Subject: Combined Curriculum for WRITING and READING
Dates
August
6
Topics
Writing for a
Variety of
Purposes and
Audiences
Core Content
Program of Study
EL-10-WC-S-1
Students will write to
learn by applying
strategies effectively
(e.g., personal journals,
writer’s notebooks)
Course: English III
Essential
Question
Strategies/Activities
What is the

significance of
personal journal
writing?


August
6
August
7
RD-11-4.0.1
Students will evaluate the
content or make
connections as it applies
to students’ lives (text-toself), real-world issues
(text-to-world) or other
texts (text-to-text).
RD-11-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to
answer questions about a
passage
RD-11-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to
How is the Native 
American culture
and beliefs
different than

your own?


What is lost or

gained from

embracing your
cultural heritage?

Journal Entry # 1—Begin
a list of twenty wishes
(This journal may be
entitled Twenty Wishes
or Bucket List or
whatever you choose).
Students share.
What you did over
summer game/get to
know each other
Social contract/ self
motivation and self
control
The Earth on Turtle’s
Back p. 18
When Grizzlies Walked
Upright p. 21
The Navajo origin
Legend p. 24
Museum Indians p. 35
Write a creation myth or
personal essay about
heritage for extra credit
Trickster Tales notes and
Teacher: Miranda Wilson
Assessment
Vocabulary
Reflective
writing
Reader WB pgs.
*****
Class discussion
Origin
myth,
cultural details
Text and board
questions
Personal essay
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
answer questions about a
passage
WR-HS-1.2.2
In Personal
Expressive/Literary
Writing,
Students will
communicate
theme/main idea
through use of
literary elements
appropriate to the
genre:
o Students
will
develop
character
s
(fictional
/nonfictional)
through
emotions
, actions,
reactions
,
descriptio
ns,
thoughts,
or
dialogue
when
Course: English III
Essential
Question
Strategies/Activities

info
Open Response
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
Reader NB p.
*****
Plymouth WS
(skimming for info.
Subjectivity, bias
appropria
te.
o Students
will
develop
plot/story
line
appropria
te to the
form.
Students will develop an
appropriate setting,
mood, scene, image
or feeling.
Students will
incorporate literary
or poetic devices
(e.g., simile,
metaphor,
personification) for
an intentional effect.
Students will incorporate
reflection, insight and
analysis when
appropriate

August
8
RD-11-3.0.3
Students will explain an
author’s position based
on evidence in a
What is the
writer’s purpose
in a historical
narrative?


Catch up Day/animal
charades/ end Native
American unit
The General History of
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
passage.

RD-11-3.0.4
Teacher: Miranda Wilson
Assessment
Virginia p.70
Of Plymouth Plantation
p. 76
In reading)
Define thesis
Compare and Contrast
Literature: p .288, 289
Students will read and
analyze a model of a
compare and contrast
essay. Students
compare and contrast
John Smith’s story to the
movie Pocahontas and
then to the research of
the real story on the
Internet. Students will
prewrite by creating a
Students write
comparison essay
Students will accept or
reject an argument, giving
supporting evidence from
the passage.
RD-11-3.0.2
Students will analyze an
author’s purpose in a
passage
August
11-14
Writing for a
variety of
purposes and
audiences
WR-HS-1.1.3
In Transactive Writing,
 Students will
communicate as an
informed writer to
provide new insight
through informing,
persuading or
analyzing.
 Students will
develop an effective
angle to achieve a
justifiable purpose.
 Students will justify
How can the
same story be
presented in
different ways?



Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
what the reader
should know, do, or
believe as a result of
reading the piece.
 Students will apply
characteristics of the
selected form (e.g.,
letter, feature
article, editorial,
speech, analytical
lab report, historical
journal article,
literary analysis) for
an intentional effect.
 Students will sustain
a suitable tone.
 Students will allow
voice to emerge
when appropriate.
August
15
Developing
Initial
Understanding:
Literary
Passages
RD-11-2.0.5
Students will interpret
concrete or abstract
terms using context from
the passage.
Course: English III
Essential
Question
Strategies/Activities


How does poetry 
and prose differ?


