English III Curriculum Map 4th Quarter

IntroductionIn 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 content—the 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 rigor—high-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 Shelby County Schools

Page 1 of 37

English III Curriculum Map 4th Quarterhave 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. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.

Shelby County SchoolsPage 2 of 37

English III Curriculum Map 4th QuarterHow to Use the Literacy Curriculum MapsOur 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.

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.

Shelby County SchoolsPage 3 of 37

Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

English III Curriculum Map 4th QuarterThe 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

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

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-question-resources

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-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.

Shelby County SchoolsPage 4 of 37

English III Curriculum Map 4th QuarterBecause copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 9-12 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.” 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. 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 address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated

activities throughout your lesson, as appropriate to meet students’ needs, particularly in teacher-led, small group instruction and literacy stations.

Key Terms: Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain

meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

• Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.

Shelby County SchoolsPage 5 of 37

English III Curriculum Map 4th Quarter

Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.

Shelby County SchoolsPage 6 of 37

English III Curriculum Map 4th Quarter

Quarter 4 At-a-GlanceDuring Quarter 4, students will learn from two units: (1) Extended Study on Drama – The Crucible by Arthur Miller and (2) Do I Dare? – a unit that explores the relationship between personal beliefs and actions. The two units are interrelated on the essential idea that people control their own actions and reactions. Characters and writers provide models for both helpful and harmful decisions that people make, and students should be given opportunities to analyze both pros and cons of decisions that are made by people in the text. While most of these texts are found in the textbook, some texts are online resources that teachers may choose to print or project. Be sure to read the recommendations below for guidance.

Shelby County SchoolsPage 7 of 37

English III Curriculum Map 4th QuarterEnglish III, Quarter 4

Shelby County SchoolsPage 8 of 37

English III Curriculum Map 4th QuarterTexts Recommendations

Week 11) from “A Raisin in the Sun” by Lorraine Hansberry (Exemplar Text) (p. 1117)2) Author in Depth: Arthur Miller (p. 1118)3) “Rational and Irrational Fears Combine in Terrorism’s Wake” by Erica Goode (New York

Times)To assist teachers with scaffolding instruction, the qualitative measures of the anchor text are provided here. These measures are based on the Text Complexity – Qualitative Measures Rubric.

Anchor Text: “The Crucible”, Act I by Arthur Miller (p. 1126)a. Knowledge Demands – Moderately Complexb. Text Structure – Very Complexc. Language Features – Very Complexd. Meaning – Exceedingly Complexe. Overall Complexity – Very Complex

Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-

crucible-through-seventeenth-30513.html?tab=4#tabs https://edsitement.neh.gov/lesson-plan/dramatizing-history-arthur-millers-

crucible#sect-preparation http://xroads.virginia.edu/~cap/puritan/purhist.html http://to.pbs.org/2hQvJUp http://www.history.com/topics/cold-war/joseph-mccarthy http://bit.ly/2ixH0Kc http://www.nytimes.com/books/00/11/12/specials/miller-common.html Full video: https://123movies.is/film/the-crucible-6117/watching.html

Week 21) The Crucible”, Act I by Arthur Miller (p. 1126)2) Haiti: Possessed by Voodoo by Sharon Guynup (National Geographic Channel)3) “The Real Inquisition” by Thomas H. Madden4) “A Brief History of the Salem Witch Trials” by Jess Blumberg, Smithsonian.com

Week 31) The Crucible”, Acts II & III by Arthur Miller (p. 1187)2) “Wrongfully Suspected: The Modern Witch Hunt and the Perpetuation of Violence” by

Rosalyn Schroeder

Week 4 1) “MIT Researchers Use Brain Scans to Explore the Mob Mentality” by Nature World News2) The Crucible”, Act IV by Arthur Miller (p. 1217)

Week 5

1) Arthur Miller, "Are You Now or Were You Ever?" from The Guardian/The Observer (online), 1330L

2) “Is Trump Having Second Thoughts on Deportation Plans?” by Tribune News Service / NewsELA

3) “Trump’s ‘Great Wall’ vs. the Chinese Competition” by Gregory Krieg, CNN4) “Liberal hysteria over Trump is rapidly becoming self-satire” by Thomas Lifson

Week 6 Culminating Writing Task

Week 71) Desiderata by Max Ehrmann2) “Always Go to the Funeral” by Dierdre Sullivan (podcast)3) “Daughter aims high, hits target” by Maria Sacchetti

This unit includes all supporting documents and texts, posted here: http://bit.ly/Gr11Q4DoIDare

Students should see the connection between a person’s thoughts and a person’s actions – the former drives the latter. Have students go through this unit and examine other belief statements as exemplars. The final week guides students through creating their own belief statements in an essay format. Be sure to explain that having a belief statement in writing helps a person focus on their personal goals and mission so that when outside forces try to push or pull them in another direction, the person is more easily able to stay on course. This is a perfect segue for students who are about to enter their senior year of high school.

Week 81) George Gray by Edgar Lee Masters2) Choices by Nikki Giovanni3) The Love Song of J. Alfred Prufrock by T. S. Eliot (p. 708)

Week 9 Culminating Writing Task

Weeks 1 – 6

Reading Selections / Anchor Texts

Shelby County SchoolsPage 9 of 37

English III Curriculum Map 4th Quarter

Week 11) from “A Raisin in the Sun” by Lorraine Hansberry (Exemplar Text) (p. 1117)2) Author in Depth: Arthur Miller (p. 1118)3) “Rational and Irrational Fears Combine in Terrorism’s Wake” by Erica Goode (New York Times)Week 21) The Crucible”, Acts I & II by Arthur Miller (p. 1126)2) Haiti: Possessed by Voodoo by Sharon Guynup (National Geographic Channel) 3) “The Real Inquisition” by Thomas H. Madden4) “A Brief History of the Salem Witch Trials” by Jess Blumberg, Smithsonian.comWeek 31) The Crucible”, Acts II & III by Arthur Miller (p. 1187)2) “Wrongfully Suspected: The Modern Witch Hunt and the Perpetuation of Violence” by Rosalyn SchroederWeek 43) “MIT Researchers Use Brain Scans to Explore the Mob Mentality” by Nature World News4) The Crucible”, Act IV by Arthur Miller (p. 1217)Week 51) Arthur Miller, "Are You Now or Were You Ever?" from The Guardian/The Observer (online), 1330L2) “Is Trump Having Second Thoughts on Deportation Plans?” by Tribune News Service / NewsELA3) “Trump’s ‘Great Wall’ vs. the Chinese Competition” by Gregory Krieg, CNN4) “Liberal hysteria over Trump is rapidly becoming self-satire” by Thomas LifsonWeek 6Culminating Writing Task

Essential Question: What are the effects of mass hysteria on society?

