Ela Map gr11 q2 Final

English III Curriculum Map
2nd Quarter
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further
described in our strategic plan, Destination 2025.
By 2025,
80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to
develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and
TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.
Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our
pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is
designed to reinforce the grade/course-specific standards and contentthe major work of the grade (scope)and provides a suggested sequencing and pacing and time frames, aligned resources
including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend
less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and
reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to
merely cover the curriculum, but rather to uncover it by developing students deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and
intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support
student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment
aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each
teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigorhigh-quality teaching and learning to
grade level specific standards, including purposeful support of literacy and language learning across the content areas.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards
as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and
assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from
both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they
meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.
Shelby County Schools

Page 1 of 44
2nd Quarter
How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a
comprehensive, integrated approach to literacy instruction that ensures that students become college and
career ready readers, writers, and communicators. To achieve this, students must receive literacy
instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to
teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our
collective student achievement goals, we know that teachers must change their instructional practice in
alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see
these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and
informational.
(3) Building knowledge through content-rich nonfiction.
C o m p lex Text
E vid en ce from Text
B u ild in g K n o w led g e
Ra th er th a n focu sin g so le ly o n th e
skills o f rea d ing a n d w ritin g , th e
S ta n d a rd s h ig hlig h t th e g row ing
co m p lexity o f th e texts stud en ts
m u st re ad to be rea d y fo r th e
d em a n d s o f colle g e a n d care ers.
T h e sta n d a rd s b u ild a sta irca se o f
text co m p lexity so th a t a ll stu d e nts
a re rea d y fo r the d e m a n d s o f
co lle g e an d career-level rea d ing n o
la ter th a n th e en d o f th e h ig h
sch o o l.
Th e sta n d a rd s p la ce a p re m iu m o n
stu d e n ts w riting to s ou rce s. Ra th e r
th an a skin g stu d e n ts q u e stio n s
th ey ca n a n sw er so lely fro m th e ir
p rior k n o w le d ge o r exp erien ce , th e
S tan d a rd s exp ect stu de n ts to
a n sw e r q u estio n s th a t d e pen d o n
th eir h a vin g rea d th e text o r texts
w ith ca re.
Th e sta n d a rd s a lso req u ire th e
cu ltiva tio n o f na rra tive w ritin g
th rou g h o u t th e g ra d es, a n d in la ter
g rad e s a co m m a n d o f se q uen ce
w ill b e essen tia l fo r eff ective
a rg u m e n ta tive a n d in fo rm a tion a l
w ritin g .
B u ild in g kn o w led g e thro u g h

co n ten t rich n o n -fi ctio n p lay s a n
e ssen tia l ro le in literacy an d in th e
stan d a rd s. In 612 , EL A classe s
p lace m u ch g rea te r a tte n tio n to a
sp ecifi c ca teg o ry of in fo rm a tion a l
text litera ry n o nfi c tio n tha n h a s
b een tra d itio n a l.
T h e sta n da rd s stro n g ly re co m m e n d
th a t stu d en ts b u ild co h erent
g en e ra l kn o w led g e bo th w ith in
e ach yea r a n d acro s s yea rs.

Page 2 of 44
2nd Quarter
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the
demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should
consistently access.
The Tennessee State Literacy Standards
The Tennessee State ELA Standards (also known as the College
and Career Ready Literacy Standards):
http://tn.gov/education/article/english-language-arts-standards
Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map
and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task
measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder:

http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic
vocabulary contained within the text.
Links to Support Vocabulary Instruction & Development

http://www.learningunlimitedllc.com/2013/07/5-stepsvocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.htm
l
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrgani
zers.html
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions
Resources:
http://achievethecore.org/page/710/text-dependent-questionresources
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on
their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:
http://achievethecore.org/page/2784/text-set-project-buildingknowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into expert packs to build student
knowledge of the world.
Using the Curriculum Maps, Grades 9-12

Page 3 of 44
2nd Quarter
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the big idea. (Note: Teachers should carefully review texts to
understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skillsincluding reading fluency, leverage student annotations, and
carefully sequence text-dependent questions leading to higher order thinking.)
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over
time.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall
meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated
activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding
examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs
and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced
for designing new and/or modifying existing assessments.
Quarter 2 At-a-Glance
Page 4 of 44
2nd Quarter
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from two units, including a Shakespeare unit on
Romeo and Juliet. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.
English III, Quarter 2
Weeks
1-3
Week 4
Anchor Texts
Recommendations
Text 1: from Sinner in the Hands of an Angry God (1210L) by Jonathan

Edwards
Text 2: How Religion in the United States Avails Itself of Democratic
Tendencies from Democracy in America by Alexis de Tocqueville (Appendix
B, Text Exemplar) http://xroads.virginia.edu/~hyper/detoc/ch1_05.htm
Text 3: The Ministers Black Veil (1250L) by Nathaniel Hawthorne
Text 4: The Devil and Tom Walker (1130L) by Washington Irving
Instruction will routinely focus on close reading, annotation, modes of writing, critical
thinking, Accountable Talk, and POW+TIDE. Use the starter texts on the left to model
your expectations for students.
Writing Workshop
Writing should focus on the Performance Task, analyzing two themes in multiple texts
and how the themes interact and build upon one another.
Weeks
5-7
The Scarlet Letter (1420L) by Nathaniel Hawthorne
Week 8
Culminating Writing Task
Instruction focused on Ch. 1-8

Consider analyzing how women are portrayed in 19 th century literature using
resources found here: http://www.readwritethink.org/classroomresources/lesson-plans/critical-literacy-women-19th-1009.html?tab=1#tabs
Text Complexity Analysis:
http://www.ccsso.org/Navigating_Text_Complexity/Explore_Text_Roadmaps.h
tml
Hawthornes and Irvings texts in this quarter contain a number of significant symbols.
Write a literary analysis that examines how the authors choices in character
development, setting development, and the structure of events contribute to the
development of the central ideas in The Ministers Black Veil, The Devil and Tom
Walker or The Scarlet Letter. . In the analysis, focus on how word choice, tone, and
symbolism contribute to the development of characters, setting, and events of the novel.
Provide strong and thorough textual evidence that is integrated while maintaining the
flow of ideas and including proper citation.

