Midland Independent School District
11th Grade English III
Year at a Glance
Semester 1 – First Six Weeks and ½ of Second Six Weeks
Reading/Literature
 Use a flexible range of metacognitive reading skills to understand an author’s message.
 Apply earlier standards with greater depth in increasingly more complex texts to become a selfdirected and critical reader.
 Reflect on understanding to monitor comprehension (asking questions, summarizing,
synthesizing, making connections, and creating sensory images
 Read and analyze at least one novel or major work
 Read from various genres including short stories, poetry, drama, and nonfiction from early
American literature, 1620 – 1800
 Read from varied sources emphasizing literary elements including theme, plot, allusions, setting,
characterization, conflict, point of view, mood, irony, sarcasm, paradox, syntax, diction, author’s
purpose, historical context, rhetorical techniques, organizational patterns, and figurative
language
Vocabulary
 Direct word study from Greek and Latin vocabulary list
 Word study from literary sources in conjunction with class reading
 Use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part
of speech of words
Writing
 Review the various steps of the writing process including planning, drafting, revising, editing,
and publishing
 Use a variety of sentence structures and transitions to create effective writing
 Produce one multi-paragraph composition which has been taken through all of the steps of the
writing process
 Write an analytical essay
 Write an interpretation of a text
 Write a persuasive essay
Oral & Written Conventions
 Use a variety of correctly structured sentences (simple, compound, complex, compoundcomplex)
 Correctly and consistently use conventions of punctuation, capitalization, and spelling
Research
 Explore relevant sources, analyze sources and collect information on varied topics
 Organize, synthesize, and present ideas and information according to the purpose of the
research and audience
Listening and Speaking
 Use comprehension skills to listen attentively to others
 Speak clearly and to the point, using the conventions of language
 Work productively with others in collaborative teams
 Participate productively in discussions
 Listen responsively, take notes, and ask questions
 Evaluate a speech
TEKS:
Reading: 2A, B, C,3, 4, 5A, B, C, D; 6, 7, 8, 9A, B, C, D, Fig. 19
Vocabulary: 1 A, B, E
Writing: 13A, B, C, D, E, 15A,C, 16A, B, C, D, E, F
Conventions: 17A, B, 18, 19
Research: 20A,B, 21A,B,C, 22A,B,C, 23A,B,C D,E
Listening: 24A,B, 26
Students should write and read (or be read to) on a daily basis.
Please refer to the district’s book list or AP/PreAP list when selecting class novels or major works.
Please refer to the scope and sequence document for specific instructional guidelines and resources.
Midland Independent School District
11th Grade English III
Year at a Glance
Semester 1 – Second ½ of Second Six Weeks and Third Six Weeks
Reading/Literature
 Use a flexible range of metacognitive reading skills to understand an author’s message.
 Apply earlier standards with greater depth in increasingly more complex texts to become a selfdirected and critical reader.
 Reflect on understanding to monitor comprehension (asking questions, summarizing,
synthesizing, making connections, and creating sensory images)
 Read and analyze at least one novel or major work
 Read from various genres including short stories, poetry, drama, and nonfiction from American
literature, 1800 - 1865
 Read from varied sources emphasizing literary elements including theme, plot, allusions, setting,
characterization, conflict, point of view, mood, irony, sarcasm, paradox, syntax, diction, author’s
purpose, historical context, rhetorical techniques, organizational patterns, and figurative
language
 Summarize a text without taking a position
 Analyze the tone and structure of a persuasive text
Vocabulary
 Direct word study from Greek and Latin vocabulary list
 Word study from literary sources in conjunction with class reading
 Use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part
of speech of words
Writing
 Review the various steps of the writing process including planning, drafting, revising, editing,
and publishing
 Produce one multi-paragraph composition which has been taken through all of the steps of the
writing process
 Write an analytical essay
 Write an interpretation of a text
 Write a persuasive essay
 Produce a multimedia presentation
 Write a poem
Oral & Written Conventions
 Use a variety of correctly structured sentences (simple, compound, complex, compoundcomplex)
 Correctly and consistently use conventions of punctuation, capitalization, and spelling
Research
 Explore relevant sources, analyze sources and collect information on varied topics
 Organize, synthesize, and present ideas and information according to the purpose of the
research and audience
Listening and Speaking
 Use comprehension skills to listen attentively to others
 Speak clearly and to the point, using the conventions of language
 Work productively with others in collaborative teams
 Participate productively in discussions
 Listen responsively, take notes, and ask questions
TEKS:
Reading: 2A,B,C,3, 4, 5A,B,C,F,6,7, 8,9A,B,C,D,10A,B, Fig. 19
Vocabulary: 1A,B,E
Writing: 13A,B,C,D,E,14B,15A,C,D,16A,B,C,D,E,F
Conventions: 17B, 18, 19
Research: 20A,B, 21A,B,C, 22A,B,C, 23A, B,C,D,E
Listening: 24A, 26
Students should write and read (or be read to) on a daily basis.
Please refer to the district’s book list or AP/PreAP list when selecting class novels or major works.