Performance Task:Using information from the various texts included in this unit, craft an argument in which you examine whether or not the girls in Arthur Miller’s The Crucible were truly afflicted with a form of uncontrollable mass hysteria. Be sure to support your argument with textual citation from at least three texts.

TN Ready Standards Evidence Statements ContentWeek 1 Reading: Literature

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 test. RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature,

Reading: LiteratureRL.11-12.3 Provides an analysis of the impact of an 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 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.

RL.11-12.9 Demonstrates knowledge of how two eighteenth-century foundational works of American literature, two nineteenth-century foundational works of American literature,

Selections for Week 1 from “A Raisin in the Sun” by Lorraine Hansberry

(Exemplar Text) (p. 1117) Author in Depth: Arthur Miller (p. 1118) “Rational and Irrational Fears Combine in Terrorism’s

Wake” by Erica Goode (New York Times)

Week 1 Lessons/Resources*These days may be taught out of order if teachers are required to share a computer lab/cart for the research activities.

Day 1 & Day 2: Building Knowledge Distribute copies of the Anticipation Guide. Copy, distribute,

Shelby County SchoolsPage 10 of 37

English III Curriculum Map 4th Quarterincluding how two or more texts from the same period treat similar themes or topics.

Reading: Informational TextRI.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.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.

Writing

or two early-twentieth century foundational works of American literature treat similar themes or topics.

Reading: Informational TextRI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing

and take back up for post-test use at the end of the unit or consider copying the questions into a Google form to survey students and collect data electronically.Examples of Anticipation Guides:o http://www.davis.k12.ut.us/cms/lib09/UT01001306/

Centricity/Domain/2062/The_Crucible_Anticipation_Guide.pdf

o https://www.lcps.org/cms/lib4/VA01000195/ Centricity/Domain/3532/Crucible%20Anticipation%20Guide%20NEW.pdf

o https://www.surveymonkey.com/r/MYVQ3JQ o https://www.scribd.com/document/70245194/The-

Crucible-Anticipation-Guideo https://prezi.com/x71egq0zockq/copy-of-the-crucible-

anticipation-guide/ Literary Analysis Workshop, p. 1116 Review elements of drama, including stage directions,

types of drama, characters, setting, dialogue, and social/political criticism.

Preview exemplar text, from A Raisin in the Sun by Lorraine Hansberry, p. 1117. This excerpt shows dialogue between Benetha and Mama. Be sure to read aloud or have students read the “About the Text” section at the top of the page to understand the context of the exemplar.

Close read highlighted portions that exemplify elements of drama.

Social and Political Criticism, p. 1117 Differentiated Instruction, p. 1117 – Mention that these are

the expectations of students in class when the play is being read aloud.

Introduce Arthur Miller using video provided at this resource: http://www.pbs.org/wnet/americanmasters/arthur-miller-mccarthyism/484/

Introduce Macarthyism using the above resource or The History Channel resources here: http://www.history.com/topics/cold-war/joseph-mccarthy

Day 3: Nonfiction Article – Build Relevance Distribute copies of the article “Rational and Irrational

Fears Combine in Terrorism’s Wake” by Erica Goode (New York Times): https://www.dropbox.com/s/ote8qxcnpn3nnhg/Rational%20and%20Irrational%20Fears%20Article.pdf?dl=0

Use the Plan for Day 3 – pages 7-13 of this resource: https://www.dropbox.com/s/ote8qxcnpn3nnhg/Rational%20and%20Irrational%20Fears%20Article.pdf?dl=0

Shelby County SchoolsPage 11 of 37

English III Curriculum Map 4th QuarterW.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.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.

reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

Return to Question 16 – Ask students how the fear of witchcraft might become “epidemic” in “The Crucible.”

Relate to the Essential Question – Does conformity or non-conformity drive fear into an “epidemic” or “hysteria”? Explain using examples from the text. (This question could serve as an Exit Ticket for the lesson.)

Day 4 & Day 5: Pre-Reading Research See the handouts entitled “The Crucible Pre-reading

Research” and “Witch Hunt Research: Group Analysis”: https://www.dropbox.com/s/apimtg6931gtjw9/Witch%20Hunt.pdf?dl=0

One of the concepts central to The Crucible is that of the “witch hunt.” Some students may be familiar with this metaphor. This assignment is designed to help students “warm up” to The Crucible by helping them understand the reoccurrence of similar episodes in history.

This assignment will also help create interest because it is student-generated and should produce rich group discussions. If possible, arrange for computer lab time so that you may help direct student web searches.

TN Ready Standards Evidence Statements ContentWeek 2 Reading: Literature

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.11-12.6 Analyze 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.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 test. 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.

Reading: Informational Text

Reading: LiteratureRL.11-12.3 Provides an analysis of the impact of an 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.11-12.6 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.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.

RL.11-12.9 Demonstrates knowledge of how two eighteenth-century foundational works of American literature, two nineteenth-century foundational works of American literature, or two early-twentieth century foundational works of American literature treat similar themes or topics.