Page 5 of 44
2nd Quarter
Weeks 1-3
Text 1: from Sinner in the Hands of an Angry God by Jonathan Edwards (1210L)
Text 2: How Religion in the United States Avails Itself of Democratic Tendencies from Democracy in America by Alexis de Tocqueville (Appendix B, Text Exemplar)
http://xroads.virginia.edu/~hyper/detoc/ch1_05.htm
Text 3: The Ministers Black Veil by Nathaniel Hawthorne (1250L)
Text 4: The Devil and Tom Walker by Washington Irving (1130L)
Essential Question: How does the role of religion continue to shape society?
Performance Task:
Write an essay in which you analyze two themes in a text by noting ways in which the themes interact and build on one another. Discuss how this interaction creates a complex account or deeper
meaning of theme for the reader. (W.11-12.9.a)
Week 1
Tennessee State Standards
Evidence Statements
Content
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.
Building
knowledge
through contentrich nonfiction
Provides strong and thorough textual evidence to support

analysis of what the text says explicitly and/or inferences
drawn from the text. RI.1
Provides a statement of a theme or central idea of a text.
RI.2
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.
Provides an analysis of how a theme or central idea

emerges and is shaped and refined by specific details
over the course of the text. RI.2
RI.11-12.3 Analyze a complex set of ideas or

sequence of events and explain how specific
individuals, ideas, or events
Provides an objective summary of a text. RI.2
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 11-12.6: Determine an authors point of view or
purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute
Reading Selections
Text 1: from Sinner in the Hands of an Angry God by
Jonathan Edwards (1210L)
Text 2: How Religion in the United States Avails Itself of
Democratic Tendencies from Democracy in America by
Alexis de Tocqueville (Appendix B, Text Exemplar)
http://xroads.virginia.edu/~hyper/detoc/ch1_05.htm
Pre-Reading Video / Prediction Task
Jonathan Edwards and the Great Awakening: Sermons &
Biography
Provides an explanation of how specific ideas interact

and develop over the course of the text. R.I 3
Provides an evaluation of the authors differing points of

view on the same historical event or issue by assessing
the authors claims, reasoning, or evidence. RI.6
https://www.schooltube.com/video/5c3d5c285205491b849
3/Jonathan%20Edwards%20and%20the%20Great
%20Awakening
Jonathan Edwards is one of the leaders of The Great
Awakening. Before reading the text, determine the
historical context of Edwards speech and what Edwards
hope to accomplish with this sermon.
Page 6 of 44

and
to the power, persuasiveness, or beauty of the text.
2nd Quarter
Please write a response in 3-5 sentences
Text Dependent Questions for the selection

from Sinner in the Hands of an Angry God
Reading Complex
Texts
1.
What does Edwards mean by natural men?

How do you know? Describe his primary
audience? (Key Details)
2.
In the second paragraph, Edwards begins three

clauses with there is. This technique is
anaphora. Why does he use this repetitive
structure? (Vocab & Text Structure)
3.
Describe Edwards tone change throughout the

text? Where? How do you know? (Opinion)
4.
Edwards sermon is persuasive. Although he

conveys an argument, how is his text
persuasive? Is it effective (Opinion)

How Religion in the United States Avails Itself of
Democratic Tendencies
1.
How does Tocqueville appeal to his audience to

convince them of his purpose? (Key Details)
2.
Identify two central ideas being discussed. What

is Tocquevilles stated purpose? (Authors
Purpose)
3.
Explain the structure of Tocquevilles argument

on how each paragraph relates. Does the
structure support his argument and make it clear,
convincing, or engaging? (Opinion, Argument &
Intertextual Connections)
Page 7 of 44
2nd Quarter
Close Reading Annotation/Guided Reading Questions

A Readers Guide to Annotation
http://www.dsisd.txed.net/DocumentCenter/Home/View/140
72
Guided Reading Questions
According to Edwards, what would happen to people if
God withdrew his hand? What would fail to save them?
To what are people a burden, according to Edwards?
How does Edwards address those who may doubt his
words?
According to Edwards, how much control do people who
are sinful in the eyes of God have over their destinies?
Language
Regular practice
with complex text
and its academic
language
L.11-12.4: Determine or clarify the meaning of

unknown and multiple-meaning words and phrases
based on grades 11th -12th 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 words 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., analyze, analysis, analytical;
advocate, advocacy).
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
Tier 3 Academic Vocabulary

Academic vocabulary is the language you encounter in
textbooks and on standardized tests. Review the word
list below. Some students may need to use
1.
Prudence
1.
Imagery
2.
Omnipotent
2.
Connotation
3.
Mediator
3.
Ethos
4.
Induce
4.
Pathos
5.
Dogmatic
5.
Logos
6.
Emanates
7.
inculcated
Demonstrates the ability to determine the meaning of

words and phrases as they are used in a text (e.g.,
figurative, connotative) and/or provides an analysis of the
impact of specific word choice on meaning and/or tone.
L.4
Vocabulary Instruction: Word Study Guide,

Frayer Model, graphic organizers, word wall
interactions
Page 8 of 44
2nd Quarter
precise meaning, its part of speech, or its

etymology.
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).
Using Context Clues (Pearson Teachers Edition p. 91)

Provides a statement demonstrating accurate meaning
and use of grade-appropriate general academic words
and phrases. L.6
Word Analysis: Latin Prefix omni- (Pearson p. 93)
Writing
Writing Content
L.11-12.6: Acquire and use accurately general

academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening
at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Writing
Writing to Texts
W. 11-12.4: Produce clear and coherent writing in
which the development, organization and style are
appropriate to task, purpose and audience.
W. 11-12.9: Draw evidence from literary or
informational texts to support analysis, reflection
and research.
a. Apply grades 910 Reading standards to
literature (e.g., Analyze how an author draws on
and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a
play by Shakespeare]).
b. Apply grades 910 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and
fallacious reasoning).
Written Expression Evidence Statements
Development of Ideas: The student response addresses

the prompt and provides effective and comprehensive
development of the claim, topic and/or narrative
elements4 by using clear and convincing reasoning,
details, text-based evidence, and/or description; the
development is consistently appropriate to the task,
purpose, and audience.
Organization: The student response demonstrates

purposeful coherence, clarity, and cohesion and includes
a strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to follow
Cite strong and thorough textual evidence
Select and integrate quotations, details, and

examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Routine Writing: Next to each paragraph, paraphrase or

summarize the content in both speeches
Write an objective summary of each speech

Page 9 of 44
2nd Quarter
the writers progression of ideas.
W. 11-12.10: Write routinely over extended time

frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
The student response establishes and maintains an

effective style, while attending to the norms and
conventions of the discipline. The response uses precise
language consistently, including descriptive words and
phrases, sensory details, linking and transitional words,
words to indicate tone6, and/or domain-specific
vocabulary.
Opinion Writing: How do you think a contemporary

audience of worshippers would react to this type of fire
and brimstone biblical imagery?
Analysis Writing: In Sinners in the Hands of an Angry
God, Edwards uses figurative language throughout the
piece to describe his audiences relationship with God.
Identify and analyze three figures of speech Edwards uses
in this sermon.
Knowledge of Language and Conventions: The

student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage.
Speaking and Listening

Reading, writing
and speaking
grounded in
evidence from text,
both literary and
informational
SL.11-12.1. Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9-10 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.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation
of alternative views), clear goals and deadlines, and
individual roles as needed.

