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English III
Recommended Prerequisite: English II
Grades Offered: 9-12
Credit: ½-1
SDE Course Code: 3003
MNPS Course Code: ENG1302
Course Description
This course encompasses a correlated study of reading, language development, literature, composition, listening, and speaking based upon the adopted District Academic Standards for Reading, Writing, Listening and Speaking. Additionally, the course will prepare students to demonstrate success on the Tennessee Comprehensive Assessment Program (TCAP) Writing Assessment. Students should be prepared to engage in process writing as well as “on demand first draft” writing experiences. A minimum of three writing assignments should be assessed each six weeks and feedback should be provided using an analytical, holistic, or primary trait process. The course will emphasize the communication and critical thinking skills that empower students to function effectively in a rapidly changing world.
Course of Study
The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text. Students will be expected to take detailed notes from lectures, discussions, and readings to write well-organized coherent essays. The student will also develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences. Additionally, the student will use, read, and view media/technology and analyze content and concepts accurately and will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas. The student will continue to learn and effectively use academic vocabulary. While this sample outline is arranged chronologically, other formats may be considered. Bulleted time periods may require more, or less, than six-weeks of instruction.
Resources
MNPS Language Arts Website http://www.mnps.org/PageFactory.aspx?PageID=2287
Standards
MNPS Reading Standards http://www.mnps.org/PageFactory.aspx?PageID=3342
MNPS Writing Standards http://www.mnps.org/PageFactory.aspx?PageID=3247
MNPS Listening and Speaking Standards
http://www.mnps.org/PageFactory.aspx?PageID=3352
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9870
Required State or District Assessments
TCAP Writing Assessment
For information and anchor papers see
http://www.state.tn.us/education/assessment/tswritinggr11.shtml
Textbooks
Beers, Kylene, et. al. Elements of Literature: Fifth Course. Austin: Holt, Rinehart and
Winston, Inc., 2007. (Basal Adopted 2006) http://hrw.com/
Bigby-Jenkins, Pauline, et. al. Prentice Hall Writing and Grammar: Communication in Action – Ruby Level. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2004. (Basal Adopted 2004)
Carroll, Joyce Armstrong, et. al. Prentice Hall Literature: Timeless Voices, Timeless
Themes - The America n Experience in Action. Upper Saddle River, New Jersey:
Pearson Prentice Hall, 2005. (A classroom set per teacher to complement the language
arts basal)
Essential Literature Information http://www.mnps.org/AssetFactory.aspx?did=5997
Essential Literature Student Copies (Via Library Media Center)
Six Essential Literature texts (total) must be read throughout the year.
· The Crucible – Arthur Miller
· The Great Gatsby – F. Scott Fitzgerald
· Narrative of the Life of Frederick Douglass, an American Slave – Frederick Douglass (Honors)
· Their Eyes Were Watching God – Zora Neale Hurston
· For Choice Selection Titles see English Department Chairperson or Media Specialist
Essential Literature Adapted Texts (Via Library Media Center)
· Narrative of the Life of Frederick Douglass, an American Slave – Frederick Douglass
· The Adventures of Huckleberry Finn, Mark Twain
· A Raisin in the Sun – Lorraine Hansberry
Recommended and/or Required Resources:
MNPS Graduate and 12 – K Academic Standards http://www.mnps.org/Page3241.aspx
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9870
Curriculum Alignment Guide for Reading and Writing – Grade 11 (Contact Language Arts office)
Classroom set of Dictionaries (25 per set)
Classroom set of Thesauruses (25 per set)
The Colonial Period (Encounters and Foundations to 1800)
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o From A Narrative of the Captivity Mary Rowlandson (Elements of Literature)
o From Sinners in the Hands of an Angry God Jonathan Edwards (Elements of Literature)
o A sample of Native American Myths and Ritual Songs (Elements of Literature)
o The Crucible – Arthur Miller (Essential Literature)
o Film Clips from The Crucible
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o demonstrate an understanding of and respect for diversity.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o demonstrate confidence and poise in various speaking situations.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Personal narratives, journals, diaries
- Description of an event
- Character analysis
- Persuasive essay/in-class timed writings
- Six frame film storyboard and/or script for a scene from a play
- Annotated bibliography on an appropriate topic (e.g., Native American Culture)
- Dialectical journal
The Revolutionary Period (Encounters and Foundations to 1800)
Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample texts might include, but are not limited to…
o From The Autobiography – Benjamin Franklin (Elements of Literature)
o From The Interesting Narrative of the Life of Olaudah Equiano- Olaudah Equiano (Elements of Literature)
o From The Autobiography: TheDeclaration of Independence – Thomas Jefferson (Elements of Literature)
o “Jacques Cartier’s Discovery of the St. Lawrence River,” Thomas H. Benton, 1957, Tempera on Canvas (Art)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o demonstrate confidence and poise in various speaking situations.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Personal narratives, journals, diaries
- Description of a self-improvement program, based on Franklin’s 13 virtues
- Character analysis
- Persuasive speech
- Persuasive essay/in-class timed writings
- Dialectical Journals
The Romantic Period (American Romanticism 1800-1860; American Masters Whitman and Dickinson)
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to . . .