Teacher: Miranda Wilson
Assessment
Vocabulary
working thesis for
comparing the stories.
Students will write a first
draft, supporting their
thesis statement with
examples from the
movie, story, or own
research.
Students will peer
review then revise the
essay accordingly.
Students working in
groups will use a Venn
diagram to compare and
contrast the elements of
poetry and prose.
Students will work in
pairs to create a
guideline for reading
poetry
(R-24 & R-25).
Pairs share
Students interpret
poem
Poetry
Prose
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities


August
18
Catch
up day
Understanding
Writing
Conventions:
Correctness
August
19
August
19
August
20-Sept.
2
WR-HS-3.5.0
Students will exemplify
effective language
choices by applying
correct grammar and
usage.
DOK 2
How does correct 
grammar
enhance

communication?
RD-11-1.0.3
What do you
already know
about the
tragedy of the
Salem Witch
Trials?
What is the
relationship
between
punctuation and
reading
comprehension?
Students will formulate
questions to guide
reading.
Understanding
Writing
Conventions:
Punctuation
WR-HS-3.6.0
Students will
communicate clearly by
applying correct
punctuation.
DOK 2
Drama
RD-11-3.0.6
Students will analyze the
relationship between a
speaker’s or character’s






What Puritan and 
modern values
do you see in the 
play?

Teacher: Miranda Wilson
Assessment
Introduce SOAPS
strategy
Read “Versus upon the
Burning of Our House”
and interpret
Define edit and
grammar.
Introduce Daily
Language Practices and
Editing Symbols.
Drama terms
KWL Salem Witch Trials
Puritan background info
p. 10, 1255 and teacher
notes about Salem and
author
What do the comma and
semicolon and period
communicate to the
reader?
Using Commas p298
Using Semicolons
p 300
Read The Crucible
p.1258
Choose parts
Compare character
Vocabulary
Edit
Grammar
protagonist,
antagonist, foil,
soliloquy, aside,
stage directions
*********
Comma
Semicolon
Assess: p 299
Assess: p 301
Quiz after each Act
Character notes
WS
Applied poem
Biblical
Allusion?, drama
terms above
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
motivation and behavior
in a passage, as revealed
by the dilemmas.
Sept. 38
RD-11-5.0.6 & RD-125.0.6
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.
WR-HS-1.2.3
In Transactive Writing,
Students will
communicate
relevant information
to clarify and justify a
specific purpose.
Students will develop a
deliberate angle with
support (e.g., facts,
examples, reasons,
comparisons,
diagrams, charts,
other visuals).
Students will develop
explanations to
support the writer’s
purpose.
Students will synthesize
research to support
How does film

and stage version 
of a play differ? 
Teacher: Miranda Wilson
Assessment
motivations to poem
‘My Dear and Loving
Husband” p. 96
understanding
character
Unit essay test
Watch movie
Discuss film???
Model of movie
reviews/handout and
p.****reader’s NB
Reader’s NB p.
*****
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
Franklin reading
WS (skimming for
info.)
Autobiography
Aphorism
virtues
ideas when
appropriate.
Students will incorporate
persuasive techniques
(e.g., expert opinion,
repetition, rhetorical
question,
logical/emotional/ethical
appeal, allusion) or
propaganda techniques
(e.g., testimonial,
bandwagon, personal
attacks) when
appropriate.
Sept. 9
RD-11-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to
answer questions about a
passage.
RD-11-2.0.4
Students will follow the
sequence of information
from a passage.
In what ways did 
politics influence
literature of this 
time?


