English III : Curriculum Map
2015-2016
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The
District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready
standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby
County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to
instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common
goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum
maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include
instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN
State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach
at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve
their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum
guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and
quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of
instruction for all learners in their classrooms, including those with special learning needs.
English III : Curriculum Map
2015-2016
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for
college and career. This will require a comprehensive,
integrated approach to literacy instruction that ensures that
students become college and career ready readers, writers, and
communicators. To achieve this, students must receive literacy
instruction aligned to each of the elements of effective literacy
program seen in the figure to the right.
This curriculum map is designed to help teachers make effective
decisions about what literacy content to teach and how to teach
it so that, ultimately, our students can reach Destination 2025.
To reach our collective student achievement goals, we know
that teachers must change their instructional practice in
alignment the with the three College and Career Ready shifts in
instruction for ELA/Literacy. We should see these three shifts in
all SCS literacy classrooms:
(1) Regular practice with complex text and its academic
language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support
you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the
map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
English III : Curriculum Map
2015-2016
English III – Quarter 2
Second
Quarter
TN State Standards
SPIs, EEviE Evidence Statements
CONTENT
Weeks 1-3
Texts:
Literary History: Transcendentalism
From Nature, by Ralph Waldo Emerson
From Self- Reliance, by Ralph Waldo Emerson
From Walden, Henry David Thoreau
From Civil Disobedience, Henry David Thoreau
American Masters – Walt Whitman
Overview
Leaves of Grass
From Song of Myself
I Hear America Singing
Performance Task:
Analysis: Write a critical evaluation of “Self Reliance.” Include a summary of Emerson’s points, an assessment of his uses of stylistic devices, such as imagery and
figurative language, and a statement of your opinion.
Analysis: Write an objective summary of Henry David Thoreau’s Walden that analyzes how he articulates the central ideas of living simply and being self-reliant and
how those ideas interact and build on one another.
Big Questions: What is the relationship between literature and place?
How does literature shape or reflect society?
English III : Curriculum Map
CCRS Literature and Informational Text(s)
RL.11.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text, including determining where the
text leaves matters uncertain.
Reading Complex
Texts
RI.11-12.2 Determine two or more central
ideas of a text and analyze their development
over the course of the text, including how they
interact and build on one another to provide a
complex analysis; provide an objective
summary of the text.
RI.11.3 Analyze a complex set of ideas or
sequence of events and explain how specific
individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings; analyze how an author uses and
refines the meaning of a key term or terms
over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RL.11.5 Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or
CCRS Literature and Informational
Author’s Craft and Choice
Analyze the effect of the author’s craft (including
tone and the use of imagery, flashback,
foreshadowing, symbolism, irony, and allusion) on
the meaning of literary texts.
Point of View (Narration)
Think of the narrative point of view as the
perspective from which the text is told.
What is the voice the author has adopted for the
text-- the work's narrator, speaker, or persona?
Inferences
What is implied meaning? Why would meaning be
implied rather than stated directly?
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What is slanted language or connotation of
words?
What kinds of clues imply meaning?
How do good readers draw conclusions?
Impact of the Setting
How does the author’s use of setting impact the
characters?
How does the author’s use of setting impact the plot
2015-2016
Prentice Hall Literature – Reading Selections
Literary Analysis: author’s style, tone, figurative
expressions, metaphor, analogy
Literary History: Transcendentalism pgs 360-363
From Nature, by Ralph Waldo Emerson pgs 366-368
Text Dependent Questions
Author’s Craft and Purpose - Under what
circumstances, according to Emerson, does “mean
egotism” vanish?
Opinions / Argument - How would you define
Emerson’s idea of Mean egotism?
Key Detail - In nature, what emotion does Emerson
believe replaces “mean egotism”?
Opinion / Argument - When does Emerson become a
“transparent eyeball”?
Opinion / Argument - In what ways does this
description reflect Transcendentalist belief in an OverSoul?
From Self- Reliance, by Ralph Waldo Emerson pgs
369-370
Text Dependent Questions
Key Detail - What terms does Emerson use to describe
society?
Author’s Craft and Purpose - According to Emerson,
what is society’s main purpose?
Author’s Craft and Purpose - In what ways does
English III : Curriculum Map
tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic
impact.
RL.11.6 Analyze a case in which grasping a
point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
of the story?
How does the author’s use of setting impact the
characters’ actions?
