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ENGLISH III CURRICULUM MAP
Six Weeks
Unit Unit Focus Reading: Literature
Reading: Info. Text
Writing Speaking &
Listening
Language
1st NEW WORLD RL.11/12.1 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.11/12.4. 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. (Include Shakespeare as well as other authors.) RL.11/12.5 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.11/12.9. 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.11/12.1 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. 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.11/12.6. 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. W.11/12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.11/12.1A. Initiate and participate effectively in a
RL 11-12.1 RL 11-12.4 RL 11-12.5 RL 11-12.9 RL 11-12.6
RI 11-12.1 RI 11-12.2 RI 11-12.6
W 11-12.4 SL 11-12.1a
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range of collaborative discussions (one- on-one, in
groups, and teacher- led) with diverse partners on
grades 11–12 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.
1st REVOLUTION RL.11/12.1 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.11/12.4. 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. (Include Shakespeare as well as other authors.) RL.11/12.5 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.11/12.1 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. RI.11/12.2. Determine two or more central ideas of a text and analyze their development over the cours e 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.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11/12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
RL 11-12.1 RL 11-12.4 RL 11-12.5
RI 11-12.1 RI 11-12.2 RI 11-12.5 RI 11-12.8 RI 11-12.9
W 11-12.1a W 11-12.1b W 11-12.1c W 11-12.1d W 11-12.1e
SL 11-12.4
L 11-12.1a L 11-12.12.1b
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constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11/12.9. 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. W.11/12.1A. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W.11/12.1B. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience‘s knowledge level, concerns, values, and possible biases. W.11/12.1C. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.11/12.1D. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
ENGLISH III CURRICULUM MAP
the discipline in which they are writing. W.11/12.1E. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. e. Provide a concluding statement or section that follows from and supports the argument presented. SL.11/12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. L.11/12.1A. Demonstrate command of the conventions
of standard English grammar and usage when writing
or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.
2nd AMERICAN ROMANTICISM
RL.11/12.1 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.11/12.2. 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.11/12.9. 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.11/12.1 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. 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
RL 11-12.1 RL 11-12.2 RL 11-12.9 RL 11-12.5
RI 11-12.1 RI 11-12.2
W 11-12.3 SL 11-12.4
ENGLISH III CURRICULUM MAP
another to provide a complex analysis; provide an objective summary of the text. RI.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. W 11/12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a
problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a
smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. SL 11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. L 11-12.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
ENGLISH III CURRICULUM MAP
grades 11–12 reading and content, choosing flexibly
from a range of strategies. a. Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a
word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d.. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
2nd A TROUBLED NATION
RL.11/12.1 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 11-12.3 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). RI.11/12.1 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. 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 11-12.3 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.
RL 11-12.1 RL 11-12.3
RI 11-12.1 RI 11-12.2 RI 11-12.3
W 11-12.5 SL 11-12.2 L 11-12.2
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W 11-12.5 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. SL 11-12.2 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. L 11-12.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
3rd EMERGING MODERNISM
RL.11/12.1 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 11-12.3 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). RI 11-2.5 Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument, including whether the structure makes points
clear, Convincing, and engaging. RI 11-12.8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist,
presidential addresses). RI 11-2.9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of
RL 11-12.1 RL 11-12.3
RI 11-12.5 RI 11-12.8 RI LL-12.9
W 11-12.1 W 11-12.4 W 11-12.6
SL 11-12.4
L 11-12.1
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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. W 11-12.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible
biases. c. Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing. e. Provide a concluding statement or section that
follows from and supports the argument presented. W 11-12. 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.) significant for a specific purpose and audience. W 11-12.6. Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products in response to ongoing feedback,
ENGLISH III CURRICULUM MAP
including new arguments or information. SL 11-12.4 Present information, findings, and
supporting evidence such that listeners can follow the
line of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience. W 11-12.1. Demonstrate command of the conventions
of standard English grammar and usage when writing
or speaking. a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage,
consulting references as needed.