Read background info.
Pgs. 124-135
Read info. P. 140 Ben
Franklin, introduce
aphorisms
Create Ben Franklin for
Congress poster
Read poor Richard’s
Almanack p. 149-150
Aphorism ws
Subject: Combined Curriculum for WRITING and READING
Dates
Sept. 10
Find
worksheet
for
usage
practice.
Sept. 10
Topics
Understanding
Writing
Conventions:
Correctness
Core Content
Program of Study
WR-HS-3.5.0
Students will exemplify
effective language
choices by applying
correct grammar and
usage.
DOK 2
Course: English III
Essential
Question
Strategies/Activities
How does correct o
usage enhance
o
communication?
o
Teacher: Miranda Wilson
Assessment
Define usage.
Common Usage
Problems p ?
Peer edit Journal Entry
# 2 for punctuation and
usage.
RD-11-2.0.2
o
Students will identify
essential information
from a passage needed
to accomplish a task.
Read “All News Fit to
Print” reading practice
test
o
Olaudah Equiano for
Humanitarian Award p.
158
o
Thomas Jefferson
background p. 168
o
Read The Declaration of
Independence p. 170
Vocabulary
Usage
p.154 text WS
questions
Declaration WS
(locating key
words in reading)
Subject: Combined Curriculum for WRITING and READING
Dates
Sept. 11
Topics
Core Content
Program of Study
RD-11-3.0.8
Students will analyze or
evaluate the use of
persuasive or
propaganda techniques
within a passage
Course: English III
Essential
Question
Strategies/Activities



Teacher: Miranda Wilson
Assessment
Speech info. P. 198-199
Watch president Bush’s
speech and find
examples
Read Henry’s Speech in
the Virginia Convention
Patrick Henry and
parallelism WS
Read Sinners in the
Hands of an Angry God
Draw images after each
paragraph
SOAPS WS
Church signs Internet
p. 101-107 text
RD-11-3.0.5
Sept. 11
Students will evaluate an
argument, giving
supporting evidence from
the passage.
RD-11-2.0.5
Students will interpret
concrete or abstract
terms using context from
the passage




Unit exam
Vocabulary
Repetition,
restatement,
parallelism,
rhetorical
questions,
exclamation,
logical appeal,
emotional
appeal, ethical
appeal
Subject: Combined Curriculum for WRITING and READING
Dates
Sept.
12-30
Topics
Core Content
Program of Study
RD-11-3.0.1
Students will analyze how
a conflict in a passage is
resolved.
RD-11-3.0.2
Students will analyze an
author’s purpose in a
passage.
RD-10-5.0.3
Students will analyze the
author’s use of literary
devices in a passage
(e.g., symbolism, irony,
analogies, imagery
Course: English III
Essential
Question
How can fiction
portray real life?
Strategies/Activities





Read the novel, The
Chocolate War
Fiction terms and def.
Journal activities
Character quote poster
Teacher: Miranda Wilson
Assessment
Comprehension
quizzes
Journal responses
Final test MC and
essay
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Sept.
31-Oct.
14
Oct. 1517
Topics
Core Content
Program of Study
RD-11-2.0.2
Students will identify
essential information from
a passage needed to
accomplish a task.
RD-10-5.0.3
Students will analyze the
author’s use of literary
devices in a passage (e.g.,
symbolism, irony,
analogies, imagery,
figurative language).
DOK 3
Course: English III
Essential
Question
What was
happening in
America 18001870?
Strategies/Activities


What is the

difference
between insanity 
and genius?



Teacher: Miranda Wilson
Assessment
Read and research info.
America 1800-1870 p.
240-418 in text
Notes about authors and
transcendentalism
Remember When
booklet
Read Dickinson poems p.
422-435
“Lunatic on a Cliff” poem
handout
Dickinson quiz WS
Poetry terms WS and
pgs. 422-423 text
Poetry analysis WS
Poetry analysis WS
Vocabulary
Transcendentalism
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Demonstrating
a Critical
Stance:
Literary
Passages
Course: English III
Core Content
Program of Study
Essential
Question
RD-10-5.0.3
Students will analyze the
author’s use of literary
devices in a passage (e.g.,
symbolism, irony,
analogies, imagery,
figurative language).
DOK 3
How does
figurative
language create
intrigue?
Strategies/Activities