Students will be able to effectively participate in
collaborative discussions (we do, they do) Students will
be able to refer to textual evidence as ideas are
exchanged. Students will be able to question posed ideas
and themes when agreeing and/or disagreeing with text
summaries. SL. 1
Students will be able to evaluate a speakers evidence
and reasoning. SL.1
Students will demonstrates ability to integrate multiple

sources of information presented in diverse media or
formats SL.2

-
Accountable Talk
Class discussion
Using Accountable Talk ask students to discuss the

authors point of view or purpose in a text, and analyze
how an author uses rhetoric to advance that point of view
or purpose, including which of the two authors is more
effective
Small Group: Have pairs create a three-column chart: (1)
Record examples of images, analogies, hyperboles, and
strong word choices from the sermon, (2) paraphrase the
examples and interpret their meaning, and (3) explain the
rhetorical purpose of the devices and how they develop a
tone and central idea of the sermon.
Socratic Seminar
Page 10 of 44
2nd Quarter
c. Propel conversations by posing and responding

to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
http://viewpure.com/YDP75I1b5Do?start=0&end=0
Pinwheel Discussion: Texts in Conversation
https://www.teachingchannel.org/videos/high-schoolliterature-lesson-plan
d. Respond thoughtfully to diverse perspectives,

summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and reasoning
presented.
SL.11-12.2. Integrate multiple sources of

information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
English Language Development Standard 1
W
I
D
A
Week 2
Building
knowledge
English language learners communicate for Social and

Social and Instructional language
Instructional purposes within the school setting
English Language Development Standard 2
English language learners communicate information,
The language of Language Arts
ideas and concepts necessary for academic success in
the content area of Language Arts
Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional
settings.
Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of
communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).
RL. 11-12.1: Cite strong and thorough textual
RL.11-12.2: Determine a theme or central ideas of a

text and analyze its development over the course of
Evidence Statements
drawn from the text. RL.1
RL.2
Content
Reading Selections
The Ministers Black Veil by Nathaniel Hawthorne
(1250L)
Pre-Reading
Have the song below to play as the students enter class in

Page 11 of 44

the text, including how it emerges and is shaped
and refined by specific details; provide an objective
summary of the text.
2nd Quarter
over the course of the text. RL.2
and
Reading Complex
Texts
RL. 11-12.3: Analyze the impact of the authors

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. 11-12.5: Analyze how an authors 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. 11-12.6: Analyze a case in which grasping point
of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
order to set the tone and get them engaged.

Long Black Veil by Dave Matthews
http://www.rollingstone.com/music/videos/flashbackdave-matthews-salutes-cash-in-haunting-duet-withemmylou-harris-20150109
Provides an analysis of how complex characters (those

with multiple or conflicting motivations) develop over the
course of a text. RL.3
Have students watch a video on Puritanism

http://www.pbs.org/godinamerica/view/

with multiple or conflicting motivations) interact with other
characters over the course of the text. RL.3
(from 12 minutes and 40 seconds16 minutes and 10

seconds)

with multiple or conflicting motivations) advance the plot
Provides an analysis of a case in which grasping a point

of view requires distinguishing what is directly stated in a
text from what is really meant (e.g. satire, sarcasm, irony,
or understatement). RL.6
1.
2.
3.
4.
5.
6.
What is the topic of the first sermon? How might

this be important a) to Mr. Hooper, b) to the
congregation, and c) to the allegoric meaning of
the story. (Key Details)
Elizabeth is Hoopers fiance. What does Hooper
realize about the strength of his relationship with
his intended wife? (Key Details)
What, if any, are the positive effects of the veil?
What makes them positive? (Inferences)
Has Mr. Hooper truly changed? What inferences
can you draw based on this description of his
sermon? (Inferences)
Based on her actions in the story, what
inferences can you draw about Elizabeths
personality and overall character? (Inferences)
Do you think Hawthrones intentional use of
ambiguity, or uncertain meaning, makes the story
more of less effective? Explain your reasoning
( Authors Purpose)

Page 12 of 44
2nd Quarter
Creating Text Dependent Questions (achievethecore.org)
http://achievethecore.org/category/1158/ela-literacytext-dependent-questions
Graphic Organizer:
Symbolism
http://www.bcsoh.org/cms/lib3/OH01001261/Centricity/
Domain/720/symbolism%20in%20black%20veil.pdf
A Readers Guide to Annotation
http://www.dsisd.txed.net/DocumentCenter/Home/View/140
72
Regular practice
with complex text
and its academic
language
Language

based on grades 11th -12th 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 words 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., analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized reference

1. Parable
2. Symbolism
3. Imagery
4. Allegory


1.
2.
3.
4.
5.
Inanimate
Pathos
Impertinent
Imperceptible
Obstinacy
Vocabulary Instruction: Word Study Guide, Frayer

