the Common Core State Standard expectations in grade 11,
 Writing standards progression from grades 9-10 to grades 11-12, and
 Speaking and Listening standards progression from grades 9-10 to grades 11-12.
The plan below provides a sample of the specific year-long content for English III based on the PARCC Model Content Frameworks.
5/20/13 SAMPLE DRAFT
English III Year-At-A Glance (SAMPLE)
Unit One
Unit Theme:
Emphasis on
founding ideals of
our country and
how ideals have
evolved over time.
Exploration of
tradition and
change,
communities
versus individuals.
Anchor Text:
Thornton
Wilder’s Our
Town and/or
Arthur Miller’s
The Crucible
Text Complexity
Rationale:
These anchor
texts are
exemplars from
Appendix B.
They are not
only challenging,
but also will
require
additional
scaffolding
because we are
showing how the
American ideal
has evolved
throughout our
American
history.
5/20/13 SAMPLE DRAFT
Related Texts
Literary Texts
 The Adventures of Huckleberry Finn, Mark Twain
 “I Hear America Singing,” Walt Whitman
 “Mending Wall,” Robert Frost (Appendix B)
 “A Rose for Emily,” William Faulkner
 selected poems of Langston Hughes
 “Silk Stockings” and/or “The Story of an Hour,” Kate
Chopin
 “This is my letter to the World,” Emily Dickinson
Informational Texts
 Declaration of Independence, Thomas Jefferson (Appendix
B) and Common Sense, Thomas Paine (Appendix B)
 “Civil Disobedience,” Henry David Thoreau and “SelfReliance,” Ralph Waldo Emerson
 Excerpts from Bowling Alone, Robert Putnam
 Pages 21-26 of “Individual and Community: Creating
Common Purpose” from Civic Revolutionaries: Igniting the
Passion for Change in America’s Communities, Douglas
Henton, John G. Melville, and Kimberly A. Walesh
 “Letter from a Birmingham Jail,” Martin Luther King
 Excerpt from Frederick Douglass’s Autobiography of
Frederick Douglass and “My Bondage and My Freedom”
Nonprint Texts (Media, Website, Video, Film, Music, Art, Graphics)
 Excerpts from film Huckleberry Finn
 Audio of “Gettysburg Address” (AmericanRhetoric.org)
Building Student Knowledge
(Summary of Unit Focus)
Possible Common Core
State Standards
Students will learn more about
the founding ideals of our
country and consider how those
ideals have evolved over time.
Students will explore the
concepts of tradition and change,
communities versus individuals,
and how obligation to moral or
social justice compels people to
act, whether consciously or
unconsciously.
Reading
Literature: 11-12, 1-10 (not
8)
Sample Research
Students will write a critical
essay/literary analysis on one of
the literary texts in the set. They
research literary criticism on the
text, develop a thesis, and defend
their claims using evidence.
Another option: Students will
examine how a character in one
of the literary texts displays the
values of one of the
informational texts. Then they
will write an argumentative essay
in which they make a claim about
the character and defend the
claim with evidence.
Informational: 11-12, 1-10
(not 7)
Writing
11-12, 1-10 (not 2)
Speaking and Listening
11-12, 1a-d
Language
11-12, 1-6
English III Year-At-A Glance (SAMPLE)
Possible Teacher Resources
Civil Disobedience Harold Bloom
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards.
While not all the CCSS will be formally assessed statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for
students to meet the expectations of the assessed standards. Additional information and specific examples are available in the Assessment Guidance
document.
5/20/13 SAMPLE DRAFT
English III Year-At-A Glance (SAMPLE)
Unit Two:
Unit Theme:
Students will explore
the role and impact
religion had on the
establishment of the
American colonies and
its continued influence
throughout the
formation of the
American identity.
Anchor Text:
Nathaniel
Hawthorne’s The
Scarlet Letter
Related Texts
Literary Texts
 Inherit the Wind, Jerome Lawrence and
Robert Edwin Lee
 “The Devil and Tom Walker,” Washington
Text Complexity
Irving
Rationale: These
 “The Minister’s Black Veil,” Nathaniel
anchor texts are
Hawthorne
exemplars from
 “On Being Brought from Africa to America,”
Appendix B. They are
Phillis Wheatley
not only challenging
 “Thanatopsis,” William Cullen Bryant
but also will require
 Selected poems of Emily Dickinson (“Because
additional scaffolding
I could not stop for Death,” “I heard a Fly
because each work
buzz when I died,” and “Apparently with no
reveals complex
Surprise”
meaning and
 “Design,” Robert Frost
features of the text,
Informational Texts
making them
 “The Life of Olaudinah Equiano”
appropriate for the
 Possible resources: “First Amendment: Free
11th-CCR grade.
Exercise Clause” and “Religion and the
Founding of the American Republic” (found in
the Possible Teacher Resources)
 Abraham Lincoln’s second inaugural address




