Livingston County Schools
Pacing Guide
English 3
#
Length
Unit Name
Overview
Potential Resources
1
34 days
Commenting
on Social
Issues
Using both fictional texts as well as
informational readings, students will look at
how American life exists as a Democratic
society. Students will look at US founding
documents and discuss how various pieces of
literature and the media treat the realities of
governmental influence.
Fahrenheit 451; news articles (e.g., The
Onion) about government
control/presidential politics; US
Declaration of Independence; “Speech
in the Virginia Convention”; The Crisis,
Number 1; Civil Disobedience
2
3
35 days
35 days
The Human
Condition
Citizen and
Society
Students will focus on how people interact
with other people using aspects such as fear,
aspiration, and desire. Likewise, this unit will
also study science- and historical-related
pieces that pair with the major literary texts.
Students will study how citizens fit into the
whole of society in every day American life
as well as the more affluent end of the
American dream. The various major texts will
be coupled with informational readings that
include historical discussion as it relates to
Differentiation for English 3
accelerated: Students must identify
sources for argumentative piece on
their own; weekly author study paper;
monthly research papers
Sinners in the Hands of an Angry God;
The Crucible; epitaphs on headstones
of the accused; The Examination of
Sarah Good; “Good People”; “Hills Like
White Elephants”; “The Curious Case
of Benjamin Button”; science articles
on age disorders and Alzheimer’s
disease; “My Papa’s Waltz”; “Those
Winter Sundays”; Still Alice (2014);
“Young Goodman Brown”; “The
Minister's Black Veil”
Differentiation for English 3
accelerated: Students must document
a transcript detailing an interaction
between two people they observe;
weekly author study paper; monthly
research papers
The Great Gatsby; Prohibition
speeches/articles; “One of Star Wars,
One of Doom”; news stories of school
shootings; psychology articles; Norman
Rockwell paintings; “Mending Wall”;
Self-reliance; Walden
Assessed Standards
RL.11-12.1; RL.1112.4; RL.11-12.9;
RI.11-12.1; RI.1112.2; RI.11-12.6;
RI.11-12.8; RI.1112.9; W.11-12.1;
W.11-12.4; W.1112.7; W.11-12.8;
SL.11-12.2; L.1112.1; L.11-12.2;
High-stakes Assessment
Connection
English (ACT); Reading-Prose
Fiction (ACT); Reading-Social
Studies (ACT); Argumentative
(OD)
Potential Assessments:
censorship in America
(researched argumentative)
RL.11-12.1; RL.1112.2; RI.11-12.1;
RI.11-12.3; L.1112.1; L.11-12.2; L.1112.4; L.11-12.5; L.1112.6
English (ACT); Reading-Social
Studies (ACT); ReadingNatural Science (ACT);
Informative (OD)
RL.11-12.1; RL.1112.3; RL.11-12.5;
RL.11-12.7; W.1112.3; W.11-12.4;
W.11-12.5; W.1112.6; W.11-12.9;
English (ACT); Reading-Prose
Fiction (ACT); Reading-Social
Studies (ACT); ReadingHumanities (ACT); Narrative
(OD); Argumentative (OD)
Potential Assessments: what
is Alzheimer's disease
(informative)
This pacing guide is merely an outline of the intended school year and is subject to change at the instructor’s discretion in order to best cover the content requirements the English 3 classroom.
Updated: August 3, 2015
Livingston County Schools
Pacing Guide
English 3
the work. Likewise, news stories will be used
as well as expository pieces that delve into
the field of psychology.
4
5
6
22 days
22 days
22 days
Grammar/Re
ading
Review and
Test-Taking
Strategies
Between
Heaven and
Hell
Writing
Workshop
In preparation for the ACT exam, students
will review the grammar concepts typically
assessed on the test. Likewise, they will
continue to hone their reading
comprehension skills as it relates to speed of
reading. Students will be given both untimed
and timed practice ACT exams to expose
them to the various time constraints they
will face on the actual exam.
Students will delve into the darker side of
literature, as they learn of Edgar Allan Poe
and others. The majority of literature will
focus on morbid themes, like death, and the
effects therein. Expository texts will be
paired with major literary texts for domainspecific content.