2015-2016
Emerson believe people should be affected by the way
others perceive them?
Author’s Craft and Purpose - According to Emerson,
what role does the “divine” have in determining each
person’s circumstances?
Pearson Literature – Reading Selections
Themes Across Centuries: Scholar’s Insight pgs 374 –
375
From Walden, Henry David Thoreau , p 376 - 387
CSPAN American Writers
Emerson & Thoreau: Nature and Walden
http://www.americanwriters.org/writers/emerson.asp
Regular practice
with complex text
and its academic
language
Text Dependent Questions
General Understandings - What advice does Thoreau
offer to his “fellos” about ownership of land or property?
Key Details - What advice does Thoreau offer to those
who live in poverty?
Inference - What does this advice suggest about
Thoreau’s definition of true wealth?
Opinions / Arguments - How would you define those
things that are necessary to the soul?
Literary Analysis:
Author’s Style and Metaphor
From Civil Disobedience, Henry David Thoreau, p 388
– 389
Text Dependent Questions
Key Details - How does Thoreau define the best
possible kind of government?
Author’s Craft and Purpose - What is Thoreau asking
English III : Curriculum Map
2015-2016
his readers to do?
Opinions / Argument - Does Thoreau present a
convincing argument for acting on one’s principles?
English III : Curriculum Map
CCRS Language – Vocabulary
L.11.1 Demonstrate command of standard
English grammar and usage when writing or
speaking.
L. 11.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 11-12 reading and
content, choosing flexibly from a range of
strategies.
CCRS Language – Vocabulary
Greek Root –path
Latin Root –voc
Vocabulary: Using Context
Vocabulary: Graphic Organizers
Develop students’ ability to use context clues using
the Reading Strategy prompts
Latin prefix abLatin root –fluVocabulary: Using Context
Vocabulary: Graphic Organizers
Develop students’ ability to use context clues using
the Reading Strategy
prompts
2015-2016
Vocabulary
Prentice Hall Publishing
Using Resources to Build Vocabulary
Word Analysis p. 373
Vocabulary Acquisition and Use
Word Analysis
1. abnormal
2. absorb
3. abscond
4. abrupt
5. abduct
6. abhor
The word absolve contains the Latin prefix: Latin Prefix
“ab-“meaning away or from.” This prefix contributes to
the meaning of absolve which means to take the guilt
away from someone. When Emerson exhorts his
readers to “Absolve you to yourself”, he urges them to
release themselves from their own guilt or shame.
Explain how the prefix “-ab” relates to the meaning of
the words above numbered 1-6.
Categorize Vocabulary p. 373
Working with synonyms and antonyms
Synonyms p. 391
More work with synonyms
Word Analysis p.391
English III : Curriculum Map
2015-2016
Vocabulary Acquisition and Use
Word Analysis
1. affluence
2. fluent
3. fluctuate
4. influx
5. flue
The Latin root –flu-, found in words like fluid, means
“flow”. The word superfluous means “overflowing” or
“exceeding what is sufficient”. Consider the meaning of
the words listed above. For each word write an
alternate explanation that includes the target word.
Tier 2
abnormal
absorb
abscond
abrupt
abduct
abhor
affluence
fluent
fluctuate
influx
flue
Tier 3
Author’s Style
Author’s Tone
Rhetorical Techniques
Figurative Expression
Metaphor
Simile
Analogy
English III : Curriculum Map
2015-2016
Philosophical Assumptions
Explicit
Implicit
CCRS Language
CCRS Language
L.11.1 Demonstrate command of the
conventions of standard English grammar and
Sentence variety and fluency
Conventions
Participles, Gerunds, and Infinitives (Verbals) p. 358
English III : Curriculum Map
usage when writing or speaking.
Sentence combining
L.11.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
Conventions and Style
L.11.3 Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for
meaning or style, and to comprehend more
fully when reading or listening.
L.11.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
L.11.6 Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
2015-2016
Varying Sentences with Verbals p. 35
English III : Curriculum Map
Writing
to Texts
2015-2016
CCRS Writing
CCRS Writing
Writing Fundamentals
W.11.2. Write explanatory texts to examine
and convey complex ideas, concepts, and
information clearly and accurately through the
effective selection, organization, and analysis
of content.
Model: Using Relevant Citations
In “Nature,” what types of figurative language does
Emerson use? Explain your answer.
(p. 372)
W.11.2b. Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the
topic.
W.11.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1-3
above.)