Model, graphic organizers, word wall interactions
1. Write the definitions of the words you know.
2. Consult a dictionary to confirm the definitions of
the words you know. Revise your definitions if
necessary.
3. Using a print or an online dictionary, look up the
Page 13 of 44

materials (e.g., dictionaries, glossaries,
precise meaning, its part of speech, or its
etymology.
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 Quarter
L.4
and phrases. L.6
meanings of the words you do not know. Then, write

the meanings.
4.Use all the words in a brief paragraph
The tools and strategies intended to be used to build
students' vocabulary during reading instruction.
http://www.greececsd.org/district.cfm?subpage=2140
ACT Vocabulary Practice Test
https://www.myvocabulary.com/act-vocabulary/

sufficient for reading, writing, speaking, and listening
at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Writing
Writing
to Texts
W.11-12. 2 Write informative/explanatory texts to

examine and convey complex ideas, concepts and
information clearly and accurately through the
effective selection, organization and analysis of
content.
a. Introduce a topic; organize complex ideas,
concepts and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables)
and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant
and sufficient facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audiences
knowledge of the topic.
c. Use appropriate and varied transitions to link
the major sections of the text, create cohesion
and clarify the relationships among complex
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the


purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a logical,
well-executed progression of ideas, making it easy to
follow the writers progression of ideas.
Writing Fundamentals
-

examples
Routine Writing: Please explain why you think Hooper

wears the veil and give evidence from the story to support
your position.
Narrative Writing: Imagine that you are Reverend
Hooper. Write an alternate deathbed speech, in which you
either (1) explain to your love, Elizabeth, why you have
worn the veil or (2) explain why you will not take the veil
off, even at the moment of your death. Plan the speech
carefully; include logical explanations as well as an
indication of the passion you feel about wearing the veil.
Organize the details carefully and include specific
references to the story. Write your first draft. When you
Page 14 of 44

topic.
e. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic.
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,
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.
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.
2nd Quarter
vocabulary.

revise, make sure that you have followed the style and
manner of speech common to the Puritan period. Finally,
proofread your speech and prepare a final draft.
Explanatory Writing: Write an interpretive essay in which
you explore the veils significance. Explain the ambiguity
that surrounds the veil, and give your own interpretation of
its meaning.
Strategies:
1. Model Think-Aloud (www.pearson.com )
2. Using SRSD
-POW
-POW+TIDE (www.tncore.org )
3. SOAPSTone (www.tncore.org )

and research.
Page 15 of 44
Reading, writing
and speaking
grounded in
evidence from text,
both literary and
informational

SL.11-12.1. Initiate and participate effectively in a
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.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation
of alternative views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding
to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
2nd Quarter

Students will be able to effectively participate in
collaborative discussions (we do, they do) Students will
be able to refer to textual evidence as ideas are
exchanged. Students will be able to question posed ideas
and themes when agreeing and/or disagreeing with text
summaries. SL. 1
Students will be able to evaluate a speakers evidence
and reasoning. SL.1
Students will demonstrates ability to integrate multiple

sources of information presented in diverse media or
formats SL.2

-
Accountable Talk
Class discussion
Group Activities:
1.This story, like many of Hawthornes works, contains
some very dramatic moments. Your job is to perform the
final scene from Hawthornes Ministers Black Veil. You
will need at least three characters (Reverend Mr. Hooper,
Reverend Mr. Clark, narrator). Remember, this is to be a
performance, not just a reading, which means youll have
to block out movement and make choices with the dialogue
(volume, tempo, pauses, etc.). In a one-page essay write
down at least three choices that you make with the text
things that are the result of your groups interpretation, and
not necessarily visible in the story itself. Explain these
three choices your group made, why you felt they were
necessary, and how they relate to the Hawthornes choices
about how to develop the character of Mr. Hooper.
2. At the beginning, Hawthorne labels the story A
Parable. What is a parable? Write and provide a source
for the definition. Compile and cite evidence from the text
that both supports and opposes the idea that this story is a
parable - including Hawthorne's assertion that the story is
Page 16 of 44
2nd Quarter
taken from a true incident with a Joseph Moody. As a
group, come to a conclusion about whether Hawthorne's
story is in fact a parable, and if so, what lesson (or
lessons) is it teaching? Write an essay to support your
conclusion and explain the lesson(s) it is teaching. Cite
evidence from the text.
views and understanding and make new

connections in light of the evidence and reasoning
presented.
SL.11-12.2. Integrate multiple sources of

information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
Week 3
Building
knowledge
and

Literature and Informational Text(s)


Evidence Statements

RL.2
Socratic Seminar
http://viewpure.com/YDP75I1b5Do?start=0&end=0
Pinwheel Discussion: Texts in Conversation
https://www.teachingchannel.org/videos/high-schoolliterature-lesson-plan
Content
Reading Selections
The Devil and Tom Walker by Washington Irving (1130L)
Pre-Reading
Listen to (and read along with) Charlie Daniels Bands The
Devil Went Down to Georgia and respond in writing to the
following prompts.
http://www.songfacts.com/detail.php?lyrics=6547

a.
Summarize the events of Johnny and

his meeting with the devil.
b.
Reading Complex
Texts

Provide a possible moral (lesson

learned) for this story.
1.
2.

3.
4.
What is one universal theme revealed in this

story? (General Understanding)
How does Irving establish the mood of the story?
(Key Details)
Despite the mood established, Irving is able to
provide comic relief. Find at least one example
and explain how it adds humor. (Key Details)
What is the symbolic significance of the Bible
Page 17 of 44

2nd Quarter
5.
buried beneath the papers on Toms desk?

(Inference)
Are the characters presented as stereotypes or
are they multidimensional? Explain your
response. (Opinion, Argument and Intertextual
Connection)
Creating Text Dependent Questions (achievethecore.org)

http://achievethecore.org/category/1158/elaliteracy-text-dependent-questions
Language
Regular practice
with complex text
and its academic
language

based on grades 11-12 reading and content.
L.11-12.4.C: Consult general and specialized

reference materials (e.g., dictionaries, glossaries,
precise meaning, its part of speech, its etymology,
or its standard usage.
L.10.6: Acquire and use accurately general

sufficient for reading, writing, speaking, and

1.
Characterization
2.
Direct characterization
3.
Indirect characterization
4.
Symbolism

1.
Prevalent
2.
Discord
3.
Treacherous
4.
Extort
5.
Ostentation
6.
Parsimony
Vocabulary Study Sheet

The Devil and Tom Walker

Page 18 of 44

listening.
2nd Quarter
L.4
http://www.verbalworkout.com/b/b1839p.htm

and phrases. L.6
Word Analysis: Latin Prefix ex- (Pearson, p. 241)

Vocabulary: Sentence Completions (Pearson, p. 241)
Vocabulary Instruction: Word Study Guide,

Frayer Model, graphic organizers, word wall
interactions
2. Consult a dictionary to confirm the definitions of the

words you know. Revise your definitions if necessary.

meanings of the words you do not know. Then, write the
meanings.

