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ENGLISH III: Unit 3
Text : approximately 30 days - 40 with a novel
* PASS*
OVERVIEW
This unit will explore the post-Civil War period which saw the nation reunited and transformed. Writers responded by attempting to
preserve in their writing the distinct character of America’s regions and to come to terms with some of its harsh new realities. Industry’s
success created a better life for many Americans. For a few, it brought great wealth, but others suffered poverty and hardship. Both
regional and naturalist writers were influenced by these developments.
ESSENTIAL QUESTIONS
The purpose of an essential question is to guide students and help them see the big idea of each unit. It can be used at the beginning
of a unit to activate prior knowledge through discussion or writing, as well as throughout the unit to extend conversation. An essential
question is one that lies at the heart of a subject or a curriculum and promotes inquiry. Essential questions do not yield a single
straightforward answer but produce different plausible response, about which thoughtful and knowledgeable people may disagree.
Required Text/Task
Each unit contains text as well as tasks that are required.
INSTRUCTIONAL TIMEFRAME:
TEXT
“Incidents in the Life of a Slave Girl”
“Gettysburg Address”
APPROXIMATE TIME
 2-3 days



1 day
1 day
1 day

1 day


1 day
1 day

1 day
“The Story of an Hour”


1 day
1 day
“The Law of Life”

1-2 days
“The Open Boat”

2 days
“The Emancipation Proclamation”
“Letter to Sarah Ballou”
“Speech to the American Equal
Rights Association”
“Ain’t I a Woman”
“I Will Fight No More, Forever”
These required elements are indicated by:
STANDARDS
 RL 2.1-4 ;
WGUM 1.1-2;
VL 1.1-2
= required text/task
COMMON ASSESSMENT
After reading “An Occurrence at Owl Creek Bridge”,
complete the assessment on page 7 of this unit.
After reading “The Notorious Jumping Frog of
Calaveras County”, complete the assessment on page 9
of this unit.
“Why I Wrote ‘The Yellow Wallpaper’ ”
“Free Labor”
“Go Down, Moses”
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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“An Occurrence at Owl Creek Bridge”
“The Yellow Wallpaper”
“The Outcasts of Poker Flats”
“The Notorious Jumping Frog of
Calaveras County ”
PASS Content Standards
from Blueprint


2 days
2 days


2 days
1 day
RL: V 1.0 -8-11% ; RL: C2.0 -22-28% ; RL: L3.0 – 24-28% ; RL: R & I – 8-10% ; WGUM: 1.0 and 2.0 W- 14% ;
WGUM: GUM – 3.0 - 19%
http://ok.gov/sde/documents/2013-09-05/blue-prints-plds-item-specs
COLLEGE AND CAREER READINESS COMPETENCIES
1. Students demonstrate independence.
2. Students build strong content knowledge.
__X__
___X_
3. Students respond to the varying demands of audience, task, purpose, and discipline.
4. Students comprehend as well as critique.
__X__
5. Students value evidence.
___X__
_X___
6. Students use technology, digital media strategically and capably.
____
7. Students come to understand other perspectives and cultures.
__X___
VOCABULARY
Academic vocabulary instruction should be included with literature discussions. Essential vocabulary for this unit should include:
conflict, both internal and external, plot, climax, point of view, theme, irony, flashback, foreshadowing, symbolism, theme, setting, irony,
mood, imagery, inference, narrator, simile, metaphor, tone, abolition, American Dream, realism, regionalism, naturalism, satire, tall tale,
hyperbole, dialect, and textual evidence.
WRITING
Suggested writing topics are included in every unit. Writing in response to text is most valuable for students.
GRAMMAR
Grammar instruction is on-going throughout the school year and it should not be an individual, exclusive study. Grammar instruction
through student writing is most effective
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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ENGLISH III: unit 3
An Age of Transition: Realism, Regionalism, and Naturalism
*PASS*
READING FOCUS :Primary Focus - Narrative Essays, Historical Speeches, Short Stories
WRITING FOCUS: Argumentative/Informative/Explanatory
THEME: Searching for the American Dream
ESSENTIAL QUESTION: Is anything worth dying for? /
How does a person find their place in the world? / What contributes most to shaping a person’s life?
SHORT TEXTS (mixture literary and informational):
 Essays & Speeches: “Incidents in the Life of a Slave Girl”
“Letter to Sarah Ballou”
“Ain’t I a Woman”
 Spirituals:
“Free Labor”
 Short Stories:
“Gettysburg Address”
“The Emancipation Proclamation”
“I Will Fight No More, Forever”
“Why I Wrote ‘The Yellow Wallpaper’ “
“Speech to the American Equal Rights Association”
“Go Down, Moses”
“The Notorious Jumping Frog of Calaveras County ”
“An Occurrence at Owl Creek Bridge”
“The Law of Life”
“The Outcasts of Poker Flats”
“The Yellow Wallpaper”
“The Open Boat”
“The Story of an Hour”
______________________________________________________________________________________________________________________________
EXTENDED TEXT:





The Adventures of Huckleberry Finn
My Antonia
The Call of the Wild
The Souls of Black Folks
Narrative of the Life of Frederick Douglass, an American Slave
_____________________________________________________________________________________________________________________________
ELA INSTRUCTIONAL SHIFTS:
 Balancing informational and Literary Text (Students read a true balance of informational and literary text.)
 Reading, writing, and speaking grounded in evidence from text, both literary and informational. (Text based answers)
 Building knowledge through content-rich nonfiction. (Students build knowledge about the world through text rather than the teacher or activities.)
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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POSSIBLE STUDENT TASK(S) –
 Students will analyze speeches and the essentials of realism.
 Compare the treatment of related themes in different genres (e.g., The Adventures of Huckleberry Finn and Narrative of the Life of Frederick
Douglass, an American Slave).
 Explain how fictional characters in late nineteenth-century America express the challenges facing America at the time, citing textual evidence
from both fiction and nonfiction to make the case.


Determine and analyze the development of the theme or themes in American literature of the nineteenth century (e.g., freedom, the
American dream, racism, regionalism, and survival, “individual vs. society, and civilized society vs. the wilderness).
Create a mixed-media presentation that summarizes one of the novels you’ve read and present questions you think the novel raises about its
uniquely American themes.

Complete a chart either with a partner or individually. “The Story of an Hour” and “The Yellow Wallpaper” are completed as examples.
TITLE
“The Story of an Hour”
“The Yellow Wallpaper”
LITERARY DEVICES/FORM
Foreshadowing and irony frame
the story. The ending is
foreshadowed at the beginning.
The story is in diary form. The
narrator tells her own story.
RELATIONSHIPS
BETWEEN THE PROTAGONIST
AND MALE CHARACTERS
THEMATIC CONNECTIONS
BETWEEN FORM AND
CONTENT
Male characters are introduced at
the beginning and at the end.
She is not in control of the
situation (it seems). Her husband
decides what her situation is.
The form of the story suggests
that she is trapped.
She is not in control of her life, but
the diary-a first-person narrativegives her a voice.
SUPPLEMENTAL MATERIALS/RESOURCES:
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
Unchained Memories: Readings from the Slave Narratives
(2003, directed by Ed Bell and Thomas Lennon)
After the American Revolution: Free African-Americans in the North
(National Endowment for the Humanities
The New Americans (PBS)
60 Minutes Segment over the use of the “N” word in Huck Finn
http://www.youtube.com/watch?v=nW9-qee1m9o
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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LEARNING GOAL(S):

Determine and analyze the development of the theme or themes in American literature of the 19th century (e.g., freedom, racism,
regionalism, survival, “civilization vs the wilderness,” the American dream).

Develop and strengthen writing skills by planning, revising, editing, rewriting.