Oct. 2028
WR-HS-2.3.3
In Transactive Writing,
 Students will
establish a context
for reading.
 Students will apply
the accepted format
of the genre.
 Students will
develop an
appropriate text
Review figurative
language, simile,
metaphor,
personification.
Read “Dover Beach” p
931.
Groups brainstorm for
examples of simile,
metaphor, and
personification that
occur in daily
conversations (e.g., This
assignment is a piece of
cake and The wind
howled outside my
window last night).
Listen/Read Poetry
 Read Poe’s short
stories and
poetry p. 310335
 Poe biography
WS Internet
search
 Raven group WS
 House of usher
Teacher: Miranda Wilson
Assessment
Vocabulary
Figurative
language:
Simile
Metaphor
Personification
Raven WS,
Written horror
movie essay
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study



o
Oct. 29Nov. 13
structure (e.g.,
cause/effect,
problem/solution,
question/answer,
comparison/contrast,
description,
sequence) to
achieve purpose.
Students will arrange
ideas and details in
a logical, meaningful
order by using a
variety of transitions
or transitional
elements between
ideas and details.
Students will apply
effective
paragraphing.
Students will
incorporate text
features (e.g.,
subheadings,
bullets, fonts, white
space, layout,
charts, diagrams,
labels, pictures,
captions) when
appropriate.
Students will create
effective
conclusions.
RD-11-5.0.6 & RD-125.0.6
Course: English III
Essential
Question
Strategies/Activities



Teacher: Miranda Wilson
Assessment
movie and
questions
Examples of
movie
comparisons/
King’s discussion
Read “The
Yellow
Write analytical
essay
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.





Nov.
Civil War Unit
RD-11-5.0.6 & RD-125.0.6
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.

Wallpaper”
Group notes
Example literary
analysis essay
Discuss Plath
Read
“Metaphor” and
other poems
Watch Hours clip
and discuss
Virginia Woolf
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
WR-HS-4.7.0
Focusing
 Connecting with
prior experience
 Initiating an
authentic reason to
write
 Thinking about a
subject, an
experience, a
question, an issue or
a problem to
determine a
meaningful reason
to write
Reading and
Writing in RealWorld forms
Course: English III
Essential
Question
Strategies/Activities



o
Journal # 4—Students
reflect upon various
ways they have
discovered a focus for
their personal narratives
in the past.
Students share.
Students read a model
personal narrative and
identify the focus of the
narrative.
Newsweek mag.
example
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
August
and
Sept.
DOL
Topics
Understanding
Writing
Conventions:
Language
Core Content
Program of Study
WR-HS-3.5.0
Students will exemplify
effective language
choices by incorporating
precise nouns and
concrete details.
DOK 2
Course: English III
Essential
Question
Strategies/Activities
How do effective o
language choices
enhance writing?
o
o
o
WR-HS-4.8.0
Prewriting
 Establishing a
purpose and a
central or controlling
idea—
focus
 Identifying and
analyzing the
audience
 Generating ideas
(e.g., mapping,
webbing, notetaking, interviewing,
researching, other
writing-to-learn
activities)
 Organizing ideas –
examining other





Define noun, common
noun, proper noun,
concrete noun, abstract
noun
Common and Proper
Nouns p 14
Concrete and Abstract
Nouns p 16
Examine examples of
precise nouns.
Journal # 5—Students
reflect upon effective
ways to prewrite for a
personal narrative.
Students share.
Students read and
analyze a model
personal narrative:
Journal # 3—Students
reflect upon various
ways they have
discovered a focus for
their personal narratives
in the past.
Students share.
Students read a model
personal narrative and
identify the focus of the
Teacher: Miranda Wilson
Assessment
Assess: p 15
Assess: p 17
Vocabulary
Noun
Common Nouns
Proper Nouns
Concrete Nouns
Abstract Nouns
Precise Nouns
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
models of good
writing and
appropriate text
structures to match
purpose and
organize
information
August
19
RD-11-5.0.6 & RD-125.0.6
Course: English III
Essential
Question
Strategies/Activities

narrative
focus, audience,
supporting ideas, etc.


Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.
August
20
WR-HS-4.10.0
Revising
(Content/Ideas)
 Reflecting to
determine where to
add, delete,
rearrange,
define/redefine or
elaborate content
 Considering voice,
tone, style, intended