Reading: Informational Text

Selections for Week 2 The Crucible”, Act I by Arthur Miller (p. 1161) Haiti: Possessed by Voodoo by Sharon Guynup (National

Geographic Channel) “The Real Inquisition” by Thomas H. Madden “A Brief History of the Salem Witch Trials” by Jess Blumberg,

Smithsonian.com

Week 2 Lessons/ResourcesDay 1: Begin Act I Students read Author in Depth: Arthur Miller, p. 1118-1121. Critical Reading, p. 1121 - Think-Pair-Share Question 2 to

allow students to discuss the connection between historical events of the Salem witch trials and the anticommunist McCarthy trials.

Optional: Introduce the concept of Focus Groups. (Resource: https://www.dropbox.com/s/t0nh01lbx6y0mse/Focus%20Groups.pdf?dl=0) Teacher may assign groups or allow students to choose groups.

Students may collect information on this form: https://www.dropbox.com/s/hip2nz730qcileh/Focus%20Groups%20Report.pdf?dl=0

Shelby County SchoolsPage 12 of 37

English III Curriculum Map 4th QuarterRI.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. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.

RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas,

Introduce concept of “dramatic exposition” on p. 1123. Explain that Miller uses this technique to provide background information about the characters and their world.

Levels of Meaning: If students will have difficulty with the levels of meaning, have them jot down questions as they read. They may then reread sections of the play to find answers.

Analyzing: If students will not have difficulty with the levels of meaning, have them analyze the motivations of the main characters.

Students who need help with vocabulary may benefit from working on these documents while reading Act I: https://www.dropbox.com/s/iuul63wumax5854/Act%20I%20Vocab.pdf?dl=0

Begin reading through the overture of Act I. Chunk the text, allowing students to read 3-4 paragraphs at a time and summarizing the text either in writing or through small-group discussion. Encourage students to visualize stage directions as if they were watching the actual play.

Literary Analysis, p. 1127 – In what ways does this long exposition differ from a typical stage direction? (Text Structure)

Vocabulary Builder, p. 1128 – Which meaning apparently applies to the word ingratiating? (Vocabulary)

Begin reading Act I. Consider assigning roles to students to read aloud since the text is a dramatic play. Ask students these text-dependent questions, and allow them to discuss answers in small groups and record answers in their notes: o Reading Strategy, p. 1126 – What important

information is revealed in the third paragraph of the stage directions? (General Understanding)

o What is the mood of the beginning of the play? (General Understanding)

o What have the girls done that violates Puritan codes and could explain their behavior? (Key Details)

o How does Tituba figure in the event? (Key Details)o Find the word “predilection” in the middle of p. 1127.

Explain what this predilection reveals to the reader about the characters in the play? (Vocabulary)

o Locate the word “ingratiating” at the top of p. 1128. This word contains the Latin root –grat-, as do words such as congratulate, gratify, and gratitude. What do you think this Latin root means? (Vocabulary)

o Reread the last paragraph on p. 1128. Currently, in the United States, we have a separation of church

Shelby County SchoolsPage 13 of 37

English III Curriculum Map 4th QuarterWritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.

making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

and state. The text states that in Salem, during the time of the play, “the people of Salem developed a theocracy, a combine of state and religious power whose function was to keep the community together…” How does the text explain this as a “paradox”? (Inferences)

Stop the reading at the entrance of Mrs. Putnam on p. 1132. Ask the students: Is there evidence in the text at this point that Abigail has convinced her uncle that she is innocent? If so, identify the line and explain. (Opinions/Arguments)

Day 2: Continue Act I Read the “Literature in Context” on p. 1132 to review key

details of the Senate investigation led by Joseph McCarthy. Show this video of an actual trial moment, the famous

event when Welch says, “Have you no sense of decency, sir?” https://www.youtube.com/watch?v=lAur_I077NA

Discuss the tone of the confrontation. How does the audience react to Welch’s standing up to McCarthy? (They applaud.) What does this mean?

Show a video clip from the movie version of The Crucible of the scene that took place in the forest with all the girls and Tituba: https://www.youtube.com/watch?v=ShEmPBvjhk4

Distribute copies of this article from National Geographic on Voodoo: http://bit.ly/2hXO8zz

Check for understanding by asking several TDQs. This article explains the source of conflict in the play and addresses the Culturally Responsive Instruction note on p. 1135 of the TE.

Continue reading Act I, starting at Mrs. Ann Putnam’s entrance on p. 1132 and stop at the end of the dialogue before the note about Thomas Putnam.

Literary Analysis, p. 1133 - What conflict with the villagers is Parris desperately trying to avoid? (Key Details)

Have students independently read the note about Thomas Putnam – middle of p. 1133 to top of p. 1134.

Ask a student to summarize the note about the character. (General Understanding)

Continue reading to the bottom of the page, then ask students: Why did Mrs. Putnam send Ruth into the forest? (Inferences)

Continue reading to the middle of p. 1141. Ask students these text-dependent questions, and allow them to discuss answers in small groups and record answers in their notes:

Shelby County SchoolsPage 14 of 37

English III Curriculum Map 4th Quartero Parris says, “Oh, Abigail, what proper payment for my

charity! Now I am undone!” What does that mean? (Inferences)

o What does Mercy’s suggestion about beating Betty reveal about her view of Betty’s bewitchment? (Key Details)

o What else in the girls’ dialogue shows that there was no witchcraft involved in the forest escapade? (Key Details)

o Why did Abigail drink blood in the forest ritual? (Key Details)

o Reread Abigail’s speech on p. 1137. What does this dialogue tell us about Abigail’s character? (Inferences)

o Describe John Proctor. (Key Details) – Students may summarize the notes on p. 1138 to answer this question.

o What important information does Miller want to reveal about Proctor through this dramatic exposition? (Author’s Purpose)

o What happened between Proctor and Abigail before the beginning of the play? (Key Details)

o Why are the italicized stage directions for Abigail on p. 1139 essential for the reader or audience to understand this scene? (Text Features)

o Explain the first sign of witchcraft described on p. 1141. Is this proof of witchcraft? (Opinion/Argument) Why do the townspeople think that it is? (Inferences)

Day 3: Continue Act I Begin reading at the expository text in the middle of p.

