august 6 - carlisle county … · web viewwritten horror movie essay oct. 29-nov. 13 rd-11-5.0.6...
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Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
August 6
Writing for a Variety of Purposes and Audiences
EL-10-WC-S-1Students will write to learn by applying strategies effectively (e.g., personal journals, writer’s notebooks)
What is the significance of personal journal writing?
Journal Entry # 1—Begin a list of twenty wishes (This journal may be entitled Twenty Wishes or Bucket List or whatever you choose).
Students share. What you did over
summer game/get to know each other
Reflective writing
August 6
RD-11-4.0.1
Students will evaluate the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage
How is the Native American culture and beliefs different than your own?
Social contract/ self motivation and self control
The Earth on Turtle’s Back p. 18
When Grizzlies Walked Upright p. 21
The Navajo origin Legend p. 24
Reader WB pgs. *****Class discussion
Origin myth, cultural details
August 7
RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to
What is lost or gained from embracing your cultural heritage?
Museum Indians p. 35 Write a creation myth or
personal essay about heritage for extra credit
Trickster Tales notes and
Text and board questions
Personal essay
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
answer questions about a passageWR-HS-1.2.2
In Personal Expressive/Literary Writing,
Students will communicate theme/main idea through use of literary elements appropriate to the genre:
o Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue
info Open Response
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
when appropriate.o Students will develop plot/story line appropriate to the form.
Students will develop an appropriate setting, mood, scene, image or feeling.
Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
Students will incorporate reflection, insight and analysis when appropriate
August 8
RD-11-3.0.3
Students will explain an
What is the writer’s purpose in a historical
Catch up Day/animal charades/ end Native American unit
Reader NB p. *****Plymouth WS
Subjectivity, bias
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
author’s position based on evidence in a passage.
RD-11-3.0.4
Students will accept or reject an argument, giving supporting evidence from the passage.
RD-11-3.0.2
Students will analyze an author’s purpose in a passage
narrative? The General History of Virginia p.70
Of Plymouth Plantation p. 76
(skimming for info. In reading)
August 11-14
Writing for a variety of purposes and audiences
WR-HS-1.1.3In Transactive Writing, Students will
communicate as an informed writer to provide new insight through informing, persuading or analyzing.
Students will develop an effective angle to achieve a
How can the same story be presented in different ways?
Define thesis Compare and Contrast
Literature: p .288, 289 Students will read and
analyze a model of a compare and contrast essay. Students compare and contrast John Smith’s story to the movie Pocahontas and then to the research of the real story on the
Students write comparison essay
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
justifiable purpose. Students will justify
what the reader should know, do, or believe as a result of reading the piece.
Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
Students will sustain a suitable tone.
Students will allow voice to emerge when appropriate.
Internet. Students will prewrite by creating a working thesis for comparing the stories.
Students will write a first draft, supporting their thesis statement with examples from the movie, story, or own research.
Students will peer review then revise the essay accordingly.
August 15
Developing Initial Understanding: Literary Passages
RD-11-2.0.5
Students will interpret concrete or abstract terms using context from the passage.
How does poetry and prose differ?
Students working in groups will use a Venn diagram to compare and contrast the elements of poetry and prose.
Students will work in pairs to create a guideline for reading poetry
Students interpret poem
PoetryProse
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
(R-24 & R-25). Pairs share Introduce SOAPS
strategy Read “Versus upon the
Burning of Our House” and interpret
August 18Catch up day
Understanding Writing Conventions:Correctness
WR-HS-3.5.0 Students will exemplify effective language choices by applying correct grammar and usage.DOK 2
How does correct grammar enhance communication?
Define edit and grammar.
Introduce Daily Language Practices and Editing Symbols.
EditGrammar
August 19
RD-11-1.0.3
Students will formulate questions to guide reading.
What do you already know about the tragedy of the Salem Witch Trials?
Drama terms KWL Salem Witch Trials Puritan background info
p. 10, 1255 and teacher notes about Salem and author
protagonist, antagonist, foil, soliloquy, aside, stage directions *********
August 19
Understanding Writing Conventions: Punctuation
WR-HS-3.6.0 Students will communicate clearly by applying correct punctuation.DOK 2
What is the relationship between punctuation and reading comprehension?
What do the comma and semicolon and period communicate to the reader?