3rd Challenges and Successes of the Twentieth Century
RL.11/12.1 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 11-12.3 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 11-12.7 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.) RI 11-12.5 Analyze and evaluate the effectiveness of
the structure an author uses in his or her exposition or
argument, including whether the structure makes points
clear, convincing, and engaging. RI 11-2.8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
RL 11-12.1 RL 11-12.3 RL 11-12.7
RI 11-12.5 RI 11-12.8 RI 11-12.9
W 11-12.1 W 11-12.4 W 11-12.5 W 11-12.6
SL 11-12.4 L 11-12.1a L 1-12.1b
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dissents) and the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist,
presidential addresses). RI 11-12.9 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. W11-12.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that logically sequences claim(s),
counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible
biases. c. Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing. e. Provide a concluding statement or section that
follows from and supports the argument presented. W 11-12.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
ENGLISH III CURRICULUM MAP
W 11-12.5 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. W 11-12.6 Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products in response to ongoing feedback,
including new arguments or information. SL 11-12.4 Present information, findings, and
supporting evidence such that listeners can follow the
line of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience. L 11-12.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking. a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage,
consulting references as needed.
ENGLISH III CURRICULUM MAP
Unit: NEW WORLD
Standard Learning Target
RL.11/12.1 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 11-12.4 I Can:
● Read and comprehend grade-level text.
● Review literary terms relating to poetry, drama, and fiction.
● Review textual evidence.
● Examine patterns within a text, focusing on words, syntax, etc.
● Make a judgment regarding the explicit and implicit patterns in a text.
● Formulate a response that links evidence to judgment.
● Analyze sections of text that are unclear.
● Justify how evidence supports claim or judgment.
● 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.11/12.4. 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. (Include Shakespeare as well as other
authors.)
RL. 11-12.4 I Can:
● Review context clues.
● Review diction, figurative language, and tone (both formal and informal).
● Read and comprehend grade-level text.
● Identify figurative and connotative words and phrases.
● Analyze the connotative meanings of self-selected words and phrases.
● Classify the translated words and phrases according to categories of tone.
● Critique the language for its freshness, engagement, and beauty.
● Evaluate the impact of specific words and phrases on tone and meaning, as well as words with multiple meanings.
RL.11/12.9. Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational
RL. 11-12.9 I Can:
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works of American literature, including how two or
more texts from the same period treat similar
themes or topics
● Identify similar themes in two or more texts from the same time period.
● Examine the various authors’ approaches to similar themes.
● Prepare to relate themes in American Literature to the European perspective in 12th grade.
RI.11/12.6. 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. 11-12.6 I Can:
● Determine the point of view of the speaker or author. ● Explore the historical significance/perspective in which the text was written. ● Recognize the use of satire, sarcasm, irony, understatement, and how it impacts tone. ● Reflect on how effective diction impacts tone and gives meaning to the text. ● Analyze how the author’s collective elements of style (identified in the bullets above), create
beauty or persuade the reader.
W.11/12.4. Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
W.11-12.4 I Can:
● Identify the task. ● Clarify the purpose. ● Determine the audience. ● Produce writing that is clear, having a sense of task, purpose, and audience. ● Analyze sentence structure (i.e. parallelism, repetition, other rhetorical devices). ● Analyze for sentence variety (syntax). ● Edit and revise for coherence. ● Generate a piece of writing with appropriate style for the given task. ● Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
SL.11/12.1A. Initiate and participate effectively in a
range of collaborative discussions (one- on-one, in
groups, and teacher- led) with diverse partners on
grades 11–12 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.
SL-11-12.1 I Can:
● Prepare for discussion by reading the text, conducting necessary research, and/or annotating
text. ● Determine the group dynamic (assign roles and establish expectations within various -sized
groups) ● Maintain civility by adhering to established rules ● Create an environment that encourages the interesting or opposing viewpoints ● Pose probing questions that require logical and ethical responses, rather than simply emotional
ones ● Address all sides of the issue
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● Evaluate evidence for relevance, credibility to ensure adequate support of position(s) and /or
persuasiveness ● Evaluate opposing viewpoints. ● Synthesize evidence provided and generate new research when appropriate to resolve
conflicting evidence or viewpoints ● Evaluate whether position is superficial or incisive and revise to ensure depth of discussion ● Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively. ● Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Unit: REVOLUTION
Standard Learning Target
RL.11/12.4. 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. (Include Shakespeare as well as other authors.)