W.11.5 Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach, focusing
on addressing what is most significant for a
specific purpose and audience. (Editing for
conventions should demonstrate command of
Language standards 1-3 up to and including
grades 11-12 here.)
Prewriting
(listing descriptions, dialogue and character action)
Drafting
( using transitions and defending interpretations
with supporting evidence)
Revising
(use direct quotations to strengthen the
essay)
In “Self-Reliance,” Emerson describes “that divine idea
which each of us represent.” How does that phrase
represent the relationship between nature and people?
(p. 372)
English III : Curriculum Map
CCRS Speaking and Listening
SL.11.1 Initiate and participate effectively in a
range of collaborative discussions
Reading, writing
and speaking
grounded in
evidence from
text, both literary
and informational
SL.11.4. Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective,
2015-2016
CCR Speaking and Listening
Speaking and Listening
Summarize the central message in a manner
consistent with the purpose.
Students will deliver an oral presentation explain how
the author develop themes over the course of the work.
Also, consider symbols, imagery or other literary
elements. (page 457)
Select appropriate support based on the topic,
audience, setting, and purpose
Possible Suggestions throughout the quarter:
Continue to establish instructional routines
Group Roles and Responsibility
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared,
having read and researched material
under study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a
thoughtful, well-reasoned exchange
of ideas.
b. Work with peers to set rules for
collegial discussions and decisionmaking (e.g., informal consensus,
taking votes on key issues,
presentation of alternative views),
clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and
English III : Curriculum Map
2015-2016
responding to questions that relate
the current discussion to broader
themes or larger ideas; actively
incorporate others into the
discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify
their own views and understanding
and make new connections in light of
the evidence and reasoning
presented.
Accountable talk / Socratic Seminar
...from the ELA Summer Training, 2013. More
information on Accountable Talk can be found at:
The "accountable" in Accountable Talk comes from its
three dimensions: Accountability to the Learning
Community, Accountability to Accurate Knowledge, and
Accountability to Rigorous Thinking.
www.tncore.org (you will find Accountable Talk with the
2013 Roll-out Materials for ELA, High School)
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Acc
ountable_Talk_Academic_Discussion.pdf
The Socratic seminar is a formal discussion, based
on a text, in which the leader asks open-ended
questions. Within the context of the discussion,
students listen closely to the comments of others,
English III : Curriculum Map
2015-2016
thinking critically for themselves, and articulate
their own thoughts and their responses to the
thoughts of others. They learn to work
cooperatively and to question intelligently and
civilly.
W
I
D
A
WIDA Standards (ELL)
English Language Development Standard 1
English language learners communicate for
Social and Instructional purposes within the
school setting.
WIDA Standards and Language Development
for the ELL
The role of vocabulary, in particular, the use of
academic language associated with contentbased instruction, has been documented as
English Language Development Standard 2 critical in the literacy development of second
language learners.
English language learners communicate
information, ideas and concepts necessary for
academic success in the content area of
Language Arts.
In fact, “mastery of academic language is
arguably the single most important determinant
of academic success; to be successful
academically, students need to develop the
specialized language of academic discourse
that is distinct from conversational language”
(Francis, Rivera, Lesaux, & Rivera, 2006, p.7).
As students progress through levels of
proficiency, a change in vocabulary usage will
be evident. Students will move from general
language to specific language to specialized or
technical language that is required in
processing or responding to a task.
With more deliberate use of vocabulary through
word study, ELL students should be working
Unit Resources for Reading and Vocabulary
https://www.pearsonsuccessnet.com/snpapp/iText/
products/0-13-361499-912/Tennessee/Grade12/rad_ur_tn_g12_splash.html
Side by side Vocabulary in English in and in
Spanish
See the Pearson Spanish Resources
https://www.pearsonsuccessnet.com/snpapp/iText/
getTeacherHomepage.do?newServiceId=6000&new
PageId=10100
https://www.pearsonsuccessnet.com/snpapp/iText/
products/0-13-369638-312/Tennessee/Grade12/sro_tn_g12_splash.html
English III : Curriculum Map
2015-2016
with a variety of sentence lengths of varying
linguistic complexity. In doing so, more detail
and clarity should be evident.
Second Quarter
Week 4
Writing Workshop
TN State Standards
W.11-.2.A Introduce a topic; organize complex
ideas, concepts, and information so that each
new element builds on that which precedes it
to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
W.11-.2.B Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
W.11-.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
As students move from general usage to more
specific language related to the content area, more
work with vocabulary may be needed.