5/20/13 SAMPLE DRAFT
John Brown’s speech to the court at his trial
“Models of Christian Charity” Jonathan
Winthrop
Excerpt from “Sinners in the Hands of an
Angry God,” Jonathan Edwards
“Volume II, Chapter V: How Religion in the
Building Student
Knowledge (Summary of
Unit Focus)
Students will explore the
role and impact religion
had on the establishment
of the American colonies
and its continued
influence throughout the
formation of the
American identity.
Foundational literary
works, speeches, and
documents illustrate the
nature of religious
influence on periods in US
history, and other
informational texts
provide students the
opportunity to discuss the
nature of religious
influence in modern
America.
Sample Research
Students will investigate
challenges to and the
limits of the “Free
Exercise Clause” of the
First Amendment to the
Constitution of the U.S.
They will select a topic
Possible Common Core
State Standards
Reading
Literature: 11-12, 1-10
(not 8)
Informational: 11-12, 110 (not 7)
Writing
11-12, 1-10 (not 2)
Speaking and Listening
11-12, 1a-d
English III Year-At-A Glance (SAMPLE)



United States Avails Itself of Democratic
Tendencies” from Democracy in America,
Alexis de Tocqueville (Appendix B)
Wisconsin v. Yoder (No. 70-110), Supreme
Court of the United States
“John Brown’s Speech to the Court at his
Trial”, John Brown
“’Nones’ on the Rise,” The Pew Forum on
Religion & Public Life (October 9, 2012)
Nonprint Texts (Media, Website, Video, Film, Music,
Art, Graphics)
 Audio of “Sinners at the Hands of an Angry
God” (YouTube)
 Negro Spirituals (audio—also YouTube)
 Chief Seattle’s Oration 1854 (YouTube)
that examines the role of
religion in America (e.g.,
Supreme Court cases over
religious matters,
separation of church and
state, role of religion in
historical events, religious
cults, etc.) and then write
a report that first explains
their topic and then
defends or disputes the
importance of the “Free
Exercise Clause” of the
First Amendment of the
Constitution of the U.S.
Language
11-12, 1-6
Possible Teacher Resources
The following are some possible student resources for research topics and information:
“First Amendment: Free Exercise Clause (1791),” Bill of Rights Institute; “The Church in the Southern Black Community” from Documenting the
American South, The University of North Carolina at Chapel Hill; “A Summary of Native American Religions,” David Ruvolo; “Religion and the
Founding of the American Republic,” Library of Congress; “Politics and Economy: God and Government” from NOW with David Brancaccio, PBS;
“The Bill of Rights Legacy” from Creating the United States, Library of Congress; “Divining America: Religion in American History” from
TeacherServe, National Humanities Center
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While not all the CCSS
will be formally assessed statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for students to
meet the expectations of the assessed standards. Additional information and specific examples are available in the Assessment Guidance
document.
5/20/13 SAMPLE DRAFT
English III Year-At-A Glance (SAMPLE)
Unit Three:
Unit Theme:
Students will
examine various
definitions of
heroism within
the scope of
American
literature.
Anchor Text:
Ernest Hemingway’s A
Farewell to Arms and
Stephen Crane’s Red Badge
of Courage
Text Complexity Rationale:
Some of the literary texts
dip below the 11th-CCR
grade band; however, the
complex meaning and
features of the texts make
them appropriate for the
11-CCR grade band.
Students should
demonstrate the ability to
read that text
independently.
5/20/13 SAMPLE DRAFT
Related Texts
Literary Texts
 Song of Myself #33 and “Sight in Camp,”
Walt Whitman
 “the Gift Outright,” Robert Frost
 “Part 1: The Wild Land,” O Pioneers!
Willa Cather
 “Chapter 8,” “Chapter 24,” “Chapter 26,”
“Chapter 27,” “Chapter 28, and “Chapter
42” from Roughing It, Mark Twain
 “the Luck of Roaring Camp,” Bret Harte
 “Mystery of Heroism,” Stephen Crane
 “Soldier’s Home,” Ernest Hemingway
 “A Worn Path,” Eudora Welty
 “The Secret Life of Walter Mitty,” James
Thurber