Please refer to the scope and sequence document for specific instructional guidelines and resources.
Midland Independent School District
11th Grade English III
Year at a Glance
Semester 2 – Fourth Six Weeks and ½ of Fifth Six Weeks
Reading/Literature
 Use a flexible range of metacognitive reading skills to understand an author’s message.
 Apply earlier standards with greater depth in increasingly more complex texts to become a selfdirected and critical reader.
 Reflect on understanding to monitor comprehension (asking questions, summarizing,
synthesizing, making connections, and creating sensory images
 Read and analyze at least one novel or major work
 Read from various genres including short stories, poetry, and nonfiction from early American
literature, 1865 – 1950
 Read from varied sources emphasizing literary elements including theme, plot, allusions, setting,
characterization, conflict, point of view, mood, irony, sarcasm, paradox, syntax, diction, author’s
purpose, historical context, rhetorical techniques, organizational patterns, and figurative
language
Vocabulary
 Direct word study from Greek and Latin vocabulary list
 Word study from literary sources in conjunction with class reading
 Use a dictionary or thesaurus to determine the meaning
 Complete analogies
Writing
 Review the various steps of the writing process including planning, drafting, revising, editing,
and publishing
 Use a variety of sentence structures and transitions to create effective writing
 Produce one multi-paragraph composition which has been taken through all of the steps of the
writing process
 Write an analytical essay
 Write an interpretation of a text
 Write a persuasive essay
Oral & Written Conventions
 Use a variety of correctly structured sentences (simple, compound, complex, compoundcomplex)
 Correctly and consistently use conventions of punctuation, capitalization, and spelling
Research
 Explore relevant sources, analyze sources and collect information on varied topics
 Organize, synthesize, and present ideas and information according to the purpose of the
research and audience
Listening and Speaking
 Use comprehension skills to listen attentively to others
 Speak clearly and to the point, using the conventions of language
 Work productively with others in collaborative teams
 Participate productively in discussions
 Listen responsively, take notes, and ask questions
TEKS:
Reading: 2A,B,C, 3, 5A,B,C,D, 6, 7, 8, 9C,10 A,B, Fig. 19
Vocabulary: 1A, B, C, E
Writing: 13A,B,C,D,E, 15A,C, 16A,B,C,D,E,F
Conventions: 17B, 18, 19
Research: 2-A,B, 21A,B,C, 22A,B,C, 23A,B,C,D,E
Listening: 24A, 26
Students should write and read (or be read to) on a daily basis.
Please refer to the district’s book list or AP/PreAP list when selecting class novels or major works.
Please refer to the scope and sequence document for specific instructional guidelines and resources.
Midland Independent School District
11th Grade English III
Year at a Glance
Semester 2 – Second ½ of Fifth Six Weeks and Sixth Six Weeks
Reading/Literature
 Use a flexible range of metacognitive reading skills to understand an author’s message.
 Apply earlier standards with greater depth in increasingly more complex texts to become a selfdirected and critical reader.
 Reflect on understanding to monitor comprehension (asking questions, summarizing,
synthesizing, making connections, and creating sensory images
 Read and analyze at least one novel or major work
 Read from various genres including short stories, poetry, drama, and nonfiction from American
literature, 1950 - present
 Read from varied sources emphasizing literary elements
 Emphasis on media literacy
 Analyze a procedural text
 Translate graphic information
Vocabulary
 Direct word study from Greek and Latin vocabulary list
 Word study from literary sources in conjunction with class reading
 Use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part
of speech of words
 Use knowledge of cognates in different languages and word origins
Writing
 Review the various steps of the writing process including planning, drafting, revising, editing,
and publishing
 Produce one multi-paragraph composition which has been taken through all of the steps of the
writing process
 Write a documented research paper (this may begin in the fifth six weeks)
 Write a work-related document
 Write a story or script
 Produce a multimedia presentation
Oral & Written Conventions
 Use a variety of correctly structured sentences (simple, compound, complex, compoundcomplex)
 Correctly and consistently use conventions of punctuation, capitalization, and spelling
Research
 Explore relevant sources, analyze sources and collect information on varied topics
 Organize, synthesize, and present ideas and information according to the purpose of the
research and audience
Listening and Speaking
 Use comprehension skills to listen attentively to others
 Speak clearly and to the point, using the conventions of language
 Work productively with others in collaborative teams
 Participate productively in discussions
 Listen and ask questions
 Give a speech
TEKS:
Reading: 2A,B C, 5A,B,C,D, 6, 7, 8, 9A,C, 10A,B, 11A,B, 12A,B,C,D, Fig. 19
Vocabulary: 1A, B, D, E
Writing: 13A,B,C,D,E, 14A,C, 15B,
Conventions: 17B, 18, 19
Research: 20A,B, 21A,B,C, 22A,B,C, 23A,B,C,D,E
Listening: 24A,B, 25, 26
Students should write and read (or be read to) on a daily basis.
Please refer to the district’s book list or AP/PreAP list when selecting class novels or major works.
Please refer to the scope and sequence document for specific instructional guidelines and resources.