Using Commas p298 Using Semicolons p 300
Assess: p 299
Assess: p 301
CommaSemicolon
August 20-Sept. 2
Drama RD-11-3.0.6
Students will analyze the
What Puritan and modern values do you see in the
Read The Crucible p.1258
Choose parts
Quiz after each ActCharacter notes WS
Biblical Allusion?, drama terms above
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas.RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are developed in more than one text.
play? Compare character motivations to poem ‘My Dear and Loving Husband” p. 96
Applied poem understanding characterUnit essay test
Sept. 3-8
WR-HS-1.2.3
In Transactive Writing,
Students will communicate relevant information to clarify and justify a specific purpose.
Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
Students will develop explanations to support the writer’s purpose.
How does film and stage version of a play differ?
Watch movie Discuss film??? Model of movie
reviews/handout and p.****reader’s NB
Reader’s NB p. *****
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Students will synthesize research to support ideas when appropriate.
Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
Sept. 9 RD-11-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
RD-11-2.0.4
Students will follow the sequence of information
In what ways did politics influence literature of this time?
Read background info. Pgs. 124-135
Read info. P. 140 Ben Franklin, introduce aphorisms
Create Ben Franklin for Congress poster
Read poor Richard’s Almanack p. 149-150
Franklin reading WS (skimming for info.)
Aphorism ws
AutobiographyAphorismvirtues
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
from a passage.
Sept. 10Find work-sheetfor usage practice.
Understanding Writing Conventions:Correctness
WR-HS-3.5.0 Students will exemplify effective language choices by applying correct grammar and usage.DOK 2
How does correct usage enhance communication?
o Define usage.o Common Usage
Problems p ?o Peer edit Journal Entry
# 2 for punctuation and usage.
Usage
Sept. 10 RD-11-2.0.2
Students will identify essential information from a passage needed to accomplish a task.
o Read “All News Fit to Print” reading practice test
o Olaudah Equiano for Humanitarian Award p. 158
o Thomas Jefferson background p. 168
o Read The Declaration of Independence p. 170
p.154 text WS questions
Declaration WS (locating key words in reading)
Sept. 11 RD-11-3.0.8
Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage
Speech info. P. 198-199 Watch president Bush’s
speech and find examples
Read Henry’s Speech in the Virginia Convention
Patrick Henry and parallelism WS
Repetition, restatement, parallelism, rhetorical questions, exclamation, logical appeal,
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
RD-11-3.0.5
Students will evaluate an argument, giving supporting evidence from the passage.
emotional appeal, ethical appeal
Sept. 11 RD-11-2.0.5
Students will interpret concrete or abstract terms using context from the passage
Read Sinners in the Hands of an Angry God
Draw images after each paragraph
SOAPS WS Church signs Internet
p. 101-107 text
Unit exam
Sept. 12-30
RD-11-3.0.1
Students will analyze how a conflict in a passage is resolved.
How can fiction portray real life?
Read the novel, The Chocolate War
Fiction terms and def. Journal activities Character quote poster
Comprehension quizzes
Journal responses
Final test MC and essay
RD-11-3.0.2
Students will analyze an author’s purpose in a passage.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
RD-10-5.0.3Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery
Sept. 31-Oct. 14
RD-11-2.0.2
Students will identify essential information from a passage needed to accomplish a task.
What was happening in America 1800-1870?
Read and research info. America 1800-1870 p. 240-418 in text
Notes about authors and transcendentalism
Remember When booklet
Transcend-entalism
Oct. 15-17
RD-10-5.0.3Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3
What is the difference between insanity and genius?
Read Dickinson poems p. 422-435
“Lunatic on a Cliff” poem handout
Dickinson quiz WS Poetry terms WS and
pgs. 422-423 text Poetry analysis WS
Poetry analysis WS
Demonstrating a Critical
RD-10-5.0.3Students will analyze the
How does figurative
Figurative language:
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Stance:Literary Passages
author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3
language create intrigue? Review figurative
language, simile, metaphor, personification.
Read “Dover Beach” p 931.
Groups brainstorm for examples of simile, metaphor, and personification that occur in daily conversations (e.g., This assignment is a piece of cake and The wind howled outside my window last night).
Listen/Read Poetry
Simile Metaphor Personification
Oct. 20-28
WR-HS-2.3.3In Transactive Writing, Students will
establish a context for reading.
Students will apply the accepted format of the genre.
Students will develop an appropriate text structure (e.g., cause/effect, problem/solution,
Read Poe’s short stories and poetry p. 310-335
Poe biography WS Internet search
Raven group WS House of usher
movie and questions
Examples of
Raven WS,Written horror movie essay
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
question/answer, comparison/contrast, description, sequence) to achieve purpose.
Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.
Students will apply effective paragraphing.
Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
o Students will create effective conclusions.
movie comparisons/
King’s discussion
Oct. 29-Nov. 13
RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are
Read “The Yellow Wallpaper”
Group notes Example literary
Write analytical essay
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
developed in more than one text.
analysis essay Discuss Plath Read
“Metaphor” and other poems
Watch Hours clip and discuss Virginia Woolf
Nov. Civil War Unit RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are developed in more than one text.
WR-HS-4.7.0Focusing Connecting with
prior experience Initiating an
authentic reason to write
Journal # 4—Students reflect upon various ways they have discovered a focus for their personal narratives in the past.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write
Students share. Students read a model
personal narrative and identify the focus of the narrative.
Reading and Writing in Real-World forms
o Newsweek mag. example
August and Sept. DOL
Understanding Writing Conventions:Language
WR-HS-3.5.0Students will exemplify effective language choices by incorporating precise nouns and concrete details.DOK 2
How do effective language choices enhance writing?
o Define noun, common noun, proper noun, concrete noun, abstract noun
o Common and Proper Nouns p 14
o Concrete and Abstract Nouns p 16
o Examine examples of precise nouns.
Assess: p 15
Assess: p 17
NounCommon NounsProper NounsConcrete NounsAbstract NounsPrecise Nouns
WR-HS-4.8.0Prewriting Establishing a
purpose and a central or controlling
Journal # 5—Students reflect upon effective ways to prewrite for a personal narrative.
Students share.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
idea— focus
Identifying and analyzing the audience
Generating ideas (e.g., mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities)
Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information
Students read and analyze a model personal narrative: Journal # 3—Students reflect upon various ways they have discovered a focus for their personal narratives in the past.
Students share. Students read a model
personal narrative and identify the focus of the narrative
focus, audience, supporting ideas, etc.
August 19
RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are developed in more than one text.
August 20
WR-HS-4.10.0Revising
Journal # 6—Students reflect upon their
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
(Content/Ideas) Reflecting to
determine where to add, delete, rearrange, define/redefine or elaborate content
Considering voice, tone, style, intended audience, coherence, transitions, pacing
Comparing with rubric criteria
Considering effectiveness of language usage and sentences to communicate ideas
Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, setting,sensory details, thoughtshots, etc.
Students will delete extraneous/irrelevan
process approach to revising. What do they do when revising a first draft?
Students share.o Students will examine
the portfolio scoring guide and highlight areas that require explanation.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
t materials.Organization Students will correct
sentences that are out of chronological/sequential order or insert new sentences in the correctChronological /
sequential position. Students will
compose effective and subtle transitions.
Students will develop effective introductions and closures for writing.
Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development).
Word Choice Students will
eliminate redundant
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
words and phrases.Students will apply the
most specific word for use in a sentence
August 20
RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are developed in more than one text.
o
August 21-26
WR-HS-1.2.2In Personal Expressive/Literary Writing, Students will
communicate theme/main idea through use of literary elements appropriate to the genre:o Students will
develop characters (fictional/non-fictional) through emotions, actions,
View Power Point for writing a personal narrative on demand.
Students will review the process for writing On Demand (See Powerpoint.)
Students will use the process approach for writing a personal narrative on demand.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
descriptions, thoughts or dialogue when appropriate.
o Students will develop plot/story line appropriate to the form.
Students will develop an appropriate setting, mood, scene, image or feeling.
Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
August and Sept. DOL cont.
Understanding Writing Conventions:Language
WR-HS-3.5.0Students will exemplify effective language choices byIncorporating strong verbs.
How do strong verbs enhance the meaning in a passage?
Define action verb, linking verb, active voice, passive voice.
Action and Linking Verbs p 88
Active and Passive Voice p 90
Assess: p 89
Assess: p 91
Action VerbsLinking VerbsActive VoicePassive Voice
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Examine show, don’t tell examples. Show, don’t tell
August 25
RD-11-5.0.6 & RD-12-5.0.6Students will analyze the ways in which similar themes or ideas are developed in more than one text. o
August Understanding Writing Conventions:Correctness
Assess: p 65
Assess: p 67
PresentPresent ParticiplePastPast Participle
Oct.- Nov. DOL
Understanding Writing Conventions:Correctness
WR-HS-3.5.0 Students will exemplify effective language choices by applying correct grammar and usage.
How does consistency in verb tense enhance writing?
Apply Consistent Verb Tense p 68. Assess: p 69
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Oct.- Nov.
Understanding Writing Conventions:Correctness
WR-HS-3.5.0Students will exemplify effective language choices by applying correct grammar and usage.
How does subject-verb agreement enhance writing?
Subject-Verb Agreement p 92 Assess: p 93
Oct. –Nov.
