English III Curriculum Map
Unit
Unit 1: Origins and
Encounters
(2000 B.C. – A.D.
1620) – Part 1: In
Harmony with Nature
Duration
3 weeks
Primary Standards
RL.2 - Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
Essential Question(s)
What is the
relationship between
literature and place?
5 weeks
RI.2 - - Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
WR4 - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
How does literature
shape or reflect
society?
5 weeks
RL.2 - - Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RL.3 - Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
RL.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
What makes American
literature American?
World on the Turtle’s
Back (24-32)
Coyote Stories (3947)
Man to Send Rain
Clouds (48-54)
Unit 1: Origins and
Encounters
(2000 B.C. – A.D.
1620) – Part 2:
First Encounters
La Relacion (72-80)
Of Plymouth
Plantation (81-92)
Interesting Narrative
of Oloudah (93-99)
Blue Highways (100108)
My Sojourn in the
Lands of My
Ancestors (109-117)
Unit 2:
Colony to Country
(1620-1800) – Part 1:
Between Heaven and
Hell
(Puritan Tradition)
Between Heaven and
English III Curriculum Map
Hell (134-143)
Examination of Sarah
Good (144-149)
Sinners in the Hands
of an Angry God
(152-159)
The Crucible (161245)
Unit 2:
Colony to Country
(1620-1800) – Part 2:
The Right to Be Free
(Writers in the Time
of Revolution)
Speech in the Virginia
Convention (262-269)
Declaration of
Independence (270281)
What is an American
(289-294)
Lecture to a
Missionary (295-299)
5 weeks
or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.6 - Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
RL.10 - By the end of GRADE 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
RL.4 - Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful.
RL.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.
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
RI.9 - Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and rhetorical features.
WR4 - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Christmas Break
How does literature
shape or reflect
society?
English III Curriculum Map
Unit 3: Spirit of
Individualism
(1800-1855)
Part 1: Celebrations
of Self (Romanticism
and
Transcendentalism)
6 weeks
RL.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.
RL.3 - Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
RL.4 - Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful.
RL.9 - 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 similar themes or topics.
How does literature
shape or reflect
society?
3 weeks
RL.6 - Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.9 - 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 similar themes or topics.
RI.4 - Determine the meaning of words and phrases as they are used in a text, including
How does literature
shape or reflect
society?
The Devil and Tom
Walker (349-362)
Self-Reliance (363368)
Civil Disobedience
(369-380)
Unit 3: Spirit of
Individualism
(1800-1855)
Part 2: The Dark Side
of Individualism
(American Gothic)
Masque of the Red
Death (450-462)
Danse Macabre (464465)
Raven (466-471)
Fall of the House of
Usher (473-497)
Rose for Emily (516525)
Unit 4: Conflict and
Expansion
(1850-1900)
Part 1: A House
Divided (Slavery and
the Civil War)
English III Curriculum Map
Narrative of the Life
of Frederick Douglass
an American Slave
(562-573)
Gettysburg Address
(605-608)
Coming of Age in
Mississippi (609-617)
Unit 4: Conflict and
Expansion
(1850-1900)
Part 2: Tricksters and
Trailblazers (The
Vanishing Frontier
Indian and 100 Cows
(632-634)
High Horse Courting
(645-653)
Autobiography of
Mark Twain (654667)
Unit 5: Changing Face
of America
(1855-1925) – Part 1:
Women’s Voices,
Women’s Lives
Emily Dickinson
poetry (746-761)
Yellow Wallpaper
(765-781)
Story of an Hour
(783-787)
Unit 5: Changing Face
of America
(1855-1925) – Part 2:
The American Dream
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).
WR4 - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
5 weeks
RL.4 - Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful.
RL.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.6 - Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
What makes American
literature American?
RL.10 - By the end of GRADE 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
What makes American
literature American?
English III Curriculum Map
(The Great Gatsby)
Unit 6:
The Modern Age
(1900-1940)
Part 1: A New
Cultural Identity (The
Harlem Renaissance)
4 weeks
RL.2 - Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RL.9 - 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 similar themes or topics.
RI.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).
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
WR4 - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
What makes American
literature American?
2 weeks
RL.2 - Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RI.6 - Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
What is the
relationship between
literature and place?
Langston Hughes
Selected poems (924928)
When the Negro Was
in Vogue (932-937)
How it Feels to Be
Colored Me (950958)
My Dungeon Shook
(959-966)
Unit 6:
The Modern Age
(1900-1940)
Part 2: Alienation of
the Individual
(Modernism)
The Man Who Was
Almost a Man (10451056)
Unit 7: War Abroad
and Conflict at Home
(1940-Present)
Part 1: Remembering
the Wars (World War
II)
Armistice (10761085)
Why Soldiers Won’t
English III Curriculum Map
Talk (1088-1094)
Ambush (1105-1109)
Unit 7: War Abroad
and Conflict at Home
(1940-Present)
Part 2: Integration
and Disintegration
(Postwar Society)
Letter from
Birmingham Jail
(1136-1146)
Hostage (1200-1212)