RL. 11-12.4 I Can:
● Review context clues. ● Review diction, figurative language, and tone (both formal and informal). ● Read and comprehend grade-level text. ● Identify figurative and connotative words and phrases. ● Analyze the connotative meanings of self-selected words and phrases. ● Classify the translated words and phrases according to categories of tone. ● Critique the language for its freshness, engagement, and beauty. ● Evaluate the impact of specific words and phrases on tone and meaning, as well as words with
multiple meanings.
RI.11/12.5. Analyze and evaluate the effectiveness
of the structure an author uses in his or her
exposition or argument, including whether the
structure makes points clear, convincing, and
engaging.
RL. 11-12.5 I Can:
● Review author’s use of specific plot structure
devices (i.e. flashback, pacing, flash-forward, parallel plot, frame narrative). ● Read and comprehend grade-level text. ● Question author’s choice of structural devices in
ENGLISH III CURRICULUM MAP
terms of impact on text. ● Critique effects of author’s structural choices
in terms of comedic or tragic resolution. ● Hypothesize the impact of different structural
designs. ● 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.11/12.8. Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
RI. 11-12.8 I Can:
● Identify fact and opinion in a text. ● Recognize premise, purpose, argument, legal reasoning, and constitutional principles. ● Identify premise, purpose, and arguments within a U.S. text. ● Distinguish between constitutional principles and legal reasoning within a U.S. text. ● Analyze how U.S. documents apply specific constitutional principles and identify specific
examples of those principles. ● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional
principles and use of legal reasoning (U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in the works of public advocacy (Federalist addresses,
presidential addresses).
RI.11/12.9. 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.
RI. 11-12.9 I Can:
● Explain how historical and literary documents present similar ideas. ● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to
consider their themes, purposes, and language as related to specific time periods and
purposes.
W.11/12.1A. Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish
W. 11-12.1.a I Can:
● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition
ENGLISH III CURRICULUM MAP
the claim(s) from alternate or opposing claims, and
create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
W.11/12.1B. Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations
of both in a manner that anticipates the aud ience‘s
knowledge level, concerns, values, and possible
biases.
W. 11-12.1.b I Can:
● Compose body paragraphs incorporating claims and evidence ● Develop unity and consistency within the textual structure in order to create and maintain focus ● Incorporate a minimum of two pieces of specific evidence that support each reason for both
claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs,
examples, expert opinion, fact/statistics, etc.) ● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
W.11/12.1C. Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. c. Use words, phrases, and clauses as well as
varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons
and evidence, and between claim(s) and
counterclaims.
W.11-12.1.c I Can:
● Recognize the need and value for varied syntax. ● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s). ● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and
between claim(s) and counterclaims.
W.11/12.1D. Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. d. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
W.11-12.1.d I Can:
● Identify formal style ● Evaluate objective tone within the text of the writing ● Justify the use of standard English and non-standard English according to audience, purpose,
and content ● Apply norms and conventions to satisfy purpose ● Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
ENGLISH III CURRICULUM MAP
W.11/12.1E. Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.1.e I Can:
● Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis, call to action) ● Arrange a logical summation stemming from the claim ● Provide a concluding statement or section that follows from and supports the argument
presented.
SL.11/12.4. Present information, findings, and
supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are
addressed, and the organization, development,
substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
SL.11-12.4 I Can:
● Research material on an appropriate topic ● Establish position based on research findings ● Assess possible fallacies in reasoning, considering alternative or opposing perspectives ● Organize and present material appropriate to task, purpose, and audience ● Utilize stylistic elements to develop material in a range of formal and informal tasks ● Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
L.11/12.1A. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking. a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage,
consulting references as needed.
L. 11-12.1 I Can:
● Understand conventions of Standard English grammar ● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
ENGLISH III CURRICULUM MAP
Unit: AMERICAN ROMANTICISM
Standard Learning Target
RL.11/12.2. 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. 11-12.2 I Can:
● Review theme. ● Explain unbiased summary. ● Define universal theme and its application. ● Read and comprehend grade-level text. ● Examine patterns throughout the text, focusing on theme development. ● Show the development of each theme throughout the course of the text. ● Determine two or more theme statements based on specific details located in the text. ● Evaluate two or more themes within the text to determine their relationship and how they
interact together to produce the text. ● Formulate an unbiased/independent response regarding the theme or central idea. ● 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.11/12.9. 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.