Evidence Statements
Content
Analyze Word Choice
Writing Task
Analyze Text Structure
Reviewed throughout the quarter:
Varying sentence structure
Essay organization and structure
Thesis statement
Topic sentences and supporting details
Writing paragraphs
Model : Using Exact Quotations
Model: Anticipating Counterclaims
Are your points presented clearly and logically?
Analysis: Write a critical evaluation of “Self Reliance.”
Include a summary of Emerson’s points, an
assessment of his uses of stylistic devices, such as
imagery and figurative language, and a statement of
your opinion. (Page 373)
In the century and a half since Thoreau wrote Walden,
life for most Americans has become more complex
rather than simpler. Write an editorial – a persuasive
article – in which you argue for or against the relevance
of Thoreau’s ideas of simplicity in today’s world. Refer
to Walden and Civil Disobedience to support your
ideas.
Analysis: Write an objective summary of Henry David
Thoreau’s Walden that analyzes how he articulates the
English III : Curriculum Map
2015-2016
central ideas of living simply and being self-reliant and
how those ideas interact and build on one another.
Second Quarter
Weeks 5-7
TN State Standards
Evidence Statements
CCRS Literature and Informational
RI.11.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings; analyze how an author uses and
refines the meaning of a key term or terms
over the course of a text (e.g., how Madison
defines faction in Federalist No. 10)
Reading Complex
Texts
RL.11.5 Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or
tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic
impact.
RL.11.9 Demonstrate knowledge of
eighteenth-, nineteenth-, and early-twentiethcentury foundational works of American
literature, including how two or more texts from
the same period treat similar themes or topics.
Demonstrates the ability to determine the meaning
of words and phrases as they are used in a text.
RL.11.4
Provides an analysis of how an author’s choices
concerning how to structure specific parts of a text
contribute to its overall structure and meaning.
RL.11.5
Demonstrates knowledge of how two eighteenthcentury foundational works of American literature,
two nineteenth-century foundational works of
American literature, or two early-twentieth century
foundational works of American literature treat
similar themes or topics. RL.11.9
CONTENT
American Masters – Walt Whitman
Overview, pg 422
Leaves of Grass, p 426
From Song of Myself, p 428
I Hear America Singing, p 435
Literary Analysis:
Epic poetry
Epic theme
Style
Free verse
Reading Strategy: Reading complex Texts
Leaves of Grass
Text Dependent Questions
General Undersandings - What subject does Whitman
address in the first paragraph?
Key Details - According to Whitman, what makes
America different from all other nations?
Author’s Craft and Purpose - What is the meaning of
Whitman’s notion that he United States is “a teeming
nation of nations”?
Inferences - According to Whitman, what is the
greatest of all poems?
Opinions / Arguments - Based on this statement, how
is Whitman redefining the idea of a poem?
English III : Curriculum Map
2015-2016
Song of Myself
Text Dependent Questions
Key Details - From what does Whitman say his tongue
and blood are formed?
Key Details - How does he view his relationship with
nature?
Key details - How does he view his relationship with
other people?
Opinion / Argument - What does Whitman suggest will
happen to his spirit and message after he is gone?
Language
L.11.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
Regular practice
with complex text
and its academic
language
L.11.3 Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for
meaning or style, and to comprehend more
fully when reading or listening.
L.11.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
L.11.5a. Interpret figures of speech (e.g.,
hyperbole, paradox) in context and analyze
their role in the text.
Language
https://www.pearsonsuccessnet.com/iText/products/
0-13-253644-7/ViewerMain.html? Walt Whitman
Poetry, Vocabulary Builder
Log in. Go to English 11. Go to Unit 2 – Walt
Whitman. Go to online resources.
https://www.pearsonsuccessnet.com/iText/products/
0-13-253644-7/ViewerMain.html? Walt Whitman
Poetry, Support for Writing
Log in. Go to English 11. Go to Unit 2 – Walt
Whitman. Go to online resources.
https://www.pearsonsuccessnet.com/iText/products/
0-13-253644-7/ViewerMain.html? Essential
Questions, Workshop #2
Log in. Go to English 11. Go to Unit 2 – Walt
Whitman. Go to Support for Writing.