Understand examples from both fiction and non-fiction that express the challenges facing American Society in the late 19th century.

Identify and explain the characteristics of various types of essays (literary/narrative).

Identify and analyze the effect of rhetorical strategies in speeches such as alliteration, repetition, and extended metaphors.

Compare the treatment of related themes in different genres (The Adventures of Huckleberry Finn and Narrative of the Life of
Frederick Douglass, an American Slave.
 Explain how fictional characters in the late 19th century America express the challenges facing America at the time, citing textual
evidence from both fiction and nonfiction to make the case.
 Make inferences and draw conclusions about characters.
 Analyze how an author’s choice of genre affects the expression of a theme or topic.
 Connect history, literature, and culture.
SAMPLE LESSONS AND RESOURCES

TPFASTT (Title, Paraphrase, Figurative Language, Shifts, Title, Theme)
Students will analyze poetry (Harlem Renaissance) using TPFASTT

SOAPS TONE (Speaker, Occasion, Audience, Purpose, Subject + Tone)
Students will analyze speeches and letters using SOAPS Tone

Vocabulary
Keep track of new words (or different uses of words that you know) in the works read in this unit. Use the dictionary to confirm the words’
definitions and parts of speech. Note their etymology and whether or how the author used the word differently than it is used today.
In your journal—or on a shared spreadsheet completed with others—write new sentences of your own using each new word encountered.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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
Seminar
Choose two women from among the works studied and compare and contrast their life experiences, noting the ways in which they either
exemplified or were an exception to the times in which they lived. Use at least three pieces of evidence from the texts to support an original
thesis statement.
SUGGESTED WRITING TOPICS:
 How does Mark Twain address the issue of slavery in The Adventures of Huckleberry Finn? Use at least three pieces of textual evidence to
support an original thesis.

Does Huckleberry Finn embody the values inherent in the American Dream? Write an argument in which you use at least 3 pieces of
evidence to support an original thesis statement.

Edith Wharton, Charlotte Perkins Gillman, and Kate Chopin are often referred to as feminist authors. Their protagonists are usually women,
and their conflicts are frequently with men. Read two of the following stories: “April Showers,” “The Yellow Wallpaper,” “The Story of an
Hour.” Then, write an informative/explanatory essay in which you explore how the positioning of women protagonists in the stories exposes
the authors’ views of women in society.

Compare Lincoln’s Gettysburg Address with Martin Luther King Jr.’s Address at the March on Washington D.C. and explain why there are
both considered great speeches. Be specific and cite from the texts. Begin by identifying the elements of a good speech. State your thesis
clearly and include at least 3 pieces of evidence to support it.

Choose 2 women from among the works studied and compare and contrast their life experiences, noting the ways in which they either
exemplified or were an exception to the times in which they lived. Use at least 3 pieces of evidence from the texts to support an original
thesis statement.
COMMON ASSESSMENTS

How does Mark Twain address the issue of slavery in The Adventures of Huckleberry Finn? Use at least three pieces of textual evidence to
support an original thesis.