RL. 11-12.9 I Can:
● Identify similar themes in two or more texts from the same time period. ● Examine the various authors’ approaches to similar themes. ● Prepare to relate themes in American Literature to the European perspective in 12th grade.
RI.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI. 11-12.5 I Can:
● Examine the parts of the text to see how author structures the text. ● Assess the effectiveness of the structure in achieving the author’s purpose. ● Analyze how the structure makes the meaning clear. ● Analyze how the structure makes the points of the text convincing and engaging. ● Evaluate how the author’s structure and craft create aesthetic impact.
W 11/12.3 Write narratives to develop real or
imagined experiences or events using effective
technique, well-chosen details, and well-structured
event sequences. a. Engage and orient the reader by setting out a
W 11-2.3 I Can:
● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters. ● Use a variety of techniques to sequence events so that they build on one another to create a
ENGLISH III CURRICULUM MAP
problem, situation, or observation and its
significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of
experiences or events. b. Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or
characters. c. Use a variety of techniques to sequence events
so that they build on one another to create a
coherent whole and build toward a particular tone
and outcome (e.g., a sense of
mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and
reflects on what is experienced, observed, or
resolved over the course of the narrative.
coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution). ● Use precise words and phrases, telling details, and sensory language to convey a vivid picture
of the experiences, events, setting, and/or characters. ● Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
SL 11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are
addressed, and the organization, development,
substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
SL.11-12.4 I Can:
● Research material on an appropriate topic ● Establish position based on research findings ● Assess possible fallacies in reasoning, considering alternative or opposing perspectives ● Organize and present material appropriate to task, purpose, and audience ● Utilize stylistic elements to develop material in a range of formal and informal tasks ● Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
L 11-12.4 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. a. Use context (e.g., the overall meaning of a
L. 11-12.4 I Can:
● Understanding context as a determining factor of word meaning ● Identify context clues ● Utilize appropriate reference materials (i.e. dictionaries, glossaries, thesauruses) in print and
ENGLISH III CURRICULUM MAP
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a
word or phrase. b. Identify and correctly use patterns of word
changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology,
or its standard usage. d.. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
digital form ● Identify the multiple meanings of words based on pronunciation, part of speech, connotation,
and denotation ● Differentiate and select inferred meanings and literal meanings from context and from reference
materials ● 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. .
Unit: A TROUBLED NATION
Standard Learning Target
RL 11-12.3 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. 11-12.3 I Can:
● Read and comprehend grade-level text. ● Analyze plot structure. ● Evaluate how author’s choice of structural devices impacts plot development, elements (such
as climax, motivation, and conflict), setting, and characters. ● Justify the effectiveness of the author’s choices. ● 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.)
W 11-12.5 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.
W.11-12.5 I Can:
● Recognize the importance of determining audience and purpose by selecting prewriting
strategies to plan an essay. ● Evaluate periodically to maintain focus within the text. ● Edit work by possibly drafting multiple versions, considering new approaches in the format of
ENGLISH III CURRICULUM MAP
the text (i.e. newspaper article, poem, essay, letter) to determine effectiveness as it relates to
audience and purpose. ● Revise and rewrite essay according to changes necessary for an effective final draft. ● 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.
SL 11-12.2 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.
SL-11-12.2 I Can:
● Identify print and non-print media (visual, quantitative, oral) to select information ● Evaluate relevancy of materials in a variety of formats (i.e. video, blog post, art, website, print
and non-print materials) ● Integrate selected sources to make informed decisions and solve complex problems ● Evaluate credibility and accuracy of information ● Discern and understand discrepancies among data gathered ● 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.
L 11-12.2 Demonstrate command of the conventions
of standard English capitalization, punctuation, and
spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
L. 11-12.2 I Can:
● Identify rules of capitalization, punctuation, and spelling ● Employ correct mechanics ● Understand purpose and correct use of the hyphen ● Apply appropriate rules of spelling including, but not limited to phonics, syllabication, stems,
(prefixes & suffixes) ● Demonstrate command of the conventions of standard Englis h capitalization, punctuation, and
spelling when writing.