1141 up to the entrance of Hale at the top of p. 1146. Ask students these text-dependent questions, and allow them to discuss answers in small groups and record answers in their notes:o What does Rebecca do to Betty? (Key Details)o What does the information that Miller provides in the

dramatic exposition contribute to the conflict around which the plot centers? (Author’s Purpose)

o What is Rebecca’s explanation of the girls’ behavior? (Key Details)

o What do the dashes at the end of Rebecca’s speech on p. 1143 indicate? (Text Structure)

o What hardships does Parris complain of? (Key Details)

o Reread the footnote on p. 1144 about the Quakers.

Shelby County SchoolsPage 15 of 37

English III Curriculum Map 4th QuarterWhat is Parris is trying to make about the differences between Quakers and Puritans in matters of a minister’s authority? (Inferences)

o How does John Proctor feel about Reverend Parris’s authority? (Inferences)

o Summarize the disagreement between Proctor and Putnam explained on p. 1145. (Key Details)

Ask students to identify the structure of the text on p. 1146. (Dramatic exposition – note in the margin of TE.)

Have students do a cold read of this dramatic exposition from p. 1146-1149. While reading, students should write the answers to these questions:o Reread the expository text on p. 1146. Identify the two

ways of viewing the world that Miller discusses in this section. (Author’s Purpose)

o What important information does Miller provide about his view of the world? (Author’s Purpose)

o Which character most reflects something of Miller’s view of the world? (Inferences)

o How is Miller’s view of the political uses of morality reflected in the play? (Opinions/Arguments)

o According to Miller, on what point does the analogy of the Salem witch hunts to the modern day seem to falter? (Opinions/Arguments)

Strategy for Less Proficient Readers – The dramatic exposition that begins on page 1146 is dense and complex, both in its language and its arguments. Have students break down the text into paragraphs, find the main idea and key supporting details in each paragraph, and use these notes to summarize Miller’s arguments. Students can then gather for discussion of their reactions to Miller’s ideas.

Support for English Learners – Although the dramatic exposition is filled with sophisticated vocabulary, remind students that many difficult English words come from Latin and resemble familiar words in Spanish, French, and Italian. (See note on p. 1147.)

Exit Ticket: Ask students to summarize the dramatic exposition.

Day 4: Continue Act I Close read the dramatic exposition again using text-

dependent questions from the Day 9 Plan in this resource (p. 15-19): https://www.dropbox.com/s/64s2yj2zhlqgef0/Crucible%20Unit%20Plan%20CCS.pdf?dl=0

Shelby County SchoolsPage 16 of 37

English III Curriculum Map 4th Quarter On p. 1147, Miller brings up the subject of the Inquisition.

Miller is not the only one to be critical of the Inquisition. Writers share their opinions with an audience in various formats. Consider artists like Mel Brooks, in his movie “History of the World”. Share with students that his parody criticizes the Inquisition by making fun - https://www.youtube.com/watch?v=LnF1OtP2Svk - STOP AT 2:52 (That’s enough to make a point about Mel Brooks being offensive on purpose to make a point. The rest of the clip has questionable content.)

Distribute copies of this article on the Inquisition: https://www.dropbox.com/s/ckh8s30eoanrsrj/National%20Review%20Online%20THE%20REAL%20INQUISITION.pdf?dl=0

This article takes a unique perspective on the history of the Inquisition. Ask students:o Does the article support the idea of the Inquisition

portrayed by Mel Brooks?o Why would the perspective be different?o Which perspective do you trust as a reader?o How can you prove one perspective is more correct

than another? Exit Ticket: Consider information put forth by the dramatic

exposition and the information about the Inquisition. How does the Inquisition compare to the way characters are questioning young women in The Crucible?

Day 5: Background on Salem witch trials and completion of Act I Distribute copies of “A Brief History of the Salem Witch

Trials” by Jess Blumberg, Smithsonian.com. Check for understanding by asking several TDQs. This

article builds knowledge for students on the Salem witch trials in the late 1600s. This helps students see for certain that the play is based on historical fact.

Continue reading Act I, starting at Hale’s line at the top of p. 1149 and stop at the end of Act I on p. 1157.

Strategies for reading the text in class, besides assigning roles to students to read aloud: https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley

Ask students these text-dependent questions, and allow them to discuss answers in small groups and record answers in their notes:o With what does Hale come prepared? (General

Understanding)o What is your impression of Hale based on the

Shelby County SchoolsPage 17 of 37

English III Curriculum Map 4th Quarterdramatic exposition, stage directions, and dialogue? (Text Structure)

o What seems to motivate Reverend Hale to study and expose witchcraft? (Inference)

o How does Mrs. Putnam’s confession add to the rising action? (Key Details)

o Near the bottom of p. 1152, Hale uses the word “evade” to describe Abigail’s actions. What effect does this word have on the tone of his question? (Vocabulary)

o Why does Abigail start accusing someone else of witchcraft? (Inference)

o Why does Abigail attack Tituba rather than one of the other girls? (Inference)

o Is Reverend Hale being fair and impartial so far? Why or why not? (Opinion/Argument)

o What evidence suggests that sharp divisions exist among the people of Salem Village? (Key Details / Inference)

Assess comprehension, using tools found on p. 1158-1159 or by having students meet in their Focus Groups and tracking evidence of the assigned group theme.

Students may also need to complete the character analysis worksheet to building comprehension of the text: https://www.dropbox.com/s/ib4u2556iqivjjt/Act%20I%20Character%20Map.pdf?dl=0

TN Ready Standards Evidence Statements Content

Week 3 Reading: LiteratureRL.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.11-12.5 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.11-12.6 Analyze 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).

Reading: LiteratureRL.11-12.3 Provides an analysis of the impact of an 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.11-12.5 Provides an analysis of 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.

RL.11-12.6 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).