Edith Wharton, Charlotte Perkins Gillman, and Kate Chopin are often referred to as feminist authors. Their protagonists are usually women,
and their conflicts are frequently with men. Read two of the following stories: “April Showers,” “The Yellow Wallpaper,” “The Story of an
Hour.” Then, write an informative/explanatory essay in which you explore how the positioning of women protagonists in the stories exposes
the authors’ views of women in society.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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
In “Lincoln and the Gettysburg Awakening”, Glenn LaFantasie argues that Lincoln, in his Gettysburg Address, “achieved a revolution...by
putting the central element of the Declaration of Independence-equality-in a new light as a fundamental principle of the Constitution which
does not mention equality at all.” Students are to write a well-developed paragraph analyzing a specific aspect of Lincoln’s Gettysburg
Address in the context of LaFantasie’s argument. Their paragraph will: contain an analysis-not a summary-of the idea chosen to discuss – be
carefully and deliberately developed- demonstrate a mastery of organizational skills (topic sentences, transitions, order of ideas, etc.) –cite
both the Gettysburg Address and LaFantasie – integrate the citations correctly.
Excerpt from Glenn LaFantasie’s “Lincoln and the Gettysburg Awakening” :
Lincoln seemed like a prophet of old at Gettysburg because what he said possessed profound spiritual force. Simply put, Lincoln offered a new definition of old truths—a new
perspective on old traditions—that unlocked deep American emotions, the mystic chords of memory that Lincoln referred to in his First Inaugural Address. As Garry Wills has shown,
Lincoln achieved a revolution at Gettysburg by putting the central element of the Declaration of Independence—equality—in a new light as a fundamental principle of the Constitution,
which does not mention equality at all. Lincoln had once declared, "I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of
Independence." [33] At Gettysburg, his address looked back to those sentiments, which were "dedicated to the proposition that all men are created equal," and then looked forward
with hope that those sentiments, those old traditions, could be understood in a new light and could, through a rededication of the American people, produce "a new birth of freedom"
in the nation that would be as dramatic and as transforming as the spiritual regeneration of a camp meeting or a great awakening. In this respect, then, Lincoln at Gettysburg
resembled the stump preachers whose sermons urged that the old light be shunned and a new light embraced, that each soul find God's new light in the awakening of conversion.
With the Gettysburg Address, Lincoln was preaching his own great awakening. [34]
http://quod.lib.umich.edu/j/jala/2629860.0016.108/--lincoln-and-the-gettysburg-awakening?rgn=main;view=fulltext;q1=Lincoln+seemed+like+a+prophet+of+old

“An Occurrence at Owl Creek Bridge”
1. In the exposition of the story, we learn all of the following, except
a. the protagonist’s identify b. the setting c. the inciting conflict d. the background of the character
2. Part II of the story describes most certainly why Farquhar is being hung through
a. direct narrative. b. Flashback. c. dialogue. d. character actions.
3. Which one of the following statements about Payton Farquhar is true?
a. He betrayed the Confederate forces. b. Federal troops shot at him repeatedly. c. He was tricked by a Federal spy. d. He was a loner who had no family.
4. The ticking of his watch interrupts Farquhar’s thoughts about his wife and children. It becomes symbolic of
a. Farquhar’s heart stopping. b. a hail of bullets hitting him. c. Farquhar’s life winding down. d. The pressure of the situation.
5. While Farquhar is under water, he thinks he’s going to die but
a. The current is so strong the ropes break b. The soldiers rescue him c. The river carries him to safety d. His hands seem to work independently of his will and free him
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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6. The Union soldiers are generally portrayed as
a. Merciless and deceptive b. Benevolent and forgiving c. Honorable and friendly d. Selfish and distracted
7. After the board is kicked out from under him, Farquhar immediately experiences
a. An intense sharpening of his senses b. Despair and grief c. A surprising joy and relief d. Nothing
8. After Farquhar appears to have escaped from the gunfire while in the river, he
a. Is too exhausted to swim b. Lands on a bank and runs through the woods c. Is picked up by a passing riverboat d. Is recaptured
9. The surprise ending of the story reveals that Farquhar’s actual fate was
a. A last-minute reprieve b. A successful escape c. Death by drowning d. Death by hanging
10. When Farquhar hears his watch ticking with an exaggerated intensity, Bierce is using the point of view known as
a. Second-person limited b. Third-person limited c. First –person d. Third – person objective
11. Which of the following best reflects the use of the omniscient point of view?
a. The writer objectively describes the scene of the plantation. b. The writer focuses only on Farquhar and his thoughts and feelings.
c. The narrator reports that the gray-clad horseman was a Federal scout. d. The narrator gives a first-person account of the events.
12. The climax of the story is when Peyton Farquhar
a. breaks loose from the noose. b. gets home to his wife. c. is hung. d. decides to become a traitor.
13. “To die of hanging at the bottom of a river!—the idea seemed to him ludicrous. The word ludicrous in the sentence means
a. horrifying. b. laughably ridiculous. c. unlikely. d. painful.
14. At the bottom of the steps she stands waiting, with a smile of ineffable joy, an attitude of matchless grace and dignity. The word ineffable most likely means
a. beyond description. b. difficult. c. extreme. d. desirable.
15. The best theme for the short story would be
a. People don’t know what they have until it is gone, like family, home, and freedom. b. Death is a very formal occasion where people need to observe and honor the victims.
c. Many people believe that when it comes to war, any action is justifiable to get the desired results. d. Death is a very personal and individual experience whose reality is uncertain.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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1- d
RL 3.2
9-d
RL 2.2
2-b
RL 2.1
10-b
RL 3.2
3-c
RL 2.3
11-b
RL 2.2
4-c
RL 3.2
12-c
RL 2.2
5-d
RL 3.2
13-b
WG 1.1
6-a
RL 2.4
14-a
WG 1.1
7-a
RL 3.2
15-c
WG 1.1
8-b
RL 3.2
“The Notorious Jumping Frog of Calaveras County ”
Inference: What can you infer about Jim Smiley based upon each of the following examples?
 Smiley betting on the health of the parson’s wife
 Smiley spending three months teaching a frog to jump
 Smiley studying why the frog couldn’t jump
Hyperbole: Simon Wheeler makes liberal use of hyperbole in describing Jim Smiley; some of what he says is totally improbable, and some is simply
a bit of a stretch. List five to ten examples of this hyperbole and rate each on a scale of one to five, with five being the most outrageous. At any point,
did your skepticism prevent you from enjoying the story? Explain.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
10
PASS
STRAND: RL – Comp. 2.2
TOPIC: Unit 3
GRADE: 11
Score
4.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
3.5
Score
3.0
Score
2.0