o Knickerbockers (e.g., Irving, Bryant) (Elements of Literature)
o Fireside Poets (Longfellow) (Elements of Literature)
o Transcendentalists (e.g., Emerson, Thoreau) (Elements of Literature)
o “The Dark Side of Romanticism” (e.g., Poe, Hawthorne, Melville) (Elements of Literature)
o American Masters (Whitman and Dickinson)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o identify the different points of view, biases, judgments, and expectations as speakers and listeners.
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o demonstrate confidence and poise in various speaking situations.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
- evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
o Description of a setting or event
- Character analysis
- Persuasive essay/in-class timed writings
- Original piece modeled after the style of an author
- Summarizing and paraphrasing research documents related to readings including appropriate MLA citations
- Dialectical Journals
The Civil War and Post –Civil War Period (The Rise of Realism)
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to . . .
o Slave Narratives and Songs (e.g., Douglass, spirituals) (Elements of Literature)
o Local Color and Regional Fiction (e.g., Twain, Bierce) (Elements of Literature)
o Realism (e.g., London) (Elements of Literature)
o Naturalism (e.g., Crane) (Elements of Literature)
o Feminine Issues (e.g., Chopin, Cather) (Elements of Literature)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNP Listening and Speaking Standards)
o identify the different points of view, biases, judgments, and expectations as speakers and listeners.
o demonstrate an understanding of and respect for diversity.
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o demonstrate confidence and poise in various speaking situations.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
- evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
o Description of a setting or event
- Character analysis
- Persuasive essay/in-class timed writings
- Creative piece that models or extends a short story reading
- Dialectical Journals
Modern Poetry
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to . . .
o Selections written in traditional poetic styles
(e.g., Whitman to present) (Elements of Literature)
o Selections written in innovative poetic styles
(e.g., Whitman, Dickinson to present) (Elements of Literature)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use oral reading in individual and group presentations.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o analyze, interpret, and evaluate literary works through spoken language.
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
- evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Persuasive essay including a counter argument/in-class timed writings
- Original poetry modeled after the style of an author (e.g., free verse, syllabic meter)
- Literary analysis, discussing figurative language and poetic devices
- Comparison/contrast thesis-driven essay
- Dialectical Journals
Modern American Voices in Fiction 1900 to Present
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to . . .
o Short stories and selections from full-length works (e.g., Fitzgerald, Faulkner, Hemingway, Porter, Steinbeck, Welty) (Elements of Literature)
o Their Eyes Were Watching God – Zora Neal Hurston (Essential Literature)
o The Great Gatsby – F. Scott Fitzgerald (Essential Literature)
o Film clips from The Great Gatsby or Their Eyes Were Watching God
o Selections from The Harlem Renaissance (e.g., Hughes, Cullen)
o Selections from Contemporary Fiction (e.g., O’Brien, Alvarez)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use oral reading in individual and group presentations.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o analyze, interpret, and evaluate literary works through spoken language.
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
- recognize that language has several levels of usage determined by audience, purpose and occasion.
- evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
- use literature as a model for student writing.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Reflective essay on a topic generated from literature (e.g., the American Dream, Search for Identity)
- Persuasive essay including a counter argument/in-class timed writings
- Six frame film storyboard and/or script for a scene from a novel
- Character analysis
- Comparison/Contrast essay examining the similarities and differences in the print text and film text versions of a scene from one of the literary texts listed above
- Dialectical Journals
Modern American Voices in Nonfiction 1900 to Present
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to…
o Vignettes or excerpts (e.g.,Wright, Momaday, Kingston, Cisneros, Walker, Baldwin, Morrison) (Elements of Literature)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use oral reading in individual and group presentations.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o analyze, interpret, and evaluate literary works through spoken language.
o use appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate communication.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
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