o
Journal # 6—Students
reflect upon their
process approach to
revising. What do they
do when revising a first
draft?
Students share.
Students will examine
the portfolio scoring
guide and highlight areas
that require explanation.
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
audience,
coherence,
transitions, pacing
 Comparing with
rubric criteria
 Considering
effectiveness of
language usage and
sentences to
communicate ideas
 Students will select
appropriate
supporting details
relevant to a specific
writing category
(e.g., dialogue,
setting,
sensory details,
thoughtshots, etc.
 Students will delete
extraneous/irrelevan
t materials.
Organization
 Students will correct
sentences that are
out of
chronological/seque
ntial order or insert
new sentences in the
correct
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Chronological /
sequential position.
 Students will
compose effective
and subtle
transitions.
 Students will
develop effective
introductions and
closures for writing.
 Students will apply
appropriate usage of
parallelism (e.g.,
word forms, lists,
phrases, clauses,
sentences,
organization, idea
development).
Word Choice
 Students will
eliminate redundant
words and phrases.
Students will apply the
most specific word
for use in a sentence
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
August
20
Topics
Core Content
Program of Study
RD-11-5.0.6 & RD-125.0.6
Course: English III
Essential
Question
Strategies/Activities
o
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.
August
21-26
WR-HS-1.2.2
In Personal
Expressive/Literary
Writing,
 Students will
communicate
theme/main idea
through use of
literary elements
appropriate to the
genre:
o Students will
develop
characters
(fictional/non
-fictional)
through
emotions,
actions,
descriptions,
thoughts or
dialogue
when



View Power Point for
writing a personal
narrative on demand.
Students will review the
process for writing On
Demand (See
Powerpoint.)
Students will use the
process approach for
writing a personal
narrative on demand.
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
appropriate.
Students will
develop
plot/story
line
appropriate
to the form.
 Students will
develop an
appropriate setting,
mood, scene, image
or feeling.
 Students will
incorporate literary
or poetic devices
(e.g., simile,
metaphor,
personification) for
an intentional effect.
WR-HS-3.5.0
Students will exemplify
effective language
choices by
Incorporating strong
verbs.
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
o
August
and
Sept.
DOL
cont.
Understanding
Writing
Conventions:
Language
How do strong
verbs enhance
the meaning in a
passage?




Define action verb,
linking verb, active voice,
passive voice.
Action and Linking Verbs
Assess: p 89
p 88
Active and Passive Voice
Assess: p 91
p 90
Examine show, don’t tell
examples.
Action Verbs
Linking Verbs
Active Voice
Passive Voice
Show, don’t tell
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
August
25
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
RD-11-5.0.6 & RD-125.0.6
Students will analyze the
ways in which similar
themes or ideas are
developed in more than
one text.

August
o

Understanding
Writing
Conventions:
Correctness
Assess: p 65
Assess: p 67

Oct.Nov.
DOL
Understanding
Writing
Conventions:
Correctness
WR-HS-3.5.0
Students will exemplify
effective language
choices by applying
correct grammar and
usage.


How does

consistency in
verb tense
enhance writing?

Apply Consistent Verb
Tense p 68.
Assess: p 69
Present
Present
Participle
Past
Past Participle
Subject: Combined Curriculum for WRITING and READING
Dates
Oct.Nov.
Topics
Understanding
Writing
Conventions:
Correctness
Core Content
Program of Study
WR-HS-3.5.0
Students will exemplify
effective language
choices by applying
correct grammar and
usage.
Course: English III
Essential
Question
Strategies/Activities
How does

subject-verb
agreement
enhance writing?
Subject-Verb Agreement
p 92
Teacher: Miranda Wilson
Assessment
Vocabulary
Assess: p 93

Understanding
Writing
Conventions:
Sentences
Oct. –
Nov.
WR-HS-2.4.0
Sentence Structure:
Students will create
effective sentences by
 Applying a
variety of
structures and
lengths
 Developing
complete and
correct
sentences
DOK 3
What kinds of
sentences will
enhance
meaning?