Support an argument using at least three pieces of
evidence from aligned text and pulling inferential
evidence from secondary sources or prior knowledge

Support an argument using at least three pieces of
evidence from aligned text.
In addition to score 3.0 performance, in-depth inferences and applications with
partial success.
The student will:
Make reasonable assertions about author's arguments by using elements of the
text to defend and clarify interpretations.
2.5
SAMPLE ACTIVITIES
No major errors or omissions regarding 2.0 content and a partial knowledge of
the 3.0 content.


Knowledge (recognizes or recalls
specific terms)
 Can make
assumptions but lack
specific evidential
support
Identify author’s argument
Identify the evidence author uses to support his/her
argument
Major errors or omissions in more complex
ideas and processes
1.5
Score 1.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding the
3.0 content.
With help, a partial understanding of some of the simpler details and processes and
some of the more complex ideas and processes.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
11
PASS
Strand: Reading Literature- Comp. 2.4
Topic: Unit 3- Realism, Regionalism, and Naturalism
Grade: 11
Score
In addition to Score 3.0, in-depth inferences and applications that go
4.0
beyond what was taught.
3.5
Score
3.0
Choose two women from among the works studied and compare and
contrast their life experiences, noting the ways in which they either
exemplified or were an exception to the times in which they lived. Use at
least three pieces of evidence from the texts to support an original thesis
statement.
In addition to score 3.0 performance, in-depth inferences and applications
with partial success.
The student will:

Choose two women from among the works studied and compare and
contrast their life experiences. Use at least three pieces of evidence
from the texts to support an original thesis statement.