Selections for Week 3 The Crucible”, Acts II & III by Arthur Miller (p. 1161) “Wrongfully Suspected: The Modern Witch Hunt and the

Perpetuation of Violence” by Rosalyn Schroeder

Week 3 Lessons/ResourcesDay 1: Begin Act II Literary Analysis, p. 1160 (conflict & Biblical allusions) Act II begins on p. 1161. Consider showing this scene from

the movie (link at top in Resource list). Students may record details about the accused on this

chart: https://www.dropbox.com/s/00jnxhqhyajykmf/Act%20II%20.pdf?dl=0

Have students read p. 1161-1165 or watch the scene in the movie where Proctor and Elizabeth argue. Have students summarize the argument to ensure they understand what has transpired between this couple before the events of the

Shelby County SchoolsPage 18 of 37

English III Curriculum Map 4th QuarterRL.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 test. 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.

Reading: Informational TextRI.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. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.6 Acquire and use accurately general

RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.

RL.11-12.9 Demonstrates knowledge of how two eighteenth-century foundational works of American literature, two nineteenth-century foundational works of American literature, or two early-twentieth century foundational works of American literature treat similar themes or topics.

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

play begin. Students should pick up reading at the entrance of Mary

Warren, at the top of p. 1165 and continue to the bottom of p. 1172.

Ask students these text-dependent questions, and allow them to discuss answers in small groups and record their answers in their notes:o What does Mary Warren report about the day’s events

at the trial? (General Understanding)o Why is Goody Osburn going to hang? (Key Details)o How does Miller convey the lack of irony or humor in

this scene on p. 1165? (Author’s Purpose)o When Mary Warren responds with an “indignant edge”

(top of p. 1166), what is her mood or attitude? (Vocabulary)

o What conflict is developing on p. 1167 between the Proctors and their community? (Key Details)

o Up until the point where we learn that Elizabeth has been mentioned, what has been Proctor’s attitude toward Mary and the trials? What effect will this attitude have on the conflict? (Inference)

o What is Reverend Hale’s purpose for visiting the Proctors so late at night? (Inference)

o What internal conflict is reflected by Proctor’s inability to name the commandment against adultery? (Inference)

Support for English Learners: Note that most English translations of the Bible use archaic forms of pronouns and verbs. Thus, the Ten Commandments use “Thou shalt” instead of “You shall” or “You will.” Explain that for most English speakers, the archaic language has an old-fashioned, poetic power. Help students identify two more archaic pronouns in the commandments on p. 1172 and explain their meaning. (“Thee” means “you” and “thy” means “your.”)

Day 2 and Day 3: Finish Act II Students should pick up reading at the top of p. 1173 and

continue to the end of Act II on p. 1181. Ask students these text-dependent questions, and allow

them to discuss answers in small groups and record their answers in their notes:o What reason does Hale give for believing that there is

indeed witchcraft in Salem? (Key Details)o What is the flaw in Hale’s reasoning/logic that Proctor

points out to him? (General Understanding) Shelby County Schools

Page 19 of 37

English III Curriculum Map 4th Quarteracademic 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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

o What internal conflict do the stage directions on p. 1173 suggest Hale experiences? (Text Structure)

o Elizabeth explains that she does not believe there are witches in Salem. Why is this response dangerous? (Inference)

o How does Hale use the line, “until an hour before the Devil fell, God thought him beautiful in Heaven” to justify the accusation against Rebecca Nurse? (Inference)

o What is the significance of Elizabeth’s poppet having a needle in it? Why is it there? How does Cheever interpret its placement? (Inference)

o Who put the needle in the poppet? (Key Details)o Proctor asks Hale, “Is the accuser always holy now?”

How is this ironic? (Inference)o How is Proctor’s allusion to Pontius Pilate an insult to

Hale? (Key Details) – Read the explanation in the Literary Analysis on p. 1179 to explain the Biblical allusion.

o What does Proctor say at the end of Act II to make the audience think he is a good man? (General Understanding)

Divide students into groups and assign a piece of this document to guide students through a close read analysis: https://www.dropbox.com/s/nqr8z01vpfk9t0j/Act%20II%20Subtext.pdf?dl=0

Have groups share out information from the close read.

Day 4: Distribute or project this article – “Wrongfully Suspected:

The Modern Witch Hunt and the Perpetuation of Violence” by Rosalyn Schroeder: https://www.dropbox.com/s/gxpncfic3jnmil1/Wrongfully%20Suspected%20Article.docx?dl=0

Post the following lines from the article “Wrongfully Suspected: The Modern Witch Hunt and the Perpetuation of Violence” by Rosalyn Schroeder:o “Brown University honors student Sunil Tripathi,

whose photo was famously flashed on major news media sites in the hunt for potential Boston Marathon bombing suspects, was found dead four days ago. Although the official cause of his death has not yet been determined, his memory has now been tainted with lasting notions of his fleeting, yet devastating association with the crimes despite no evidence

Shelby County SchoolsPage 20 of 37

English III Curriculum Map 4th Quarterwhatsoever that would tie him to the event.”

Tell students to read the paragraph and respond to the following question: How does this paragraph relate to the term “witch hunt”?

Facilitate turn and talk and brief whole group share out. Students will read and annotate “Wrongfully Suspected:

The Modern Witch Hunt and the Perpetuation of Violence” By Rosalyn Schroeder to annotate the guiding question: What is this article about?

Students will work in small groups to answer the following Text Dependent Questions:o Why is Tripathi’s death described as “collateral”?

What does “collateral” mean in this paragraph?o Why were “scores of young, dark-skinned men” fearful

after the Boston Bombings?o Discuss the impact of the rhetorical question in

paragraph 4: “Such persecution begs the question, when entire communities of innocent people become scapegoated on the actions of a few extremists, don't we all become victims of our own inhumanity by partaking in a witch hunt for false justice?”

o What is the meaning of “scapegoated” as it is used in the question above?

o Identify the structure of the article. How does the structure strengthen the author’s argument?

Facilitate whole group discussion around Text-Dependent Questions.