A focused effort to review various writing
modes as well as grammatical systems will
mark the writing workshop as students
prepare for the on-demand writing exam.
Particular attention will be paid to the
conditions in which students test—i.e., time
Differentiation for English 3
accelerated: Read Paper Towns as a
companion text to The Great Gatsby;
weekly author study paper; monthly
research papers
John Baylor; released ACT exams;
KAPLAN
Differentiation for English 3
accelerated: Students must match the
content area outlined in JB with the
question on a released ACT exam;
weekly author study paper; monthly
research papers
“Annabel Lee”; “Because I Could Not
Stop for Death”; “The Pit and the
Pendulum”; “The Fall of the House of
Usher”; “The Devil and Tom Walker”
(use Charlie Daniels’s “Devil Went
Down to Georgia”); “Rose for Emily”;
“Richard Cory”; “The Science of NearDeath Experiences” (The Atlantic)
Differentiation for English 3
accelerated: Students must locate an
article on a reputable critical approach
and teach it, along with one of the
assigned works, to the class; weekly
author study paper; monthly research
papers
Released OD prompts
Differentiation for English 3
accelerated: Students will create their
own on-demand writing prompts
based on a study of released copies
L.11-12.1; L.11-12.2;
L.11-12.4;
RL.11-12.1; RI.1112.1; L.11-12.1; L.1112.2;
Potential Assessments:
Letter to Daisy
(argumentative); short story
based on Rockwell painting
(narrative)
English (ACT); Reading-Prose
Fiction/Natural
Science/Humanities/Social
Studies (ACT)
Potential Assessments:
A released reading and
English ACT exam
RL.11-12.1; RI.1112.1; SL.11-12.1;
L.11-12.1; L.11-12.2;
L.11-12.4;
English (ACT); Reading-Prose
Fiction (ACT); ReadingNatural Science (ACT)
Potential Assessments:
group presentation on a
selected piece to lead the
class (informative)
RL.11-12.10; RI.1112.10; W.11-12.1;
W.11-12.2; W.1112.4; W.11-12.5;
W.11-12.10; L.1112.1; L.11-12.2;
English (ACT);
Narrative/Informative/Argu
mentative (OD)
Potential Assessments:
Released on-demand writing
This pacing guide is merely an outline of the intended school year and is subject to change at the instructor’s discretion in order to best cover the content requirements the English 3 classroom.
Updated: August 3, 2015
Livingston County Schools
Pacing Guide
English 3
constraints, the design of the prompts, etc.
Grammar and vocab instruction will
supplement.
from the Kentucky Department of
Education; weekly author study paper;
monthly research papers
prompt(s)
Non-traditional School Day Plan
Day
Assignment
Day 1
NoRedInk: Plural vs. Possessive Nouns – Complete the practice assignment AND the quiz.
Day 2
NoRedInk: Contractions – Complete the practice assignment AND the quiz.
Day 3
NoRedInk: Pronoun-Antecedent Agreement – Complete the practice assignment AND the quiz.
Day 4
NoRedInk: Plural vs. Possessive Nouns – Complete the practice assignment AND the quiz.
Day 5
NoRedInk: Punctuation with Conjunctions: Coordinating (FANBOYS) – Complete the practice assignment AND the quiz.
Day 6
NoRedInk: Punctuation with Conjunctions: Subordinating (SWABIs) – Complete the practice assignment AND the quiz.
Day 7
NoRedInk: Commas for Clarity – Complete the practice assignment AND the quiz.
Day 8
NoRedInk: Connecting Clauses with Colons and Semicolons – Complete the practice assignment AND the quiz.
Day 9
NoRedInk: Punctuation with Conjunctions – Complete the practice assignment AND the quiz.
Day 10
NoRedInk: Subject-Verb Agreement – Complete the practice assignment AND the quiz.
*For students without Internet access, an alternative assignment over the same content will be assigned in the student’s Holt Handbook.
This pacing guide is merely an outline of the intended school year and is subject to change at the instructor’s discretion in order to best cover the content requirements the English 3 classroom.
Updated: August 3, 2015