Page 19 of 44
2nd Quarter
Writing
Writing
to Texts
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, 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.
d. Use precise words and phrases, telling
details and sensory language to convey a
vivid picture of the experiences, events,
Evidence Statements


The student response establishes and

maintains an effective style, while attending to
the norms and conventions of the discipline.
Writing Content
-

examples
Routine Writing: Dialogue Journal /Character Map

Routine Writing Tasks to Support Comprehension and
Analysis
https://jackikratz.wikispaces.com/file/view/RoutineWritingTa
skstoSupportComprehensionandAnalysis.pdf
Page 20 of 44

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.
and research.
Week 4

Writing
Writing Workshop

and research.
2nd Quarter
The response uses precise language
consistently, including descriptive words and
phrases, sensory details, linking and
transitional words, words to indicate tone6,
and/or domain-specific vocabulary.

minor errors in grammar and usage
Narrative Writing: Write a new version of Irvings story,

updating it in a way that addresses a modern audience.
Keep Irvings theme and the conflict of someone selling his
or her soul to the devil for worldly gain.
Literary Analysis: Toward the end of The Devil and Tom
Walker, Tom begins to wonder what kind of future he
faces, given the deal he has made with the Devil. Write a
short essay about how Tom tries to assume the role of a
devoted religious man. Cite three actions he takes toward
this end and give your opinion about whether these actions
actually change his life.
Strategies:
1.
Model Think-Aloud (www.pearson.com )
2.
Using SRSD
-POW
3.
SOAPSTone (www.tncore.org )
Evidence Statements

Content
Writing Task
Students will produce coherent writings in response to the
performance task prompt.
Students will:
Page 21 of 44

2nd Quarter

words to indicate tone, and/or domain-specific
vocabulary.
1.
2.

examples
3.
4.
5.
6.
Performance Tasks
Literary Analysis: Compare and contrast the meaning

and style of Sinners in the Hand of an Angry God and
The Ministers Black Veil. How does each author convey
his meaning to the readers? Which authors style is more
effective and why?
Literary Analysis: Compose an essay that responds to
the essential question: How does literature shape or
reflect society? In the short story, The Devil and Tom
Walker, Washington Irving uses a work of fiction that
reflects the concerns of the historical period in which he
lived. In your essay, evaluate the influences of the
historical period on the characters, plot and setting. Keep
in mind that the characters in this story hold attitudes
common to New Englanders in the 1720s when the story
is set. Through the third person omniscient narrator, Irving
criticizes some of those attitudes while accepting others.
Strategies:
Using SRSD
-POW
Page 22 of 44
2nd Quarter
When students are finished writing, have them swap
their essay with a peer, who will review the written
response for the following:
a.
Identify and underline the thesis or

main claim of the essay.
b.
Next to each body paragraph, write a

one-sentence summary.
c.
Determine how the ideas of the body

paragraph are connected to the main
claim of the essay. Next to the thesis
statement, write a brief summary
describing the organization and
connection between various ideas of
the essay.
d.
Underneath each summary sentence,

list the evidence used in that
paragraph (e.g., direct quotation,
paraphrased quotation, key details
from the text).
e.
Assess the quality of the evidence and

how well it supports the thesis and
ideas of the paragraph. Place a plus
sign next to relevant evidence and
logical reasoning and a minus sign
next to irrelevant evidence or false
reasoning.
f.
Review the sentence structure and

offer suggestions for increasing the
complexity by adding more phrases
and clauses or varying syntax.
g.
Circle strong vocabulary words in the

Page 23 of 44
2nd Quarter
text and note any unnecessary
repetitions.
h.
Edit the essay for spelling mistakes

and use of proper punctuation.
Scoring with a Rubric (www.tncore.org)

(organization and focus, development of ideas,
citing evidence)
Weeks 5-7
Text: The Scarlet Letter by Nathaniel Hawthorne(1420L) Chapter 1-8
Performance Task:
(Opinion 1) The Scarlet Letter makes heavy use of a number of different, powerful symbols. Craft an essay that provides an analysis of one of the novels major symbols which connects the symbols to
Hawthornes purpose in writing
(Opinion 2) Choose a character from The Scarlet Letter write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the
character is affected by and responds to those standards. In your essay do not merely summarize the plot.
Week 5
Evidence Statements
Content
Reading Selection
Building
The Scarlet Letter by Nathaniel Hawthorne
knowledge
through contentRL.2
Chapters 1-3
rich nonfiction
Audiobook:
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2265/chapterProvides
an
analysis
of
how
a
theme
or
central
idea
1-the-prison-door/
emerges
and
is
shaped
and
refined
by
specific
details
Page 24 of 44

and
Reading Complex
Texts

2nd Quarter
Provides an objective summary of a text. RL.2

Pre-Reading Activity & Questions

https://teacherweb.com/VA/KGHS/MrsLowe/ScarletLetterP
rereadinghandouts.pdf
1.
2.
What is the difference between sin and

crime? What is the difference between how
these things are viewed today and how the
Puritans viewed them?
What do you know about the role of women in
Puritan Society?
Text Dependent Questions:

Chapter 1: The Prison Door
1. What types of imagery are used to introduce the
Puritan townsfolk in "The Prison Door"? What is
the effect of this imagery?
2.
What is the significance (symbolic, thematic, or

otherwise) of the rosebush outside the prison
door?
Chapter 2: The Market Place

1.
What traits characterize the women of Salem?

How might their collective demeanor be a
product of Puritan society? What is the artistic
function of the "young wife" within the group?
2.
What is Hesters first action in the novel and

what does it reveal about her
character? Describe her demeanor as she
emerges from the prison.
3.
According to the narrator, what is the greatest

"outrage...against our common nature"? Do you
agree? How might this opinion on the part of the
narrator shape the telling of this story?
4.
While she is on the scaffold, Hester's

memory runs through a brief summary of her
past. What significant events are referred to,
Page 25 of 44
2nd Quarter
however vaguely?
Chapter 3: The Recognition
1. Describe the stranger standing next to the Indian
during Hester's punishment. What signal passes
between him and Hester? What emotional affect
does his presence have on Hester?
2.
Why does the stranger call Hester's punishment

"a wise sentence"?
3.
Describe Reverend Dimmesdale. What are his

most significant physical features and what do
they suggest about his personality and even his
soul?
4.
What argument does Dimmesdale use to try

convince Hester to name her "fellow-sinner"?
How does Hester respond? How does her child
respond?
5.
Why does Hester say the scarlet letter can never

be removed from her breast?
6.
How does the sermon delivered by John Wilson

begin to expand the symbolic significance of the
scarlet letter? How does town gossip and
superstition do the same?
Close Reading
Double Entry Journal
http://graphics8.nytimes.com/images/blogs/learning/p
df/2013/13-1553_K12_DoubleEntry_LearnNet_RP2_1.pdf
Graphic Organizer
Record examples of symbolism in The Scarlet Letter on a
three-column graphic organizer (1) List the symbols found
in The Scarlet Letter, (2) provide proper citation information
(page number, paragraph number, etc.), and (3) describe
Page 26 of 44
2nd Quarter
the meaning of the symbols in The Scarlet Letter.
Language
Regular practice
with complex text
and its academic
language


L.10.6: Acquire and use accurately general

listening.

