Matanuska-Susitna Borough School District
Quarter 2 McDougall Littell- Eng.3
CORE CURRICULUM MAP — ENGLISH 3 QUARTER 2 – UNITS 3 & 4
FROM ROMANTICISM TO REALISM & REGIONALISM AND NATURALISM
SUGGESTED LITERATURE CHOICES: THE ADVENTURES OF HUCKLEBERRY FINN, MY ANTONIA, THE INCIDENTS IN THE LIFE OF A SLAVE GIRL, WALDEN
RECOMMENDED WRITING CHOICES: CULTURAL CONTEXT PAPER, NARRATIVE ESSAY (COLLEGE APPLICATION ESSAY)
***SUGGESTED INSTRUCTIONAL MATERIAL AND ASSESSMENTS ARE RECOMMENDED, NOT REQUIRED. NOVELS, AS WELL AS OTHER APPROPRIATE LITERARY SELECTIONS
AND MATERIALS, CAN BE USED TO MEET OBJECTIVES.***
Reading: Forming a General
Understanding
CONCEPT
Compare/Con
trast Main
Ideas
ENG3.FGU2: Assess
and select passages
during or after reading
to identify key
concepts, issues and
principles in order to
make connections
within/among texts and
to question the text.
[CBS] R4.2-2.4 (29)
Bloom’s Taxonomy:
Evaluation
ML – McDougal Littell Text Book
RM – Resource Manager
SLF – Standards Lesson File
6/10/10
INSTRUCTIONAL
MATERIAL
ALIGNMENT
OBJECTIVES




ML “The Law of Life” 
(744-754)
ML “The Open Boat”
(710-737)

ML “From
Romanticism to
Realism” (494-507)
ML “Regionalism and
Naturalism 1870-1910”
(619-633)
ASSESSMENT
TEACHER REFLECTIONS
“The Law of
Life” RM Unit 4
(197 199, 205)
“The Open Boat”
RM Unit 4 (155)
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Matanuska-Susitna Borough School District
Connects
Information
Main Ideas
ENG3.FGU4:
Incorporates relevant
prior knowledge and
experiences to extend
and elaborate the
meaning of events, key
ideas, main ideas,
supporting ideas, and
themes in texts.
[CBS] R4.5-1.4 (35),
R2.1-2.4 (13), R4.1-1.2
(26)
Bloom’s Taxonomy:
Synthesis

ENG3.FGU5: Criticize
author’s main idea with
supporting ideas.
Analyze the ideas for
validity and relevance.
Analyze the author’s
use of evidence and
argument.
[CBS] R1.3-4.5 (9)
Bloom’s Taxonomy:
Evaluation

ML – McDougal Littell Text Book
RM – Resource Manager
SLF – Standards Lesson File
6/10/10



Quarter 2 McDougall Littell- Eng.3
ML “I Hear America
Singing” (510)
ML “Song of Myself”
(512-515)
ML “Life on the
Mississippi” (650-657)

ML “The Gettysburg
Address” (562-564)
ML “The
Emancipation
Proclamation” (566567




SLF RIT Lesson
8
SLF RIT Lesson
9
SLF RIT Lesson
4
SLF RIT Lesson
5
“Gettysburg/Procl
amation” RM
Unit 3 (109, 111)
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Matanuska-Susitna Borough School District
Reading: Analysis of Content & Structure
Content of
Structure of
Genre
Differentiate
Fact/Opinion
ENG3.ACS2: Analyze
how author creates
special effects and
purposes using literary
devices
(understatements,
mood, allusion,
allegory, paradox,
irony, tone).
[CBS] R3.-2. (23)
Bloom’s Taxonomy:
Analysis


ML “ A Wagner
Matinee” (694-703)

ML “The Story of an
Hour” (760-763)