Identify the structure plot development
Attempt to compare and contrast two authors
Begin to make connections between the text and the social context of
the text.
Analyze the structure and format of informational and literary documents and
explain how authors use the features to achieve their purposes.
2.5
Score
2.0
Sample Activities

No major errors or omissions regarding 2.0 content and a partial knowledge
of the 3.0 content.
Knowledge (recognizes or recalls
specific terms)
Performs basic Processes; Such
as:
 Identify/define tone of a
text



Identify/define figurative
language
Recognize connotations
of words
Major errors or omissions in more complex
ideas and processes
1.5
Score 1.0
Partial knowledge of the 2.0 content, but major errors or omissions regarding
the 3.0 content.
With help, a partial understanding of some of the simpler details and processes and some
of the more complex ideas and processes.
The standards listed below are introduced and emphasized in this unit. Once a standard is introduced, it should be applied and reviewed for the
remainder of the year. Starred standards are the POWER STANDARDS for this unit.
These standards have a scale attached to them.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14
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ENGLISH III
PASS
READING LITERATURE: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to
a wide variety of texts.
Standard 2: Comprehension - The student will interact with the words and concepts on the page to understand what the writer has said.
(This standard is a year-long standard and will be the focus of all literature studies.)
1. Literal Understanding
a. Identify the structures and format of various informational documents and explain how authors use the features to achieve their purpose.
b. Select and explain specific devices an author uses to accomplish purpose (persuasive techniques, style, literary forms or genre, portrayal of themes, language).
c. Use study strategies such as note taking, outlining, and using study guide questions to better understand texts.
d. Construct images such as graphic organizers based on text descriptions and text structures.
2. Inferences and Interpretation
a. Interpret the possible inferences of the historical context on literary works.
b. Describe the development of plot and identify conflict and how they are addressed and resolved.
c. Investigate influences on a reader’s response to a text (e.g., personal experience and values; perspective shaped by age, gender, class, or nationality).
d. Make reasonable assertions about author’s arguments by using elements of the text to defend and clarify interpretations.
3. Summary and Generalization
a. Determine the main idea, locate and interpret minor subtly stated details in complex passages.
b. Use text features and elements to support inferences and generalizations about information.
c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures.
4. Analysis and Evaluation
a. Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts.
b. Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes.
c. Examine the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.
d. Analyze the way in which authors have used archetypes (universal modes or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
Writing/grammar/mechanics and usage. The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process. The student will use the writing process to write coherently.
(This standard is a year-long standard and will be the focus of all l student writing.)
1. Students are expected to:
a. use a variety of prewriting strategies such as brainstorming, free writing, outlining, discussing, clustering, webbing, using graphic organizers, notes logs, or reading to generate ideas,
develop voice, gather information, and plan.
b. develops main idea/thesis. Evaluate results of prewriting activities and select appropriate topic.
c. evaluate audience and purpose:
i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, make social and/or political statements, or share an experience or emotion).
ii. evaluate possible modes/genres and select one, remembering that the choice of the mode/genre will guide the treatment of the topic, the development of a stance toward the
audience, and the organizational structure.
d. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.
e. revise drafts for organization, content and style.
ENGLISH III
UNIT 3: PASS
PUTNAM CITY SCHOOLS
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f. edit for specific purposes such as to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.
g. refine selected pieces to publish for general and specific audiences.
2. Use elaboration to develop an idea:
a. draft a text with a clear, controlling idea or thesis.
b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or
classification/division.
c. apply different methods of support, such as facts, reasons, examples, sensory details, anecdotes, paraphrases, quotes, reflections, and dialogue.
d. apply a consistent and appropriate point of view, establish a credible voice, and create a suitable tone.
e. understand and apply formal and informal diction for a desired effect.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators,
and news photographers represent meaning.
1. Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to
support point of view).
2. Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information
in order to serve particular interests).
Language


ENGLISH III
UNIT 3: PASS
Study and application of
grammar
Use and understand both
general academic domainspecific vocabulary
Speaking and Listening
 Engage in collaborative discussion
 Present findings
 Evaluate a speaker’s claims,
rhetoric, and strategy
 Incorporate multimedia components
PUTNAM CITY SCHOOLS
UPDATED: 10.9.14