Chapter 1: The Prison Door
1.
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting

L.4

and phrases. L.6
1.
THRONG: a great number of persons crowded

together.
2.
EDIFICE: a large, usually impressive building.
3.
UTOPIA: a place or state of political or social

perfection. Comes from a novel by Sir Thomas
Moore about a perfect society.
4.
ALLOT: to divide or distribute in shares.
5.
SEASONABLE: timely or opportune.
6.
SEPULCHRES: a burial vault built of rock or

stone.
7.
PONDEROUS: weighty or clumsy.
8.
CONGENIAL: pleasant, friendly.
9.
INAUSPICIOUS: not prosperous.
10. PORTAL: a doorway of imposing appearance.

Page 27 of 44
2nd Quarter
Chapter 2: The Market Place
1.
PHYSIOGNOMIES: the facial features held to

show qualities of mind or character by their
configuration or expression.
2.
AUGURED: foretold.
3.
BETOKENED: given evidence of.
4.
TRIBUNAL: a court of forum of justice.
5.
INDUBITABLY: unquestionably
6.
ANTINOMIAN: one who rejects a socially

established morality.
7.
HETERODOX: holding unorthodox opinions or

doctrines.
8.
SCOURGED: to subject to severe criticism or

satire.
9.
FIREWATER: strong alcoholic beverage.
10. MAGISTRATE: a local official exercising

administrative and often judicial functions.
11. GALLOWS: the punishment of hanging.
12. VENERABLE: made sacred especially by

religious or historical association.
Page 28 of 44
2nd Quarter
13. MEAGRE: lacking desirable qualities; meager.
Chapter 3: The Recognition
1.
FURROWS: wrinkles
2.
HETEROGENEOUS: different in kind.
3.
ABATE: put an end to
4.
WRITHING: (to twist in pain; to suffer keenly.
5.
INTERVOLUTIONS: twists between
6.
SOJOURN: a temporary stay.
7.
INIQUITY: wickedness.
8.
PERADVENTURE: perhaps.
9.
BETWIXT: between.
10. HALBERDS: a weapon consisting typically of a

battle ax and pike mounted on a handle about six
feet long.
11. TUNIC: a hip-length or longer blouse or jacket.
12. SAGACITY: of keen mind: shrewd.
Flocabulary The Scarlett Letter
https://www.flocabulary.com/unit/scarlet-letter/video/

Page 29 of 44
2nd Quarter
Writing
Writing

and research.


vocabulary.

Writing Content
Writing
to Texts




examples
Opinion Writing: At this point in your reading, you

probably have some opinion about Hester's guilt, her
punishment, and whether or not she should be allowed to
keep Pearl. Your assignment is to write a letter to Governor
Bellingham regarding your opinion about what he should
do about Hester.
Routine Writing: Summarize the setting, characters, and
events of the first three chapters
Analysis Writing: Why does Hawthorne choose to start
the events of the story with Hester already in prison? What
effect do these choices have on the reader?
Strategies:
2. Using SRSD
-POW
Page 30 of 44
Week 6
Building
knowledge


Evidence Statements
RL.2
Provides an objective summary of a text. RL.2
and
Reading Complex
Texts
2nd Quarter


Content
Reading Selections
Chapters 4-6
Audiobook:
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2265/chapter1-the-prison-door/
Text Dependent Questions

Chapter 4: The Interview
1. What does Chillingworth mean when he says to
Hester, "We have wronged each other"?
2.
Why does Chillingworth ask Hester to keep his

identity a secret? Why is this ironic in the light of
his profession?
Chapter 5: Hester at her Needle

1.
How does Hester's life change once her public

humiliation is over?
2.
The narrator gives two reasons for Hester's

refusal to leave New England, one that is
authentic and one that Hester fabricates as a
"self-delusion." Explain each one and what it
reveals about Hester's character.
3.
Where does Hester live after her leaving the

prison? What is significant about this location?
4.
How does Hester support herself and Pearl?

What does her profession reveal about Puritan


Page 31 of 44
2nd Quarter
society? What is the one job she is never asked
to do and why?
5.
Apart from wearing the scarlet letter, in what

specific ways is Hester isolated from the
townspeople? How is she made to suffer by this?
6.
What new and special power does the scarlet

letter seem to give Hester? What is Hester's
reaction to this newfound ability?
Chapter 6: Pearl
1.
Why does Hester name her child Pearl? Why

does she worry about Pearl's character?
2.
How does the narrator account of Pearl's wild

and untamed character?
3.
What success does Hester have in controlling

Pearl? How does Pearl interact with the other
children in the village? What rumor circulates
about Pearl's paternity?
4.
What purpose might the mother-daughter conflict

play in the novel?
Close Reading
Graphic Organizer
Page 32 of 44
2nd Quarter
the meaning of the symbols in The Scarlet Letter.
Language
Regular practice
with complex text
and its academic
language
Language Tier 3 - Academic Vocabulary
Tier 2 - Vocabulary
Chapter 4: The Interview



listening.

