Curriculum Map for Juniors/English III
Teacher: Bowen
School: GHS
Month
Aug.
Sept.
Content
Personal Essay
Name Poetry
“Jabberwocky”
Wrapper Poetry
Unit 1
Encounters and
Foundations to 1800
--“The World on a Turtle’s
Back
--“Upon the Burning of Our
House”
--“The Examination of
Sarah Goode”
--“The Crucible” (written
text)
--The Crucible (video)
Skills
-Review essay writing
guidelines: Intro,
thesis, topic sent.,
supporting details,
transitions, conclusion
- Research the
meaning of names
--Review Elements of
poetry: metaphor,
simile, imagery,
repetition, line, stanza,
rhyme scheme,
--Review parts of
speech: noun,
pronoun, adjective,
adverb, verb,
preposition,
interjection,
conjunction
--Understand &
appreciate a creation
myth.
--Identify cause and
effect
--Understand and
appreciate lyric poetry
and the elements of
poetry: Stanza,
Rhyme Scheme,
Meter, Lines, Rhythm,
mood (FOR ALL
POETRY IN THE
COURSE)
--Clarify meaning of
archaic language and
inverted syntax
--Understand and
appreciate a court
Assessment
--Essay
--Poetry
Essential Questions
--How can reviewing basic
essay writing guidelines and
reviewing parts of speech help
me be a better writer?
Standards
1 A, B, C.
2 A, B
3 A, B
4A
5A
--How can studying fictional
devices help me be successful
in studying literature?
--How does
reviewing/understanding
grammar help me be a better
reader/writer?
--Short answer quizzes
over selected readings.
--Homework questions
over selected readings
--Viewing guide for
video
--How does understanding the
various time periods in
American history help me to
understand the literature that
develops during that era?
1 A, B, C
2 A, B
3A
4A
5B
--How does reading various
pieces/styles of literature from
the different eras in American
history help me understand our
American past?
--How does studying various
pieces of literature help me
understand cultural
beliefs/changes in American
history?
--How does developing my
1
transcript
--Detect bias thru use
of loaded language
and loaded questions
--Understand and
appreciate the
Conventions of drama:
Drama, Tragedy,
Comedy, Act, Scene,
Cast of Characters,
Playwright, Stage
Directions, Dialogue,
Monologue, Soliloquy,
Aside
--Apply the elements
of fiction: Plot,
Setting, Theme,
Conflict, Characters,
Protagonist,
Antagonist, Dramatic
Foil, (FOR ALL
PROSE FICTION IN
THE COURSE)
--Understand and
appreciate a drama
--Understand author’s
use of stage directions
--Use a graphic
organizer to analyze
characters
--Compare/contrast
stage play with video
production
Oct.
Unit 1 cont’d
--from “Sinners in the
Hands of an Angry God”
--from “The Interesting
Narrative of the Life of
Olaudah Equiano”
--Patrick Henry’s “Speech
in the Virginia Convention”
--“The Declaration of
Independence”
--Analyze an 18th
Century sermon
--appreciate author’s
use of persuasive
writing
--understand the use of
ethos and pathos
--analyze emotional
language
--Identify imagery
vocabulary help me be a better
reader and help me understand
what I read?
NOTE: These questions
apply to each unit covered
this year. We don’t study
literature by genre, but by
historical time periods. There
is a mix of fiction, non-fiction,
and poetry spread throughout
the course and the elements of
each genre are
applied/studied for each piece
of literature throughout the
year.
--Artwork of imagery
--Persuasive essay using
rhetorical tools
--Persuasive speech
--Teen Declaration of
Independence.
