MISD Unit Framework 2014-2015
When is rebellion justified?
Essential
Question
Timeframe
What is your heritage?
Unit Name
Unit 1A: Native American and Early Settlers Literature: Literary
Nonfiction, Informational Text, & Expository Writing
1 (A,B,C,D,E)
2 (A, B, C) theme
6A literary nonfiction
7A sensory language
9 (A, B, C, D) expository text
12 (A, B, C, D) media literacy
Figure 19 (A, B)
13 (A,B,C,D,E) writing process
17A phrases & clauses
17B sentence structure
18 capitalization
19 spelling
21 (A,B,C) research
23 (A,B,C,D,E) research
24 (A,B) listening & speaking
26
Expository Essay 15 Ci-v
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze & make inferences about literary nonfiction including
vocabulary, theme, elements and structure, and sensory language,
media literacy
 Analyze & make inferences about informational texts including
vocabulary, purpose, elements and structure, procedural insets, media
literacy.
 Write an expository essay including textual evidence from the pieces
studied in this unit
 Analyze messages in media
 Understand and use the conventions of academic language when
writing and speaking
TEKS
Writing
Focus
Performance
Expectations
Suggested
Resources
English III
1st 9 Weeks
Literary Nonfiction:
Native American myths
“The Way to Rainy Mountain”
“La Relacion”
“The Interesting Narrative of the
Life of Olaudah Equiano”
Informational Text:
Early Settlers literature:
Bradford, “Of Plymouth Plantation”
Smith, “The General History of Virginia”
Unit 1B: Puritan Tradition and Writers of the Revolution:
Drama, Persuasive & Informative Text, and Persuasive Writing
Spiraled:
New:
1 (A,B,C, D,E)
3 poetry
2 (A, B, C)
4 drama
7
8 informational text (culture & history)
9 (A, B, C, D)
10 (A,B) persuasive text
12 (A, B, C, D)
11 (A,B) procedural texts
Figure 19 (A, B)
13 (A,B,C,D,E)
17 A
17 B
18
19
21 (A,B,C)
23 (A,B,C,D,E)
Persuasive writing 16 (A, B, C,D,E,F)
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze & make inferences about drama, including vocabulary, theme, elements and structure,
sensory language, and media literacy.
 Analyze & make inferences about poetry, including vocabulary, theme, elements and structure,
sensory language, and media literacy.
 Analyze & make inferences about informational texts including vocabulary, purpose, elements
and structure, procedural insets, media literacy.
 Analyze & create persuasive writings that include the writing process, structure and attributes
of the persuasive mode
 Analyze messages in media
 Understand and use the conventions of academic language when writing and speaking
Poetry:
Anne Bradstreet, “To My
Dear and Loving Husband
Upon the Burning of our
House”
Persuasive Text:
Jonathan Edwards, from Sinners
in the Hands of an Angry God
Patrick Henry, “Speech in the
Virginia Convention”
Informational Text:
The Declaration of Independence
Benjamin Franklin:
from The Autobiography
“McCarthyism”
Major Works:
Thomas Paine, from The Crisis
Drama
The Crucible
“The Demons of Salem, with Us Still”
Peter Travers, “Movie Review:
The Crucible”
Timebends
50 Ways to Fix Your Life
MISD Unit Framework 2014-2015
Where do people look for Truth?
Essential
Question
What can nature teach us?
Timeframe
2nd Nine Weeks
Unit Name
Unit 2A: Celebrating the Individual: American Romanticism
Poetry, Fiction, and Persuasive Writing
Spiraled:
New:
1 (A,B,C,D,E) vocabulary
5 (A,B,C,D) fiction
2 (A, B, C) theme & genre
3 poetry
7 sensory language
12 (A, B, C, D) media literary
Figure 19 (A, B) inference
13 (A,B,C,D,E) writing process
17A phrases & clauses
17B sentence structure
18 capitalization
19 spelling
21 (A,B,C) research
23 (A,B,C,D,E) research
TEKS
Writing Focus
Performance
Expectations
Suggested
Resources
English III
Unit 2B: Transcendentalism and American Gothic
Fiction and Nonfiction, and Analytical Writing
New:
No new TEKS in this unit
Spiraled:
1 (A, B, C, D, E)
2 (A, B, C)
3
5 (A,B,C,D)
7
8
9 (A, B, C, D)
12 (A,B,C,D)
Fig 19 A & B
13 (A,B,C,D,E)
17 A
17 B
18
19
21 (A, B, C)
23 (A, B, C, D, E)
Persuasive writing 16(A, B, C,D,E,F)
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze and make inferences about poetry including vocabulary, theme,
elements and structure, and sensory language
 Analyze and make inferences about fiction including vocabulary, theme,
elements and structure, and sensory language
 Analyze messages in media
 Create persuasive writings including the writing process, structure and
attributes of the persuasive mode
 Understand and use conventions of academic language when speaking and
writing
Expository Analytical writing (15Ai-vi)