ENGLISH III CURRICULUM MAP
Unit: EMERGING MODERNISM
Standard Learning Target
RL 11-12.3 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. 11-12.3 I Can:
● Read and comprehend grade-level text. ● Analyze plot structure. ● Evaluate how author’s choice of structural devices impacts plot development, elements (such
as climax, motivation, and conflict), setting, and characters. ● Justify the effectiveness of the author’s choices. ● 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.)
RI 11-2.5 Analyze and evaluate the effectiveness of
the structure an author uses in his or her exposition
or argument, including whether the structure makes
points clear, Convincing, and engaging.
RI. 11-12.5 I Can:
● Examine the parts of the text to see how author structures the text. ● Assess the effectiveness of the structure in achieving the author’s purpose. ● Analyze how the structure makes the meaning clear. ● Analyze how the structure makes the points of the text convincing and engaging. ● Evaluate how the author’s structure and craft create aesthetic impact.
RI 11-12.8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
RI. 11-12.8 I Can:
● Identify fact and opinion in a text. ● Recognize premise, purpose, argument, legal reasoning, and constitutional principles. ● Identify premise, purpose, and arguments within a U.S. text. ● Distinguish between constitutional principles and legal reasoning within a U.S. text. ● Analyze how U.S. documents apply specific constitutional principles and identify specific
examples of those principles. ● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional
principles and use of legal reasoning (U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in the works of public advocacy (Federalist addresses,
presidential addresses).
RI 11-2.9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of
historical and literary significance (including The
RI. 11-12.9 I Can:
● Explain how historical and literary documents present similar ideas.
ENGLISH III CURRICULUM MAP
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.
● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to
consider their themes, purposes, and language as related to specific time periods and
purposes.
W 11-12.1 Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and
create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations
of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible
biases. c. Use words, phrases, and clauses as well as
varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing. e. Provide a concluding statement or section that
follows from and supports the argument presented.
W. 11-12.1a I Can:
● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition ● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
W. 11-12.1b I Can:
● Compose body paragraphs incorporating claims and evidence ● Develop unity and consistency within the textual structure in order to create and maintain focus ● Incorporate a minimum of two pieces of specific evidence that support each reason for both
claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs,
examples, expert opinion, fact/statistics, etc.) ● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
W.11-12.1c I Can:
● Recognize the need and value for varied syntax. ● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s).
ENGLISH III CURRICULUM MAP
● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and
between claim(s) and counterclaims.
W.11-12.1d I Can:
● Identify formal style ● Evaluate objective tone within the text of the writing ● Justify the use of standard English and non-standard English according to audience, purpose,
and content ● Apply norms and conventions to satisfy purpose ● Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
W.11-12.1e I Can:
● Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis, call to action) ● Arrange a logical summation stemming from the claim ● Provide a concluding statement or section that follows from and supports the argument
presented.
W 11-12. 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.) significant for a
specific purpose and audience.
W.11-12.4 I Can:
● Identify the task. ● Clarify the purpose. ● Determine the audience. ● Produce writing that is clear, having a sense of task, purpose, and audience. ● Analyze sentence structure (i.e. parallelism, repetition, other rhetorical devices). ● Analyze for sentence variety (syntax). ● Edit and revise for coherence. ● Generate a piece of writing with appropriate style for the given task. ● Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W 11-12.6. Use technology, including the
Internet, to produce, publish, and update individual
or shared writing products in response to ongoing
W.11-12.6 I Can:
● Determine most effective multimedia format for creating, refining, and collaborating on writing
ENGLISH III CURRICULUM MAP
feedback, including new arguments or information. task. ● Produce writing that individual or shared. ● Arrange materials in a grade-level appropriate format. ● Publish writing in a digital format. ● Critique the writing of others and receive critiques from others on one’s own writing by offering
alternate views and new information. ● Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, in response to ongoing feedback, including new arguments or information.
SL 11-12.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.11-12.4 I Can:
● Research material on an appropriate topic ● Establish position based on research findings ● Assess possible fallacies in reasoning, considering alternative or opposing perspectives ● Organize and present material appropriate to task, purpose, and audience ● Utilize stylistic elements to develop material in a range of formal and informal tasks ● Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
L 11-12.1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking. a. Apply the understanding that usage is a matter
of convention, can change over time, and is
sometimes contested. b. Resolve issues of complex or contested usage,
consulting references as needed.