Informational Texts
 Chief Joseph’s “I Will Fight No More”
 News article on Harriet Tubman from
Commonwealth and Freeman’s Record
“The Most Remarkable Woman of This
Age”
 “Incidents in the Life of a Slave Girl,”
Harriet Jacobs
 Black Boy, Richard Wright
 “The West: its Mythmakers and
Archetypes”—English textbook, p. 752
 “the Girl Who Wouldn’t Talk” from the
Woman Warrior, Maxine Hong Kingston
Building Student Knowledge
(Summary of Unit Focus)
Students will examine various
definitions of heroism within
the scope of American
literature. They will explore
different perspectives and
consider the motivation of
how society defines a hero at
different points in history.
This unit reflects the spirit of
self-discovery, as well as
unwitting confidence that is
prominent in American
literature.
Sample Research
Students will investigate
various characteristics of how
society, as well as literature,
defines a hero. Research will
be presented to the class via
Powerpoint or other mediabased presentations.
Students will use the research
process to locate and organize
information from a variety of
print or electronic resources
and document sources used in
standard format for
Possible Common Core
State Standards
Reading
Literature: 11-12, 1-10
(not 8)
Informational: 11-12, 110 (not 7)
Writing
11-12, 1-10 (not 2)
Speaking and Listening
11-12, 1a-d
Language
11-12, 1-6
English III Year-At-A Glance (SAMPLE)

William Faulkner’s Nobel Prize
Acceptance Speech
acknowledgement (MLA).
Nonprint Texts (Media, Website, Video, Film,
Music, Art, Graphics)
 Interview “Men at War: An Interview
with Shelby Foote” Ken Burns
 Biography.com—war heroes
 American Progress, John Gast (art) and
an explanation
 Rosie the Riveter--poster
 Washington Crossing the Delaware,
Emanuel Leutze
 Bucking, Newell Wyeth
 The Last of the Mohicans, Newell Wyeth
 American Marines Raising American Flag
at Suribachi, Iwo Jima, Joel Rosenthal
(photojournalist)
Possible Teacher Resources
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While not all the CCSS
will be formally assessed statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for students to
meet the expectations of the assessed standards. Additional information and specific examples are available in the Assessment Guidance
document.
5/20/13 SAMPLE DRAFT
English III Year-At-A Glance (SAMPLE)
Unit Four:
Anchor Text:
F. Scott Fitzgerald’s The Great
Gatsby
Unit Theme:
American
Dream
Text Complexity Rationale: These
anchor texts are exemplars from
Appendix B. They are not only
challenging but also will require
additional scaffolding because we
are showing how the American
Dream is evident in much of our
American literary canon.
Related Texts
Literary Texts
 “Speaking of Courage,” Tim
O’Brien
 “Contents of the Dead Man’s
Pocket,” Jack Finney
 “The Egg,” Sherwood Anderson
 Teacher-selected poems by various
Harlem Renaissance writers
including Langston Hughes, Rita
Dove, Billy Collins, and Countee
Cullen
Informational Texts
 The American Dream: A Short
History of an Idea that Shaped a
Nation, Jim Cullen
 Volume II: Chapter XIII, Why the
Americans are so Restless in the
Midst of Their Prosperity,” Alexis
de Tocqueville (Appendix B)
 “A Quilt of a Country,” anna
Quindlen (Appendix B)
 Robert E. Lee’s Letter to his Son
 Abigail Adams Letter to John
Adams
 “Dust Tracks on a Road,” Zora
Neale Hurston’s
 “The Fallacy of Success,” G.K.
Chesterton

5/20/13 SAMPLE DRAFT
“In Search of Our Mothers’
Building Student Knowledge
(Summary of Unit Focus)
Students will learn about the
American Dream and explore
the ideas through various
texts. They will explore how
foundational American
literature treats the topic and
consider different
perspectives.
Sample Research
Students will independently
research a topic of their
choice related to the
American Dream. They will
write an essay and then create
a multimedia presentation for
the class. As part of the
presentation, each student
presenter should develop
discussion questions about
the presentation and topics
presented and lead a
discussion of the class.
Students will evaluate the
student presenters for the
quality of the research,
explanation and support of
the stance, rhetoric, and
presentation.
Possible Common Core
State Standards
Reading
Literature: 11-12, 1-10
(not 8)
Informational: 11-12, 110 (not 7)
Writing
11-12, 1-10 (not 2)
Speaking and Listening
11-12, 1a-d
Language
11-12, 1-6
English III Year-At-A Glance (SAMPLE)

Gardens,” Alice Walker
“Straw into Gold,” Sandra Cisneros
Nonprint Texts (Media, Website, Video,
Film, Music, Art, Graphics)
 “Grad Who Beat the Odds Asks,
Why Not the Others?” Claudio
Sanchez (audio—You Tube)
 “American Dream Faces Harsh
New Reality” Ari Shapiro (audio—
YouTube)
 “Hollywood Dreams of Wealth,
Youth, and Beauty” Bob Mondello
(audio—YouTube)
 Teacher-selected art and music
from the Harlem Renaissance
Possible Teacher Resources
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While not all the CCSS
will be formally assessed statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for students to
meet the expectations of the assessed standards. Additional information and specific examples are available in the Assessment Guidance
document.
5/20/13 SAMPLE DRAFT