Define the following
kinds of sentences:
simple, compound, and
complex.
Combining Short
Sentences p 118
Complex Sentences
p 274
Independent and
Subordinate
p 248
Fragments and Run-ons
P 276
Journal—Revise Journal
Entry # 3 by using at
least one simple
sentence, two
compound sentences,
and two complex
sentences.
Simple
Compound
Complex
Assess: p 119
Assess: p 275
Assess: p 249
Assess: p 277
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study

Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary


Oct. –
Nov.
Understanding
Writing
Conventions:
Correctness
WR-HS-3.5.0
Language: Students will
exemplify effective
language choices by
applying correct
grammar and usage.
How are

possessive nouns
formed?
Possessive Nouns p 18
Assess: p 19

Understanding
Writing
Conventions:
Language
Understanding
Writing
Conventions:
Language
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
How does

pronounantecedent

agreement
enhance writing?
Define pronoun and
antecedent.
Pronoun-Antecedent
Agreement p 38.
How do personal 
pronouns
enhance writing? 
Define personal
pronouns.
Personal Pronouns
p 40.
Pronoun
Antecedent
Assess: p 39
Personal
Pronoun
Assess: p 41.
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Understanding
Writing
Conventions:
Language
Understanding
Writing
Conventions:
Language
Understanding
Writing
Conventions:
Language
Understanding
Writing
Conventions:
Language
Understanding
Writing
Conventions:
Language
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
How do relative 
pronouns
enhance writing? 
How does correct 
spelling enhance
communication? 
Easily Confused Words
p 44
Students will write
sentences using each of
the word pairs.
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
WR-HS-3.5.0
Students will exemplify
effective language
choices by correct
grammar and usage.
DOK 2
August 8
How does correct 
spelling enhance
communication?
Vowel Combinations
p 94
Assess: p 95
How does correct 
spelling enhance
communication?
Tools for Checking
Spelling p 144
Assess: p 145
Developing
Initial
Understanding:
Literary Passages
Define relative
pronouns.
Relative Pronouns
p 42.
How does imagery create
intrigue in a passage?
Vocabulary
Relative
Pronouns
Assess: p 43
Assess: p 45.
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Jan-
Chocolate War
Transactive
Writing
FebMarch
ACT Review
Core Content
Program of Study
WR-H-1.4
Transactive Writing
Course: English III
Essential
Question
Strategies/Activities
What are two
 Compare/contrast
literary elements
organizer
similar in the
 Concept map organizer
novel, The
 Top hat organizer
Chocolate War
and the movie,
Never Back
Down?
Describe what
English Practice test on
you do when you bubble sheet
are shopping for p.197-209
a new DVD?
How do you
decide which one
to buy? Do you
only look at a
particular
category? How
Teacher: Miranda Wilson
Assessment
Vocabulary
Demonstrating a
Critical Stance:
Literary Passages
RD-10-5.0.3
Students will
analyze the
author’s use of
literary devices
in a passage
(e.g., symbolism,
irony, analogies,
imagery,
figurative
language).
DOK 3
Literary term
list: character,
setting,
internal/external
conflict,
foreshadowing,
plot, etc…
Write a two-page
comparative essay
Identify the 3 step
method to
mastering the
English test.
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Teacher: Miranda Wilson
Strategies/Activities
Assessment
do you narrow
your choices?
Punctuation
Grammar
Conventions
Identify at least 5  P. 265-273
traffic signals and
explain the
meaning of each.
What are
p. 675 Writing Book
subject-verb
agreement rules?
Think about sending –mail or
text messages. Do you use
abbreviations? Describe how
you use words or symbols in
different ways than if you were
speaking.
p. 214-225
Connections and
Wordiness
p.230-231
Writing strategy
and organizaton
p. 277- 281
p. 283-289
Punctuation
practice questions
Rule and example
organizer

Grammar practice questions
Practice Questions

Practice Test
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Reading Actively
Course: English III
Essential
Question
Describe how you get ready for
school every morning. What is
your routine? What steps do you
follow?
Sentences
Teacher: Miranda Wilson
Strategies/Activities
p.51-87
p.564 Writing book

Identify 3 step method for
mastering the Reading Test
Key Vocabulary concept map
Commas,
Semicolons, and
Colons
Subject- Verb
Agreement

Placement of
Modifiers

Expressing Ideas
Clearly
Assessment
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Sequence of Ideas and Transitions
Improving Word Choice
Parallelism
Course: English III
Essential
Question
Strategies/Activities
Lesson 5
Lesson 6
Lesson 7
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary
Subject: Combined Curriculum for WRITING and READING
Dates
Topics
Core Content
Program of Study
Course: English III
Essential
Question
Strategies/Activities
Teacher: Miranda Wilson
Assessment
Vocabulary