L. 11-12.1 I Can:
● Understand conventions of standard English grammar ● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
ENGLISH III CURRICULUM MAP
Unit: CHALLENGES AND SUCCESSES OF THE 20TH CENTURY
Standard Learning Target
RL 11-12.3 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. 11-12.3 I Can:
● Read and comprehend grade-level text. ● Analyze plot structure. ● Evaluate how author’s choice of structural devices impacts plot development, elements (such
as climax, motivation, and conflict), setting, and characters. ● Justify the effectiveness of the author’s choices. ● 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 11-12.7 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. 11-12.7 I Can:
● Examine varied interpretations of a single work or selection (audio or visual production of a play
or novel). ● Evaluate how each version interprets the work or selection
RI 11-12.5 Analyze and evaluate the effectiveness
of the structure an author uses in his or her
exposition or argument, including whether the
structure makes points clear, convincing, and
engaging.
RI. 11-12.5 I Can:
● Examine the parts of the text to see how author structures the text. ● Assess the effectiveness of the structure in achieving the author’s purpose. ● Analyze how the structure makes the meaning clear. ● Analyze how the structure makes the points of the text convincing and engaging. ● Evaluate how the author’s structure and craft create aesthetic impact.
RI 11-2.8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
RI. 11-12.8 I Can:
● Identify fact and opinion in a text. ● Recognize premise, purpose, argument, legal reasoning, and constitutional principles. ● Identify premise, purpose, and arguments within a U.S. text. ● Distinguish between constitutional principles and legal reasoning within a U.S. text. ● Analyze how U.S. documents apply specific constitutional principles and identify specific
examples of those principles.
ENGLISH III CURRICULUM MAP
● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional
principles and use of legal reasoning (U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in the works of public advocacy (Federalist addresses,
presidential addresses).
RI 11-12.9 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.
RI. 11-12.9 I Can:
● Explain how historical and literary documents present similar ideas. ● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to
consider their themes, purposes, and language as related to specific time periods and
purposes.
W 11-12.1 Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and
create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant
evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values,
and possible biases. c. Use words, phrases, and clauses as well as
varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and
objective tone while attending to the norms and
W 11-12.1a I Can:
● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition ● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
W 11-12.1.b I Can:
● Compose body paragraphs incorporating claims and evidence ● Develop unity and consistency within the textual structure in order to create and maintain focus ● Incorporate a minimum of two pieces of specific evidence that support each reason for both
claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinion, fact/statistics, etc.)
● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
W 11-12.1.c I Can:
● Recognize the need and value for varied syntax.
ENGLISH III CURRICULUM MAP
conventions of the discipline in which they are
writing. e. Provide a concluding statement or section that
follows from and supports the argument presented. W 11-12.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience. W 11-12.5 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. W 11-12.6 Use technology, including the Internet,
to produce, publish, and update individual or shared
writing products in response to ongoing feedback,
including new arguments or information.
● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s). ● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and between claim(s) and counterclaims.
W 11-12.1.d I Can:
● Identify formal style ● Evaluate objective tone within the text of the writing ● Justify the use of standard English and non-standard English according to audience, purpose,
and content ● Apply norms and conventions to satisfy purpose ● Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. W 11-12.1.e I Can:
● Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis, call to action) ● Arrange a logical summation stemming from the claim ● Provide a concluding statement or section that follows from and supports the argument
presented.
SL 11-12.4 Present information, findings, and
supporting evidence such that listeners can follow
the line of reasoning and the organization,
development, and style are appropriate to task,
purpose, and audience.
SL.11.4 I Can…
● Research material on an appropriate topic ● Establish position based on research findings ● Assess possible fallacies in reasoning, considering alternative or opposing perspectives ● Organize and present material appropriate to task, purpose, and audience ● Utilize stylistic elements to develop material in a range of formal and informal tasks ● Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reas oning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
L 11-12.1 Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L. 11-12.1 I Can…
● Understand conventions of Standard English grammar
ENGLISH III CURRICULUM MAP
a. Apply the understanding that usage is a matter
of convention, can change over time, and is
sometimes contested. b. Resolve issues of complex or contested usage,
consulting references as needed.
● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.