Select Emily Dickinson
Poems (526-533)
ENG3.ACS6: Analyzes
how multiple characters
acting as narrators,
each with a limited and
possibly unreliable
narrative perspective,
influence the
interpretation of events,
characters, and themes.
[CBS] R1.2-5.5 (7)
Bloom’s Taxonomy:
Analysis

ML “An Occurrence at
Owl Creek Bridge”
(582-592)
ML “The Yellow
Wallpaper” (768-783)
Novel Unit

ENG3.ACS7.5: Analyze
and evaluates author’s
knowledge of the
intended audience and
how the text
corresponds to the
author’s purpose for
writing.
[CBS] R3.1-1.6 (21)
Bloom’s Taxonomy:
Evaluation

ML “Beat! Beat!
Drums!” (517)
ML Narrative of the
Life of Frederick
Douglass (538-547)

ML – McDougal Littell Text Book
RM – Resource Manager
SLF – Standards Lesson File
6/10/10
Quarter 2 McDougall Littell- Eng.3






“A Wagner
Matinee” RM
Unit 4 (121)
SLF L Lesson 30,
32, 34, 36, 42, 43
“An Occurrence
at Owl Creek
Bridge” RM Unit
3 (151)
“The Yellow
Wallpaper” RM
Unit 4 (245-247)
SLF RIT Lesson
3
Narrative of the
Life of Frederick
Douglass RM
Unit 3 (67)
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Developed by MSBSD English 3 Writing Team
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Writing: Write Using a
Variety of Forms
Writing: Structures and Conventions
Matanuska-Susitna Borough School District
Edits Using
Conventions
Comprehension of Words
ENG3.SC3: Strategically
employ internalized
proofreading strategies
and consult resources
to revise errors in
punctuation, including
punctuation of
quotations.
[CBS] W5.2-1.6 (121),
W5.1-1.6 (119)
Bloom’s Taxonomy:
Evaluation

ENG3.SC6: Select
precise vocabulary to
develop credibility of
voice, to support
interpretation of the
text, and to
communicate
information clearly.
[CBS] W3.2-1.5L (91)
Bloom’s Taxonomy:
Italicized

ENG3.WVF6: Select
conventional
organization structure
to determine content,
represent ideas and
make connections.
[CBS] W2.2.4 (84)
Bloom’s Taxonomy:
Evaluation

ML – McDougal Littell Text Book
RM – Resource Manager
SLF – Standards Lesson File
6/10/10




Quarter 2 McDougall Littell- Eng.3
ML “Preparing to

Publish” (604)
ML “Writing

Workshop” (804-809)
ML “Letter to His Son”
(570)
ML “Speech to the
American Equal Rights
Association” (574)
Cultural Context
Essay
SLF W Lessons
5, 35, 20
ML “More of the
Filibusters Safe” (740)
ML “The Notorious
Jumping Frog of
Calaveras County”
(659)


SLF W Lesson 30
SLF W Lesson 43
ML “The Outcasts of
Poker Flat” (672)

SLF W Research
& Study Skills
Lessons 1, 16
Cultural Context
Paper
SLF W Lesson 17


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Matanuska-Susitna Borough School District
Writes for a
Variety of
Purposes/Exp
ressive
ESSENTIAL
VOCABULARY
ENG3.WVF11: Concoct
and refine a working
interpretation of the text
and use the
interpretation to guide
further analysis of the
text.
[CBS] W2.1-1.6L (83)
Bloom’s Taxonomy:
Synthesis

ML Lake Wobegon
Days (688-691)
ML “April Showers”
(790-802)

Cultural Context
Essay
Unit 3 - Romanticism, Realism, Free Verse, Style, Secondary Sources
Unit 4 - Regionalism, Naturalism, Analogy, Descriptive Language, Irony, Author’s Perspective
ML – McDougal Littell Text Book
RM – Resource Manager
SLF – Standards Lesson File
6/10/10

Quarter 2 McDougall Littell- Eng.3
BPT – Best Practices ToolKit
WS – Write Smart CD
Developed by MSBSD English 3 Writing Team
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