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze and make inferences about fiction including vocabulary, theme, elements and
structure, and sensory language
 Analyze and make inferences about poetry including vocabulary, theme, elements and
structure, and sensory language
 Analyze and make inferences about informational texts including vocabulary, purpose,
elements and structure, and procedural insets
 Develop and write analytical essays that include the writing process structure and
attributes of the analytical essay mode, punctuation, capitalization, and spelling
 Understand and use conventions of academic language when speaking and writing
Poetry:
Bryant, “Thanatopsis”
The Fireside Poets: Longfellow,
“A Psalm of Life” “The Tide
Rises, The Tide Falls”
Holmes, “The Chambered
Nautilus” “Old Ironside”
Whittier, “Snowbound”
Lowell, “The First Snowball”
Short Stories:
“The Minister’s Black
Veil”
Major Works:
Hawthrone, The
Scarlet Letter
Supporting Genres
Short Stories:
Irving, “the Devil and
Tom Walker”
Poe short stories
“Fall of the House of
Usher,”
“The Masque of the
Red Death”
Major
Works:
Hawthorne,
The Scarlet
Letter
Supporting Genres
Poetry: Poe, “The Raven”
Informational Text:
Emerson, “Self Reliance” “Nature”
Thoreau, “Walden” “Civil Disobedience”
Margaret Fuller, “Woman in the Nineteenth Century”
Ghandi, “On Civil Disobedience”
Stephen King, from Danse Macabre
MISD Unit Framework 2014-2015
Essential
Question
What are life’s essential truths?
Timeframe
3rd Nine Weeks
Unit Name
Unit 3A: From Romanticism to Realism
Informational Text, Poetry, and Fiction and Research Writing
Spiraled
New:
1 (A, B, C, D, E) vocabulary
20 (A, B) research
2 (A, B, C) theme & genre
22 (A, B, C) research
3 poetry
25 formal speaking
5 (A, B, C, D) fiction
8 information text/culture and
history
9 (A, B, C, D) expository text
13 (A,B,C,D,E) writing process
Fig 19 (A, B) inference
17A phrases & clauses
17B sentence structure
18 capitalization
19 spelling
21 (A, B, C) research
23 (A, B, C, D, E) research
TEKS
Writing
Focus
Performance
Expectations
Suggested
Resources
English III
What makes a place unique?
Research paper
Could be connected to the essential question
MLA formatting with parenthetical citations
 Analyze & make inferences about expository texts including vocabulary, purpose, elements
(summary, main idea, details, rhetorical devices) and structure, and procedural insets.
 Analyze and make inferences about fiction including vocabulary, purpose, elements, and
structure.
 Analyze and make inferences about poetry including vocabulary, purpose, elements, and
structure.
 Write a research paper with MLA formatting including parenthetical citations
 Understand and use the conventions of academic language when writing and speaking
Poetry:
Major
Supporting Genres:
Walt Whitman, “I Hear
Works:
Nonfiction:
America Singing” “Song of
Frederick Douglas, “Narrative of Fredrick
Myself” “A Noiseless
Crane,
Douglas”
Spider” “Beat Beat Drums”
The Red
Lincoln’s Gettysburg Address
Emily Dickinson, “Because
Badge of Jefferson, “Emancipation Proclamation”
I could not stop for death”
Courage
Whitman, Preface to Leaves of Grass
“Success is Counted
Harriett Jacobs, “Incidents in Life of a Slave
Sweetest”
Girl”
Pablo Neruda, “Ode to Walt
Whitman”
Short Stories:
Bierce, “An Occurrence at Owl Creek Bridge”
Unit 3B: Regionalism and Naturalism
Fiction, Literary Nonfiction, and Nonfiction and Research Writing
Spiraled:
New:
1 (A, B, C, D, E)
14A story writing
2 (A, B, C)
14B poetic writing
5 (A, B, C, D)
15D presentation
6
8
9 (A,B, C, D)
12 (A,B, C, D)
13 (A,B, C, D, E)
Fig 19 A & B
17A
17B
18
19
20 (A, B)
21 (A, B, C)
22 (A, B, C)
23 (A, B, C, D, E)
25
 Analyze & make inferences about expository texts including vocabulary, elements (summary,
main idea, details, rhetorical devices) and structure, and procedural insets
 Analyze and make inferences about fiction including vocabulary, structure, and elements
 Write a research paper with MLA formatting including parenthetical citations
 Understand and use the conventions of academic language when writing and speaking
Short Story:
London, “The Law of Life”
Chopin, “The Story of an
Hour”
Harte, “Outcasts of Poker Flat”
Crane, “The Open Boat”
Wharton, “April Showers”
Twain, “The Notorious
Jumping Frog of Calavaras
County”
Major Works:
Mark Twain,
The Adventures of
Huckleberry Finn
Supporting Genres:
Edith Wharton, Ethan
Frome
Literary Nonfiction:
Twain, “The Autobiography of
Mark Twain”
“Life on the Mississippi”
“Epigrams”
Kate Chopin, The
Awakening
Informational Text:
Doyle, “Joyas Voladoras”
MISD Unit Framework 2014-2015
Essential
Question
How can people honor their heritage?