--Unit test—short
answer, matching
1 A, B, C,
2 A, B
3 A, B
4 A, B
2
Unit 1 continued
--Create artistic
impression of imagery
--Understand and
appreciate a slave
narrative and
autobiography
--Analyze description
and imagery
--Understand a
persuasive speech
--understand the use of
allusion
--analyze the use of
persuasive Rhetoric:
rhetorical questions,
repetition, elevated
language, emotional
appeals, ethical
appeals, logical
appeals
--understand a
historical document,
--recognize examples
of parallelism
--construct meaning
by paraphrasing
UNIT 2
American Romanticism
(to include
Transcendentalism, Antitrans., and Gothic)
--“The Devil and Tom
Walker”
--“A Psalm of Life”
--“To a Waterfowl”
--“Thanatopsis”
--“The Tide Rises
The Tide Falls”
--“The Arsenal at
Springfield”
--“Old Ironsides”
--“The First Snowfall”
--“Self-Reliance”
--“Civil Disobedience”
--Understand the
origins and
characteristics of
Romanticism,
Transcendentalism,
Antitranscendentalism, and
Gothic literature
--Understand and
appreciate a short
story
-apply the elements of
fiction
--Random quizzes over
selected readings.
--Homework quest. Over
selected readings.
--Write a romantic poem
--Write an essay on
favorite aphorism
3
--Id. Imagery
--ID Romantic
characteristics in short
stories
--ID Romantic
elements in poetry
--ID elements of
poetry
--ID characteristics of
transc. In essays and
short stories.
--ID aphorism
Nov.Dec.
Unit 2 continued
--“The Raven”
--“The Fall of the House of
Usher”
--“Dr. Heidegger’s
Experiment”
--“A Rose for Emily”
Jan.Feb
Unit 3
Realism, Regionalism,
Naturalism
--“Jumping Frog of
Calaveras County”
--“The Outcasts of Poker
Flats”
--“To Build a Fire”
--“The Mystery of Heroism”
--“An Occurrence at Owl
Creek Bridge”
--“A Wagner Matinee”
--The Adventures of
Huckleberry Finn
--ID characteristics of
Gothic lit in poetry
and short stories.
--ID and understand
allegory
--Understand sequence
of events
--Understand origins
of realism,
regionalism,
naturalism
--Analyze lit. for
elements of realism,
regionalism,
Naturalism.
--Identify/analyze
various elements of
fiction.
--Apply elements of
fiction to a full length
novel.
--Listen to various
chapts from audio cd.
(while following along
in book)
--Homework questions
on various readings.
--Random quizzes on
selected readings.
--Write a gothic story
--Develop timeline for
events in “Rose”
--Unit Test—short
answer, matching
--Homework questions
on various readings.
--Random quizzes on
selected readings.
--Write alternate ending
for short story
--Write a short story
--Essay on various topics
from novel.
--Unit Test—short
answer, matching
1 A, B, C
2 A, B
3 A, B
4A
1 A, B, C
2 A, B
3 A, B
4A
4
Mar.
--Expository and Persuasive
essay writing practice
--I-Search Paper
April
--Review essay
writing guidelines
--Practice developing
thesis, topic sent,
--Revising
--Peer editing
--Narrowing research
topic
--Taking notes
--Conducting web
searches
--Evaluating web sites
--writing business
letters
--conducting
interviews
--MLA documentation
--quoting,
paraphrasing,
summarizing material
I-Search Paper cont’d
--Review for PSAE
--Unit 4
The Modern Age
--“How it feels to be colored
me”
--“Any Human to Another”
--“The End of Something”
--The Love Song of J.
Alfred Prufrock”
--“Survival in Auschwitz”
--“Death of the Ball Turret
Gunner
--“Why Soldiers Won’t
Talk”
--Expository and
Persuasive essay
--How can researching and
writing a paper help prepare
me for life after high school?
1 A, B, C
2 A, B
3 A, B
4 A, B
5 A, B, C
--Research Paper
--Power point pres.
--Peer eval.
--Review standardized
test taking skills
--ID areas that need
review for test (punct,
grammar, rhetoric,
etc.)
--ID and analyze
various elements of
fiction in short stories,
poems, and a full
length novel.
--ID/analyze purposes
for writing non-fiction.
--Practice tests
--Homework qu. on
various readings
--Quizzes over various
readings
--Create a modern poem
--Essay on various topics
from novel.
--Unit test—short answer
and matching
--How can doing practice
tests help me identify
weaknesses and prepare me
for the PSAE?
1 A, B, C
2 A, B
3 A, B
4 A, B
5
--“Letter from Birmingham
Jail
--“Teenage Wasteland”
--Of Mice and Men
May
Unit 4 Continued.
6