Create an anchor chart of new understandings around structure and argument. Examples found here: https://www.dropbox.com/sh/hmlvjb51lm7xwuh/AAAqZG0sKwfVws6PuJ2yIVYDa?dl=0

Connect to Essential Question: How do the ideas contained in this article connect to the idea of conformity?

Day 5: Begin Act III Begin with a close reading of the stage directions

describing the setting for act three. Instruct students to read and annotate the stage directions

paying particular attention to Miller’s use of setting to convey atmosphere, characterization, and theme.

Discuss the student annotations as a whole group. Then instruct students to analyze two details from the setting that strike them as particularly symbolic.

Have students break into pairs to review the setting descriptions of acts one and two noting similarities and

Shelby County SchoolsPage 21 of 37

English III Curriculum Map 4th Quarterdifferences with the description of act three.

Finally, have each student write a paragraph that states and supports a claim regarding Miller’s thematic purpose for the settings so far in the play.

See the handout entitled “Analyzing Setting” for a more detailed guide to this lesson: https://www.dropbox.com/s/qzfm4107dm9mdef/Act%20III%20Analyzing%20Setting.pdf?dl=0

TN Ready Standards Evidence Statements ContentWeek 4 Reading: Literature

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.11-12.6 Analyze 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.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.

Reading: Informational TextRI.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.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of

Reading: LiteratureRL.11-12.3 Provides an analysis of the impact of an 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.11-12.6 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.11-12.9 Demonstrates knowledge of how two eighteenth-century foundational works of American literature, two nineteenth-century foundational works of American literature, or two early-twentieth century foundational works of American literature treat similar themes or topics.

Reading: Informational TextRI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the

Selection for Week 45) “MIT Researchers Use Brain Scans to Explore the Mob

Mentality” by Nature World News6) The Crucible”, Act IV by Arthur Miller (p. 1217)

Week 4 Lessons/ResourcesDay 1 and Day 2: Finish Act III After reading act three, have students focus on the two

crisis moments in the act: the turning points for John and Mary.

Divide the class into groups, those focusing on the relationship between John and Elizabeth and those focusing on Mary and Abigail.

After allowing for small group time, return to whole group to share student discoveries and claims.

See the handout entitled “Crisis in the Courtroom” for a graphic organizer for student use: https://www.dropbox.com/s/5g03dz8anseieyi/Crisis%20in%20the%20Courtroom.pdf?dl=0

Distribute copies of or project this article on mob mentality – “MIT Researchers Use Brain Scans to Explore the Mob Mentality” by Nature World News: https://www.dropbox.com/s/v47m7oegl5hh74n/MIT%20Researchers%20Use%20Brain%20Scans%20to%20Explore%20the%20Mob%20Mentality.docx?dl=0

Check for understanding by asking several TDQs. Connect qualities of mob mentality to what is happening

with characters in “The Crucible.” Have students read act four for homework.

Day 3: Begin Act IVFollow Plan for Day 16 – pages 22-26 of this resource: https://www.dropbox.com/s/64s2yj2zhlqgef0/Crucible%20Unit%20Plan%20CCS.pdf?dl=0

Day 4: Review the description of tragedy found on:

Shelby County SchoolsPage 22 of 37

English III Curriculum Map 4th Quartera text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.3 Write narratives to develop real or imagined experiences or events using effective

overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary.

o Page 1216 of the textbooko NY Times, Arthur Miller on “Tragedy and the Common

Man” - http://www.nytimes.com/books/00/11/12/specials/miller-common.html

After discussing the key elements of tragedy, have students explore the qualities that establish “The Crucible" as a tragedy.

Break students into small groups within which they will build a case for one of the following characters to be considered the tragic hero: John Proctor, John Hale, Giles Corey, or Elizabeth Proctor.

After groups complete their investigation, foster a whole group discussion or debate in which the groups reveal their evidence for their tragic heroes.

See the handout entitled “Tragic Hero” for a graphic organizer for student use: https://www.dropbox.com/s/7h3kbu7vf1u1sd8/Tragic%20Hero.pdf?dl=0

Day 5: Film Comparison Compare the final scene of Thomas Hytner’s 1996 film

version of The Crucible with Miller’s original text. Instruct students to note in particular the changes in

staging, setting, and conclusion. Explore the possible reasons for these changes. Have students discuss the advantages and disadvantages

of the options provided a film director to those available to a playwright and theatre director.

Ask students these questions:o Which version is more effective? o Which version best reflects the themes and purposes

of Miller’s original play? These questions may direct discussion or may be adapted

for essay prompts. Discuss the ending of the play with students. What might

happen next? What in the text supports that claim? At the conclusion of the trials, who is free, and who is sentenced to death? Why?

So what really happened? Share these resources with students and discuss. These may be projected in the classroom or printed and passed around to students.o Primary documents from Salem, including warrants,

court reports, and restitutions or sentencing documents for those put to death for witchcraft:

Shelby County SchoolsPage 23 of 37

English III Curriculum Map 4th Quartertechnique, well-chosen details, and well-structured event sequences.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.

Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

http://salem.lib.virginia.edu/archives/MA135.xml o A collection of primary documents:

http://salem.lib.virginia.edu/archive2.html o Giles Corey Pressed to Death:

http://salem.lib.virginia.edu/texts/tei/swp?div_id=n37o Sarah Good Executed:

http://salem.lib.virginia.edu/texts/tei/swp?div_id=n63o Video from TV Documentary Channel with the History

Channel – begin around minute 48:00 to see what happens in Salem after the trials: https://www.youtube.com/watch?v=kRtk8YPVFHw

o For a shorter video about the result of the Salem Witch Trials, use this video from the History Channel: https://www.youtube.com/watch?v=PdX1vK03hRw

TN Ready Standards Evidence Statements ContentWeek 5 Reading: Informational Text

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.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 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. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of 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 Provides a determination of an author’s point of

Selection for Week 5 Arthur Miller, "Are You Now or Were You Ever?" from The

Guardian/The Observer (online), 1330L “Is Trump Having Second Thoughts on Deportation

Plans?” by Tribune News Service / NewsELA “Trump’s ‘Great Wall’ vs. the Chinese Competition” by

Gregory Krieg, CNN “Liberal hysteria over Trump is rapidly becoming self-

satire” by Thomas Lifson

Week 5 Lessons/ResourcesDay 1 and Day 2: Distribute copies of the book excerpt, “Are You Now or

Were You Ever?” Source: http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html

Academic vocabulary resource found here: http://achievethecore.org/academic-word-finder/#results/40841

o If you choose to project this resource, the right side of the screen shows all the academic words underlined, which will help students locate the words.

