Unit 3

Scope and Sequence
Subject/Title of Unit
6 Weeks
Estimated Time Frame (# of days)
AP/Dual Credit English III
Unit 4—Romanticism, Transcendentalism
Unit 5—Memoir & Expository Writing
Unit 6—M’s Forest & Argument
TEKS/Student Expectations and STAAR Reporting
2a-b; 3; 5d; 6; 7; 9a-d; 14a-b; 15Ai-v; 15Ci-v;
16a-f; 24a; 25; 26; fig. 19
Unit 4: Romanticism, Transcendentalism, and Argument: How does the creative imagination unlock truths
about humanity? What is the relationship of the individual to the community? What are the limits on
individual freedom?
Part I: American Romanticism
5d--Discuss characteristics of Romanticism in American literature
2a; 3--Read and analyze stylistic devices of selected poems by Edgar Allan Poe and Emily Dickinson
2a-b; 5a, b, d; fig. 19--Read “The Life You Save May be Your Own” and compare modern elements of
14a-b--Write either two poems or one short story that reflects elements of Romanticism from the readings.
Part II: Transcendentalism
5d--Discuss characteristics of Transcendentalism
9a-d--Read/Discuss Emerson’s “Self-Reliance.” Write a précis for the passage. Discuss philosophy advanced
in passage.
7; 9a-d--Read excerpts from Thoreau’s Walden. Complete guided reading questions.
15Ai-v--Go outside and write descriptive observations about nature (modeling after Walden). Revise and
share with the class.
15Ci-v; fig. 19--Read Rachel Carson’s “Silent Spring”. Discuss our responsibility to the environment (include
current debate about issue). Analyze passage for Carson’s purpose and rhetorical strategies. Read example
essay from the AP exam and assign each essay a grade based on the College Board’s grading scale.
2a-c; 5a-b, d; 24a; 25; 26-- Read “The Lottery.” Write questions to compare philosophy of Transcendentalism
with the plot of the story. Participate in a seminar discussion.
16a-f--Choose one quote from excerpts from Thoreau or Emerson. Write an essay that
defends/challenges/qualifies the statement. Use appropriate evidence from reading, experience, observation to
support position.
STAAR Categories:
1: 9d; fig. 19
2:2a-b; 3; 5d; 6; 7; fig. 19
4: 15Ai-v; 15Ci-v; 16a-f
5: 13c
6: 17a-b; 18; 19
Unit 5: Memoir & Expository Writing: How does an individual experience redemption? How can
language express the human experience?
6--Discuss purpose of memoirs and reflective writing.
6--Read excerpts from Amy Tan, David Sedaris, Stephen King, and Jeannette Walls and discuss their style
and purpose in each passage.
14a--As we read each excerpt, students write their own personal connection to the content of the passage.
Unit 6: The Murderer’s Forest & Argumentation: How do individual’s belief systems affect their view of
the world?
2a; 16a-f; 24a-b; 25; 26--Read the story “The Murderer’s Forest” by Camus. Discuss the moral questions
presented in the story. Students will then prepare opening, closing statements, and scripts for witnesses to try
one character for the moral responsibility of the death of Marie.
Ongoing: review of grammar, cartoon analysis
17b-warm-ups: types of phrases—students compose sentences with absolute and prepositional phrases
12a-b—warm-ups: political cartoon analysis (write about purpose and style)
Language of Instruction:
Instructional Resources/Textbook Correlations:
Rhyme Scheme
Patterns for College Writing, Kirszner/Mandell, 10th/11th edition
Literature: The American Experience : selections from Dickenson, Poe, Emerson, Thoreau
“The Lottery,” Jackson
On Writing: A Memoir of the Craft, King
The Glass Castle, Walls
When You are Engulfed in Flames, Sedaris
“The Life You Save May Be Your Own,” O’Connor
“The Murderer’s Forest,” Albert Camus
Sentence Composing for High School Students, Killgallon
Weblinks/Other Resources:
AP Central, College Board
Evaluation/External Assessment/Local Assessment:
Best Instruction Timeline:
In-class writing assignments
Poem/Short story
Argument essay
Journal responses
Mock trial
Teacher created test
Class discussion
Unit 4:
Part I—5 days
Part II—10 days
Unit 5: --5 days
Unit 6:--5 days
Ongoing—warm-ups throughout 6 weeks