Understanding Writing Conventions:Sentences
WR-HS-2.4.0Sentence Structure: Students will create effective sentences by
Applying a variety of structures and lengths
Developing complete and correct sentences
DOK 3
What kinds of sentences will enhance meaning?
Define the following kinds of sentences: simple, compound, and complex.
Combining Short Sentences p 118
Complex Sentences p 274
Independent and Subordinate p 248
Fragments and Run-onsP 276
Journal—Revise Journal Entry # 3 by using at least one simple sentence, two compound sentences,
Assess: p 119
Assess: p 275
Assess: p 249
Assess: p 277
SimpleCompoundComplex
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
and two complex sentences.
Oct. –Nov.
Understanding Writing Conventions:Correctness
WR-HS-3.5.0Language: Students will exemplify effective language choices by applying correct grammar and usage.
How are possessive nouns formed?
Possessive Nouns p 18 Assess: p 19
Understanding Writing Conventions:Language
WR-HS-3.5.0Students will exemplify effective language choices by correct grammar and usage.DOK 2
How does pronoun-antecedent agreement enhance writing?
Define pronoun and antecedent.
Pronoun-Antecedent Agreement p 38.
Assess: p 39
PronounAntecedent
Understanding Writing Conventions:Language
WR-HS-3.5.0Students will exemplify effective language choices by correct grammar and usage.
How do personal pronouns enhance writing?
Define personal pronouns.
Personal Pronouns p 40. Assess: p 41.
Personal Pronoun
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
DOK 2 Understanding Writing Conventions:Language
WR-HS-3.5.0 Students will exemplify effective language choices by correct grammar and usage.DOK 2
How do relative pronouns enhance writing?
Define relative pronouns.
Relative Pronouns p 42. Assess: p 43
Relative Pronouns
Understanding Writing Conventions:Language
WR-HS-3.5.0 Students will exemplify effective language choices by correct grammar and usage.DOK 2
How does correct spelling enhance communication?
Easily Confused Wordsp 44
Students will write sentences using each of the word pairs.
Assess: p 45.
Understanding Writing Conventions:Language
WR-HS-3.5.0 Students will exemplify effective language choices by correct grammar and usage.DOK 2
How does correct spelling enhance communication?
Vowel Combinationsp 94 Assess: p 95
Understanding Writing Conventions:Language
WR-HS-3.5.0 Students will exemplify effective language choices by correct grammar and usage.DOK 2
How does correct spelling enhance communication?
Tools for Checking Spelling p 144 Assess: p 145
Understanding Writing Conventions:Language
August 8 DevelopingInitial Understanding: Literary Passages
How does imagery create intrigue in a passage?
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Demonstrating a Critical Stance:Literary Passages
RD-10-5.0.3Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3
Jan- Chocolate WarTransactive Writing
WR-H-1.4Transactive Writing
What are two literary elements similar in the novel, The Chocolate War and the movie, Never Back Down?
Compare/contrast organizer
Concept map organizer Top hat organizer
Write a two-page comparative essay
Literary term list: character, setting, internal/external conflict, foreshadowing, plot, etc…
Feb- March
ACT Review Describe what you do when you are shopping for a new DVD? How do you decide which one to buy? Do you only look at a particular
English Practice test on bubble sheetp.197-209
Identify the 3 step method to mastering the English test.
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
category? How do you narrow your choices?
Punctuation Identify at least 5 traffic signals and explain the meaning of each.
P. 265-273 Punctuation practice questions
What are subject-verb agreement rules?
p. 675 Writing Book Rule and example organizer
Grammar Conventions
Think about sending –mail or text messages. Do you use abbreviations? Describe how you use words or symbols in different ways than if you were speaking.
p. 214-225 Grammar practice questions
Connections and Wordiness
p.230-231 Practice Questions
Writing strategy and organizaton
p. 277- 281
p. 283-289 Practice Test
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Reading Actively Describe how you get ready for school every morning. What is your routine? What steps do you follow?
p.51-87 Identify 3 step method for mastering the Reading Test
Sentences p.564 Writing book Key Vocabulary concept map
Commas, Semicolons, and Colons
Lesson 1
Subject- Verb Agreement
Lesson 2
Placement of Modifiers
Lesson 3
Expressing Ideas Clearly
Lesson 4
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Sequence of Ideas and Transitions Lesson 5
Improving Word Choice Lesson 6
Parallelism Lesson 7
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary
Subject: Combined Curriculum for WRITING and READING Course: English III Teacher: Miranda Wilson
Dates Topics Core ContentProgram of Study
Essential Question
Strategies/Activities Assessment Vocabulary