1.
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting

L.4
1.
SAGAMORES: a subordinate chief of the

Algonquian Indians of the north Atlantic coast.
2.
AMENABLE: willing to yield or submit:

agreeable.
3.
PEREMPTORY: leaving no opportunity for denial

or refusal.
4.
ALCHEMY: a power or process of transforming

something common into something precious.
5.
INQUEST: inquiry, investigation.
6.
PARAMOUR: an illicit lover.
7.
WOTTEST: to have knowledge of or to know.
Chapter 5: Hester at her Needle

and phrases. L.6
1.
VIVIFY: to endure with life or renew life: animate.
2.
ASSIMILATE: to absorb into the cultural tradition

Page 33 of 44
2nd Quarter
of a population or group.
3.
TINGE: an affective or modifying property or

influence: touch.
4.
UNCONGENIAL: unfriendly.
5.
THATCHED: a house used as a sheltering cover

made of a plant material.
6.
FAIN: rather.
7.
PROGENITORS: an ancestor in the direct line:

forefather.
8.
PLEBEIAN: one of the common people.
9.
EMOLUMENT: advantage.
10. COMMISERATION to feel or express sympathy:

condole.
11. CONTUMACIOUSLY: stubbornly disobedient:
rebellious.
12. TALISMAN: something producing apparently
magical or miraculous effects.
Chapter 6: Pearl
1.
EFFICACY: effective as a means of remedy.
2.
RUSSET: a coarse brownish homespun cloth.
3.
IMBUED: inspired as with feelings, opinions, etc.
4.
MUTABILITY: subject to change.

Page 34 of 44
2nd Quarter
5.
EPOCH: a point in time marked by the beginning

of anew development or state of things.
6.
REGIMEN: to organize.
7.
CAPRICE: a sudden, impulsive change: whim.
8.
INFANTILE: characteristic of infancy or infants:

babyish.
9.
SMOTE: having striked something.
10. DEARTH: scarcity, lack, or famine.

11. GESTICULATION: expression through gestures.
12. LABYRINTH: any intricate or perplexing set of
difficulties: maze.
13. AMENABLE: agreeable.
14. ENMITY: established hatred..
2. Consult a dictionary to confirm the definitions of the

words you know. Revise your definitions if necessary.

meanings of the words you do not know. Then, write the
meanings.
Page 35 of 44
2nd Quarter

Writing
to Texts
Writing
Writing

and research.


vocabulary.
Writing Content
examples
Routine Writing: Summarize the setting, characters, and

events in chapters 4-6.
Analysis Writing: In a well-organized essay, first analyze
how Hesters daughter is likened to the pearl of great price,
and then explain how this comparison serves to develop
her character.
Strategies:
2. Using SRSD
-POW
Page 36 of 44
2nd Quarter
Week 7
Building
knowledge
and
Reading Complex
Texts

Evidence Statements


RL.2



Content
Reading Selections
Chapters 7-8
Audiobook
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2272/chapter7-the-governors-hall/
Text Dependent Questions
Chapter 7: The Governors Hall
1.
For what two purposes does Hester go to

Governor Bellingham's mansion?
2. Describe Pearl's dress and comment on its
significance.
3. Describe the construction and furnishing of
Governor Bellingham's mansion. What does it
reveal about Puritan culture?
4. What possible symbolic meanings are
associated with sunshine and the suit of armor in
Chapter 7?
Chapter 8: The Elf-Child and the Minister
1. What reason does the Governor give for taking
Pearl from her mother? How does he "examine"
Pearl and for what purpose?
2. What reason does Hester give for her need to
keep Pearl? Who supports her plea and why?
3. How does Pearl behave towards Dimmesdale in
the garden?
4. What is the purpose of the interaction between
Hester and Mistress Hibbins at the end of
Chapter 8?
Close Reading
Page 37 of 44
2nd Quarter
Graphic Organizer
the meaning of the symbols in The Scarlet Letter
Language
Regular practice
with complex text
and its academic
language



listening.
Language Tier 3 - Academic Vocabulary
1.
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting

L.4

and phrases. L.6
Tier 2 - Vocabulary
Chapter 7: The Governors Hall

1.
LUDICROUS: amusing or laughable through

obvious absurdity, incongruity, exaggeration, or
eccentricity.
2.
EMINENCE: position of prominence or

superiority.
3.
PRISTINE: uncorrupt by civilization.
4.
INTRINSIC: originating or situated within the

body or part acted on.
5.
IMPERIOUS: commanding
6.
PALLID: deficient in color: dull.
7.
DAUNTLESS: fearless, undaunted.

Page 38 of 44
2nd Quarter
8.
CABALISTIC: esoteric doctrine or mysterious art.
9.
CAPER: a joyful, bounding leap.
Chapter 8: The Elf-Child and the Minister

1.
EXPATIATING: enlarging in discourse or writing.
2.
ANTIQUATE: obsolete.
3.
UNFEIGNEDLY: not pretending.
4.
BEHEST: an earnest request.
5.
BENEVOLENCE: desiring to do good to others.
6.
BEDIZEN: to dress n a gaudy or vulgar manner.
7.
ALBEIT: although or even if.
8.
WARILY: cautiously.
9.
PIOUS: of or pertaining to religious devotion.
10. IMBIBES: to take or receive into the mind.

11. AMISS: improper.
12. ADDUCED: to bring forward as in argument or
as evidence.
13. VEHEMENCE: forceful or violent.
14. UNOBTRUSIVE: not conspicuous.
Page 39 of 44
2nd Quarter
Reading, writing
and speaking
grounded in
evidence from text,
both literary and
informational
SL. 11-12.1. Initiate and participate effectively in a

others' ideas and expressing their own clearly and
persuasively.
SL. 11-12.6. Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate. (See grades
11-12 Language standards 1 and 3 here for specific
expectations.)

SL. 11-12.1. Students will be able to effectively
participate in collaborative discussions (we do, they do)
Students will be able to refer to textual evidence as ideas
are exchanged. Students will be able to question posed
ideas and themes when agreeing and/or disagreeing with
text summaries.
SL.11-12.1. Students will be able to evaluate a speakers
evidence and reasoning.
ACT/SAT Word Boosters

http://www.piecesoflearning.com/UserFiles/File/FreePrevie
ws/VocabularyThatMattersA.pdf
-
Discussion
Accountable Talk
Peer-led Socratic Seminars
Performance Task:
Conduct a Socratic Seminar
Participants will take a clear, well -defined and well
-supported stance in each response. They may connect
personal experiences, hypothetical scenarios, and other
firsthand accounts to justify your response; however, the
responses must be supported with textual evidence from
the novel.
Discussion Prompts:
1.
A consequence of sin is the ability to recognize it

in others, or so says the text seemingly. Where is
this displayed in the text for Hester, Dimmesdale,
Hibbins, Chillingworth? Do you agree in life this
is true?
2.
A person who knowingly seeks revenge