This text references The Devil in Massachusetts by Marion Lena Starkey, which can be found in its entirety online here: https://babel.hathitrust.org/cgi/pt?id=mdp.39015007020186;view=1up;seq=2

Guide students through a summary analysis using this graphic organizer:

Shelby County SchoolsPage 24 of 37

English III Curriculum Map 4th Quartersources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.11-12.3 Evaluate a speaker’s point of view,

view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.

WritingDevelopment of IdeasThe 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;

https://www.dropbox.com/s/vn8k8mipheocay5/Miller%20-%20Are%20You%20Now%20or%20Were%20You%20Ever%20WS.docx?dl=0

Close Read a section at a time using these Text-Dependent Questions:

o Section 1 :o What does Miller mean when he describes the

“Red Scare” as an “ideological war”? (General Understanding)

o How did Columbia Pictures prepare audiences for “Death of a Salesman”? (Key Details)

o What was the purpose of the short presentation created by City College School of Business professors? (Author’s Purpose)

o Why did the professors choose to portray Willy as “a nut”? (Inference)

o Section 2 :o Why is Miller turning down lucrative offers to

write? (General Understanding)o What request caused Miller to understand that

the Huac’s subpoena was hollow or senseless? (Key Details)

o Why is Miller recounting the details of how and when people questioned him? (Author’s Purpose)

o Miller states that “Paranoia breeds paranoia, but below paranoia there lies a bristling, unwelcome truth, so repugnant as to produce fantasies of persecution to conceal its existence.” How is this belief prevalent in “The Crucible”? (Inference)

o Section 3 : o What is the problem with Miller’s title “The

Crucible”? (Key Details)o What other issues does Miller blame for his first

release of the play being unsuccessful? (General Understanding)

o Why does Miller explain his new-found respect for delusion? (Author’s Purpose)

o Explain the significance of Miller’s last sentence. (Inference)

Day 3: Distribute copies or display the text: “Is Trump Having

Second Thoughts on Deportation Plans?” by Tribune News Service / NewsELA

Shelby County SchoolsPage 25 of 37

English III Curriculum Map 4th Quarterreasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

WritingW.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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 development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

Academic Vocabulary Resource found here: http://achievethecore.org/academic-word-finder/#results/40886

Guide students through a summary analysis using this graphic organizer: https://www.dropbox.com/s/fj2g0y62mpa92e6/Text%20Analysis%20Summary%20WS.docx?dl=0

Day 4: “Trump’s ‘Great Wall’ vs. the Chinese Competition” by

Gregory Krieg, CNN Guide students through a summary analysis using this

graphic organizer: https://www.dropbox.com/s/fj2g0y62mpa92e6/Text%20Analysis%20Summary%20WS.docx?dl=0

Discuss text features in the article. How do the text features contribute to the clarity of the author’s message?

Day 5: “Liberal hysteria over Trump is rapidly becoming self-

satire” by Thomas Lifson Academic Vocabulary Resource found here:

http://achievethecore.org/academic-word-finder/#results/40887

Guide students through a summary analysis using this graphic organizer: https://www.dropbox.com/s/fj2g0y62mpa92e6/Text%20Analysis%20Summary%20WS.docx?dl=0

Guide students through a debate about whether they trust or question the texts examined this week about Trump. How does the climate presented in the texts compare to the hysteria discussed from other time periods in this unit? Students may need to compare and contrast information presented in these articles to information shared via word of mouth or via other news outlets during the election of 2016. Remember to validate opinions that can be supported with textual evidence.

TN Ready Standards Evidence Statements ContentWeek 6 Language

RL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word

Culminating Writing Task

Week 6 Lessons/ResourcesDay 1: Examining the Essential Question Post the word “Conform” and its definition.

Conform (verb): to act in obedience or agreement; especially : to adapt oneself to accepted standards or

Shelby County SchoolsPage 26 of 37

English III Curriculum Map 4th QuarterFederalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.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.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

or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the

customs. Ask students to think of a time that they or someone they

know has “conformed” to their surroundings. You might want to suggest topics such as fashion, attitude, beliefs, hobbies, and behavior. Students will reflect on this topic in writing or with a partner.

Post the following quotes on the board or in a PPT slide for students.o “Humanity is conformity. Conformity is society.

Society is this reality.” –Dub FXo “Conformity is the jailer of freedom and the enemy of

growth.” -John F. Kennedyo “The opposite for courage is not cowardice, it is

conformity.” -Rollo May Ask students to respond to one of the quotes in writing.

Facilitate a Turn and Talk and brief whole group share out. Post the Culminating Performance Task for students to

read. Close read the prompt and ask students what key words are essential to successfully respond to this task:o Sample responses: Advantages, disadvantages,

conforming, examines, hysteria, mob mentality, scapegoating, explains, effects, phenomena, society.

Capture student responses and categorize words: o Tier 2 (Academic Vocabulary): advantages,

disadvantages, examines, explains, effects, phenomena, society

o Tier 3 (Content Vocabulary): Hysteria, Mob Mentality,o Scapegoating

Think aloud as you categorize words – Explain why you categorized words the way you did and add some other Tier 3 words that come to mind – Witch Hunt, Herd Behavior / Herd Mentality

Tell students that today we will be deepening understanding around the terms that we will need to know in order to answer the prompt effectively. Tell students we will focus our attention on the Tier 3 words: Tier 3 (Content Vocabulary): Hysteria, Mob Mentality, Scapegoating, Witch Hunt, Herd Behavior / Herd Mentality

(We Do) Guide students through completing a Word Map for “hysteria”. Example word maps:o http://www.readwritethink.org/files/resources/

lesson_images/lesson307/wordmap.pdf o http://education.ky.gov/curriculum/conpro/engla/

Documents/word%20map.pdf o https://wvde.state.wv.us/strategybank/documents/

VerbalandVisualWordAssociation03.doc Shelby County Schools

Page 27 of 37

English III Curriculum Map 4th Quarteraudience.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.

response. Students will work in groups to complete word maps for other Tier 3 Words. Students will group-map on chart paper. Post maps.

