Mrs. Gallos
English 3
Unit 1 Introduction
Do you enjoy travel and adventure? Does visiting places you have never visited before bring you a rush of excitement?
What experiences have you had outside of your home town? The earliest Americans were certainly adventurers, often
leaving behind lives of comfort and stability and setting forth to a new, uncharted land to establish a new life. In this
Unit, you will learn about the early Americans throughout three lessons. Lesson 1 will examine Native American
mythology. In lessons 2 and 3, you will see the journals and poetry of the most prominent writers of the 17th century.
What do you appreciate most about modern America? Cable television? Super size grocery chains? Expansive shopping
malls? In the 21st century, with bustling streets, fast food chains, glitzy shops, and 24 hour access to technology and
information, it's hard to imagine when American was once a sparsely populated, naturally majestic landscape. It was that
way just over 400 years ago when the first European settlers arrived in the hopes of finding a land to practice their
religion freely. But long before they arrived, Native American tribes were already sowing the seeds of the American
spirit. In this unit, you will discover the early Americans - from the Native American tribes to the European settlers and learn about the literary contribution and influence they still have on our language today. The common theme that
resonates is spiritual purpose and survival, and you will see this in the myths of the Native Americans, the journals of the
first European explorers, and in the poetry of the devout Puritan settlers.
Essential Question
As you discover this unit, reflect on this essential question: Why do people explore new worlds?
Common Core Objectives for Unit 1
Common Core Standards covered in Unit 1:
RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful.
RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
RI.11–12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
SL.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
L.11–12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
RL 4
1. I can determine the complete meaning of words and phrases used in a text.
2. I can analyze the effect of word choices on the meaning and tone of a text.
1. I can demonstrate knowledge of foundational works of American literature.
2. I can compare how two or more texts from the same period treat similar themes or topics.
1. I can determine an author’s point of view or purpose.
2. I can determine the effectiveness of rhetoric in a text.
3. I can analyze how style and content contribute to the overall text
1. I can write informative/explanatory texts.
2. I can examine complex ideas, concepts, and information.
3. I can convey complex ideas, concepts, and information.
A
1. I can introduce a topic.
2. I can organize complex ideas, concepts, and information to create a unified whole.
3. I can include formatting, graphics, and multimedia when useful.
B
1. I can select the most relevant facts, definitions, details, quotations, and other information to
develop the topic thoroughly.
C
1. I can use appropriate and varied transitions to link major sections of the text.
2. I can create cohesion.
3. I can clarify the relationships between complex ideas and concepts.
D
1. I can use precise language and vocabulary to match the topic.
2. I can use writing devices to clarify or explain the topic.
E
1. I can establish a formal style and objective tone.
2. I can maintain a formal style and objective tone.
3. I can adhere to the norms and conventions of writing.
F
1. I can provide a conclusion that follows form and supports the presented argument.
1. I can initiate a range of collaborative discussions.
2. I can participate in a range of collaborative discussions.
3. I can build on others’ ideas.
4. I can express my own ideas clearly and persuasively.
1. I can understand how language functions in different contexts.
2. I can make effective choices for meaning or style in these contexts.
3. I can comprehend more fully when reading or listening.
A
1. I can consult references as needed.
2. I can vary sentence structure for effect.
3. I can use syntax to better understand complex texts when reading.
RL 9
RI 6
W2
SL 1
L3
Literary terms/devices:
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Allegory
Anaphora
Apostrophe
Catalogue
Conceit
Covenant of grace
Didactic prose
The Great Awakening
Idealism
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Oxymoron
Parallelism
Persuasive appeals
Pragmatism
Repetition
Rhetorical Question
Sermon
Lyric poetry