(Chillingworth) with the intent to maliciously harm
the person who has wronged him/her is less evil
and hateful than the original person
(Hester/Dimmesdale) who knowingly wronged or
Page 40 of 44
2nd Quarter
hurt him/her in the first place.
3.
Critics have commented that Hawthornes

narrator seems to be of two minds. Sometimes
this narrator seems to adopt an opinion that
characters must repent for and atone for what
they have done. At other times, the narrator
seems to adopt the opinion that Dimmesdales
and Hesters actions are understandable given
the circumstances, and that love such as theirs
represents something truly sacred. Where does
the narrator stand, or is he of two minds? Where
do you stand on the issue?
4.
It is easier to forgive someone who has wronged

you if they are honest and admit their fault. Why?
Does it need to be a public confession?
5.
Some critics have called The Scarlet Letter the

protofeminist (first or foremost feminist) American
novel. What evidence from the novel supports or
refutes this claim?
6.
Writing
Writing
to Texts
W.11-112.2 Write informative/explanatory texts to

content.
a. Introduce a topic; organize complex ideas,
concepts and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables) and
Writing

Sin cannot be washed away completely; it leaves

a permanent mark.
Writing Content
-

examples
Routine Writing: Summarize chapters 7 and 8

Explanatory Writing: Reread the section where
Page 41 of 44
2nd Quarter
multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audiences knowledge
of the topic.

c. Use appropriate and varied transitions to link the

major sections of the text, create cohesion and
clarify the relationships among complex ideas and
concepts.

vocabulary.
d. Use precise language and domain-specific

vocabulary to manage the complexity of the topic.
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic.

Hester encounters Mistress Hibbins. Working in pairs,

have students determine Hawthornes purpose for
including Mistress Hibbins in the story. What does she
represent?
Analysis Writing: Write a brief comparison between
Hawthornes introduction of Dr. Chillingworth and his
introduction of Mistress Hibbins. What are the impacts
of these choices? Which seems to be most effective?
Strategies:
1.
2.
Using SRSD
-POW
3.

and research.
Page 42 of 44
2nd Quarter
Week 8
Writing Workshop

W.11-12.2: Write informative/explanatory texts to
content.
a. Introduce a topic; organize complex
ideas, concepts and information to make
important connections and distinctions;
include formatting (e.g., headings), graphics
(e.g., figures, tables) and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen,
relevant and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion and
clarify the relationships among complex ideas and
concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
Evidence Statements


vocabulary.
Content
Students complete work on Performance Task by
revising previous writings.
Performance Task:
The Scarlet Letter makes heavy use of a number of
different, powerful symbols. Craft an essay that provides
an analysis of one of the novels major symbols which
connects the symbols to Hawthornes purpose in writing
OR
Choose a character from The Scarlet Letter write an essay
in which you (a) briefly describe the standards of the
fictional society in which the character exists and (b) show
how the character is affected by and responds to those
standards. In your essay do not merely summarize the
plot.
Writing Workshop
1.
Review task and rubric

Page 43 of 44

f. Provide a concluding statement or section
that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance
of the topic).
and research.
2nd Quarter
2.
Reflect and Attend
3.
Peer-review/peer exchange
4.
Edits: thesis/introduction, development,

conventions, conclusions, sources and
documentation
5.
Revisions
6.
Publish (type) writings
7.
8.

Using SRSD
-POW
9.

Week 9
Comprehensive
Assessment
Culminating Writing Task

Hawthornes and Irvings texts in this quarter contain a number of significant symbols. Write a literary analysis that examines how the authors choices in character
development, setting development, and the structure of events contribute to the development of the central ideas in The Ministers Black Veil, The Devil and Tom
Walker or The Scarlet Letter. . In the analysis, focus on how word choice, tone, and symbolism contribute to the development of characters, setting, and events of the
novel. Provide strong and thorough textual evidence that is integrated while maintaining the flow of ideas and including proper citation.

Page 44 of 44

Ela Map gr11 q2 Final

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Ela Map gr11 q2 Final

Загружено:

Авторское право:

Доступные форматы

English III Curriculum Map

Shelby County Schools

English III Curriculum Map

How to Use the Literacy Curriculum Maps

E vid en ce from Text

B u ild in g kn o w led g e thro u g h

Shelby County Schools

English III Curriculum Map

Student Achievement Partners Academic Word Finder:

Links to Support Vocabulary Instruction & Development

Shift 3: Building Knowledge through Content-Rich Non-fiction

Using the Curriculum Maps, Grades 9-12

English III Curriculum Map

Using the WIDA MPIs

English III Curriculum Map

Text 1: from Sinner in the Hands of an Angry God (1210L) by Jonathan

The Scarlet Letter (1420L) by Nathaniel Hawthorne

Culminating Writing Task

Instruction focused on Ch. 1-8

Shelby County Schools

English III Curriculum Map

RI.11-12.1 Cite strong and thorough textual

Provides strong and thorough textual evidence to support

RI.11-12.2 Determine two or more central ideas of a

Provides an analysis of how a theme or central idea

RI.11-12.3 Analyze a complex set of ideas or

Provides an objective summary of a text. RI.2

RI 11-12.5: Analyze and evaluate the effectiveness

Provides an explanation of how specific ideas interact

Provides an evaluation of the authors differing points of

English III Curriculum Map

to the power, persuasiveness, or beauty of the text.

Text Dependent Questions for the selection

What does Edwards mean by natural men?

In the second paragraph, Edwards begins three

Describe Edwards tone change throughout the

Edwards sermon is persuasive. Although he

Text Dependent Questions for the selection

How does Tocqueville appeal to his audience to

Identify two central ideas being discussed. What

Explain the structure of Tocquevilles argument

English III Curriculum Map

Close Reading Annotation/Guided Reading Questions

L.11-12.4: Determine or clarify the meaning of

Tier 3 Academic Vocabulary

Tier 2 Academic Vocabulary

Demonstrates the ability to determine the meaning of

Vocabulary Instruction: Word Study Guide,

English III Curriculum Map

precise meaning, its part of speech, or its

Using Context Clues (Pearson Teachers Edition p. 91)

Word Analysis: Latin Prefix omni- (Pearson p. 93)

L.11-12.6: Acquire and use accurately general

Written Expression Evidence Statements

Development of Ideas: The student response addresses

Organization: The student response demonstrates

Cite strong and thorough textual evidence

Select and integrate quotations, details, and

Use appropriate organizational pattern

Write strong thesis statements

Plan, draft, revise, edit, and rewrite

Use appropriate style and tone for purpose

Routine Writing: Next to each paragraph, paraphrase or