http://www.pearsonsuccessnet.com/snpapp/learn/na
Convention and Style –Parts of Speech
Combining Sentences
Using Comparative and Superlative Forms
CCRS Language – Vocabulary
Latin prefix abLatin root –fluVocabulary: Using Context
Vocabulary: Graphic Organizers
Develop students’ ability to use context clues using the
Reading Strategy
prompts
English III : Curriculum Map
L.11.6 Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
2015-2016
vigateIDP.do?method=vlo&internalId=121110100000
047&isHtml5Sco=false&fromTab=DONETAB The
Poetry of Walt Whitman, a “Get Connected” Video
Log in. Go to English 11. Go to Interactive Online
Resources. Go to Unit 2 – Walt Whitman. Go to
Support for Writing.
http://www.pearsonsuccessnet.com/snpapp/learn/na
vigateIDP.do?method=vlo&internalId=121110100000
047&isHtml5Sco=false&fromTab=DONETAB Walt
Whitman, Literary Analysis , Epic Theme and Diction
Log in. Go to English 11. Go to Interactive Online
Resources. Go to Unit 2 – Walt Whitman. Go to
Literary Analysis…..
Writing to Texts
Writing
Writing Fundamentals
W.11.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1-3
above.)
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 1–3 above.) W.11.4
W.11.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research
Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to
literature (e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including
how two or more texts from the same period treat
Linking main points
Building upon textual evidence
Argumentative:
Write an editorial-a persuasive article – in which you
argue for or against the relevance of Thoreau’s idea of
simplicity ( p. 391)
English III : Curriculum Map
2015-2016
similar themes or topics”). W.11.9
CCRS Speaking and Listening
Speaking and Listening
SL.11.2 Integrate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and
accuracy of each source and noting any
discrepancies among the data.
Deliver a speech in which you analyze how two or more
foundational literary works in this unit treat similar
themes or topics. Identify the works you will discuss
and explain why you chose them. Identify the topics
and presentation of characters, settings, or ideas
Summarize the central message in a manner consistent
with the purpose.
SL.11.3 Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric,
assessing the stance, premises, ideas, word
choice, points of emphasis, and tone used.
Second Quarter
Week 8
Writing Workshop
TN State Standards
Select appropriate support based on the topic,
audience, setting, and purpose.
Evidence Statements
CONTENT
CCRS Writing
W.11-12.1 Write arguments to support claims
in an analysis of substantive topics or tests,
using valid reasoning and relevant and
sufficient evidence.
W.11-12.2 Write informational/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
Development of Ideas
 The student response addresses the prompt and
provides effective and comprehensive development
of the claim, topic and/or narrative elements1 by
using clear and convincing reasoning, details, textbased evidence, and/or description; the
development is consistently appropriate to the task,
purpose, and audience.
Reviewed throughout the quarter:
Varying sentence structure
Essay organization and structure
Thesis statement
Topic sentences and supporting details
Writing paragraphs
English III : Curriculum Map
accurately through the effective selection,
organization, and analysis of content.
W.11-.2.A Introduce a topic; organize complex
ideas, concepts, and information so that each
new element builds on that which precedes it
to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
W.11-.2.B Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
W.11-.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
Organization
 The student response demonstrates purposeful
coherence, clarity, and cohesion2 and includes a
strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writer’s progression of ideas.
Clarity of Language
 The student response establishes and maintains
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone , and/or
domain-specific vocabulary.
Knowledge of Language and Conventions
 The student response demonstrates command of
the conventions of standard English consistent with
effectively edited writing.
2015-2016
Analysis: Write an objective summary of Henry David
Thoreau’s Walden that analyzes how he articulates the
central ideas of living simply and being self-reliant and
how those ideas interact and build on one another
Is the information organized in such a way that the text
is clear and accurate?
Do the ideas build upon one another?
Are transitions used to fluidly connect thoughts?
Is the language precise and sophisticated enough to
complement and manage the complexity of the topic?
Does the essay contain a balance of literal and
figurative explanation?
English III : Curriculum Map
2015-2016
Second Quarter
Week 9
Assessment
Students Report Findings
(Example: Students will use excerpts from Emerson’s “Nature” and Thoreau’s Walden to understand the main themes and tenets of transcendentalism, and
showcase how they still apply in our society in a presentation)
Nine Week Assessment
Performance Task: With a partner, deliver an oral presentation in which you analyze how two or more literary works from Unit 1 or Unit 2 treat similar themes or topics.
Performance Task: Conduct a panel discussion in which you delineate and evaluate the reasoning in a seminal U. S. text from Unit 1 or Unit 2.