Timeframe
4th Nine Weeks
Unit Name
Unit 4A: The Legacy of the Era: The Harlem Renaissance
Fiction, Poetry and Nonfiction and Persuasive Writing
Spiraled:
New:
1 (A,B,C,D,E) vocabulary
No new TEKS
2 (A, B, C) theme & genre
addressed in this unit
3 poetry
5 (A, B, C, D) fiction
7 sensory language
9 (A,B, C, D) expository texts
12 (A, B, C, D) media literacy
Figure 19 (A, B) inference
13 (A,B,C,D,E) writing process
17 A phrases & clauses
17 B sentence structure
18 capitalization
19 spelling
21 (A,B,C)
23 (A,B,C,D,E)
TEKS
Writing Focus
Performance
Expectations
Suggested
Resources
Persuasive writing 16 (A, B, C,D,E,F)
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze and make inferences about poetry & fiction including
vocabulary, structure, and elements
 Analyze and make inferences about nonfiction including
vocabulary, structure, and elements
 Write a persuasive essay using the writing process, structure, and
attributes of the persuasive mode
 Use and understand the conventions of academic language when
speaking and writing
Poetry:
James Weldon Johnson,
“My City”
Claude McKay, “If We
Must Die”
Countee Cullen, “Any
Human to Another”
Arna Bontemps, “A Black
Man Talks of Reaping”
Langston Hughes “Harlem”
“The Negro Speaks of
Rivers” “I, Too” “The
Weary Blues”
Major Works:
Supporting Genres:
Hurston, Their
Eyes Were
Watching God
Nonfiction:
Zora Neale Hurstone,
“How it Feels to Be
Colored Me”
Toni-Morrison,
“Thoughts on the
African-American
Novel”
English III
What is the American dream?
Unit 4B: The Legacy of the Era: Modernism
Selections from Poetry, Fiction, Drama, Informational Text & Analytical Writing
Spiraled:
New:
1 (A,B,C,D,E)
14C script writing
2 (A, B, C)
15Bi-v procedural documents
3
4
5 (A, B, C, D)
7
8
9 (A, B, C, D)
11 (A, B)
12 (A, B, C, D)
Figure 19 A & B
13 (A,B,C,D,E)
17 A
17 B
18A
19A
21 (A,B,C)
23 (A,B,C,D,E)
Expository Writing 15Ci-v
Textual evidence must come from pieces studied in this unit
Should be connected to the essential question
 Analyze and make inferences about fiction & poetry including vocabulary, structure, and elements
 Analyze and make inferences about nonfiction including vocabulary, structure, and elements (summary, main idea, details,
rhetorical devices)
 Analyze and make inferences about drama including vocabulary, structure, and elements
 Write an expository essay using the writing process, structure, and attributes of the persuasive mode
 Use and understand the conventions of academic language when speaking and writing
Poetry:
Robinson, “Mniver Cheevy” “Richard Cory”
Masters, “Lucinda Matlock”
Sandberg, “Chicago”
Frost, “The Death of the Hired Man” “Out, Out”
Pound, “In a Station of the Metro”
WC Williams, “Spring and All” “This is Just to Say”
E. E. Chummings, “anyone lived in a pretty how town”
Millay, “Recuerdo”
Elliot, “The Love Song of J. Alfred Prufrock”
H. D., “Helen”
Marianne Moore, “Poetry”
Brooks, “Life for My Child is Simple” & “Primer for
Blacks”
Rita Dova, “Adolescence-III” “Testimonal”
Major Works:
Drama:
Wilder, Our Town
Williams, The
Glass Menagerie
Miller, Death of a
Salesman
Hansberry, A
Raisin in the sun
Novel:
Fitzgerald, The
Great Gatsby
Supporting Genres:
Short Story:
Fitzgerald, “Winter Dreams”
Hemingway, “In Another Country”
Porter, “The Jilting of Granny Weatherall”
Welty, “A Worn Path”
Faulkner, “A Rose for Emily”
Informational Text:
King, “Letter from Birmingham” “from Stride Toward
Freedom”
Steinbeck, “Why Soldiers Won’t Talk”
Baldwin, “My Dungeon Shook: Letter to My Nephew”
Amy Tan, “Mother Tongue”
Sandra Cisernos, “Straw into Gold: The Metamorphosis of
Everday”
Alice Walker, “In Search of Our Mothers’ Gardens”