Circulate as students work to address misconceptions. After groups post their poster-size word maps, students will

complete a gallery walk. Students will walk to different posters and record information in their own organizers. All students should have 5 completed word maps by the end of the class.

Culminating Writing TaskPrompt: Using information from the various texts included in this unit, craft an argument in which you examine whether or not the girls in Arthur Miller’s The Crucible were truly afflicted with a form of uncontrollable mass hysteria. Be sure to support your argument with textual citation from at least three texts.

Day 2 through Day 5:As part of the instructional routines, students will complete the following six steps of the writing process.

1. Review task and rubric2. Read the text. Reflect. Draft.3. Peer-review/peer exchange4. Edits: thesis/introduction, development, conventions,

conclusions, sources and documentation 5. Revisions (Consider using the STAR Revision

Protocol – see below.)6. Publish (type) writings

STAR RevisionMaterials Needed: STAR Revision Sample (p. 31 of this document), writing drafts, four different colored pencils

Minilesson Connecting: Tell students that writing is a recursive

process. Inform them that writers often read back through their work to make substitutions, take words out, add and/or rearrange words or phrases in their writing. Tell them that writers reuse many, many times until the story is as good as it can get.

Teaching Point: Tell students that today you will teach them to revisit their drafts using STAR revision.

Teaching: Show students STAR revision by using the STAR Revision hand out. Read the examples aloud and share your thinking as you go through each step of STAR

Shelby County SchoolsPage 28 of 37

English III Curriculum Map 4th QuarterRevision: substituting, taking out, adding, and rearranging. Using your memoir as an example, demonstrate for students how you go through the STAR revision categories, looking for ways to improve your writing.

Actively Engaging: Tell your students to revise their writing drafts using the STAR revision method.

Linking: Tell your students that today and every day they can improve their writing by revising their work using the STAR Revision method.

Conferring: Go around and offer help when needed. Encourage students to work on all four parts of STAR revision and make appropriate choices that improve the writing.

Sharing: Invite students to share with the class one revision they made to their draft.

Weeks 7 – 9Reading Selections / Anchor Texts

Week 71) Desiderata by Max Ehrmann2) “Always Go to the Funeral” by Dierdre Sullivan (podcast)3) “Daughter aims high, hits target” by Maria Sacchetti

Week 81) George Gray by Edgar Lee Masters2) Choices by Nikki Giovanni3) The Love Song of J. Alfred Prufrock by T. S. Eliot (p. 708)

Week 9 Culminating Task

Essential Questions: What influences beliefs? How do beliefs affect thoughts and actions? How do belief systems shape individuals?

Performance Task: Students will develop an original reflective essay that illustrates their own personal philosophy using the structure of effective essays and oral presentation. If the technology is available, students will record a podcast of their essay.

TN Ready Standards Evidence Statements Content

Shelby County SchoolsPage 29 of 37

English III Curriculum Map 4th QuarterWeek 7 Reading: Literature

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.

Reading: Informational TextRI.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.11-12.3 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.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 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. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the

Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.

RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of 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 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

Selections for Week 71) Desiderata by Max Ehrmann2) “Always Go to the Funeral” by Dierdre Sullivan (podcast)3) “Daughter aims high, hits target” by Maria Sacchetti

Week 7 Lessons/ResourcesDay 1 and Day 2: Desiderata by Max Ehrmann (poem)Lesson #1 – Preparing the Learner, p. 12-24 of this resource: http://bit.ly/Gr11Q4DoIDare Additional information on Desiderata can be found here: http://alifeoflight.com/desiderata-poem-meaning/

Day 3 and Day 4: Lesson #2 – How Beliefs Are Formed, p. 25-44 of this resource:http://bit.ly/Gr11Q4DoIDare

Day 5: Begin Lesson #3 – Preparing the Learner: Poetry Analysis, p. 45-64 of this resource: http://bit.ly/Gr11Q4DoIDare

For more information on the TP-CASTT Poetry Analysis: http://www.readwritethink.org/files/resources/

30738_analysis.pdf https://www.dropbox.com/s/f0m32rur12yythk/

TPCASTT.pdf?dl=0

Shelby County SchoolsPage 30 of 37

English III Curriculum Map 4th Quartermeaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.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

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the

Shelby County SchoolsPage 31 of 37

English III Curriculum Map 4th Quarterneeded by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

TN Ready Standards Evidence Statements ContentWeek 8 Reading: Literature

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.

Reading: Informational TextRI.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.11-12.3 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.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 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,

Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.

RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of 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.

Selections for Week 81) George Gray by Edgar Lee Masters2) Choices by Nikki Giovanni3) The Love Song of J. Alfred Prufrock by T. S. Eliot (p. 708)

Week 8 Lessons/ResourcesDay 1: Finish Lesson #3 – Preparing the Learner: Poetry Analysis, p. 45-64 of this resource: http://bit.ly/Gr11Q4DoIDare

For more information on the TP-CASTT Poetry Analysis: http://www.readwritethink.org/files/resources/

30738_analysis.pdf https://www.dropbox.com/s/f0m32rur12yythk/

TPCASTT.pdf?dl=0

Day 2 through Day 5: Lesson #4 – Beliefs and Actions in Prufrock, p. 65-85 of this resource: http://bit.ly/Gr11Q4DoIDare

Shelby County SchoolsPage 32 of 37

English III Curriculum Map 4th Quarteror beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.

Speaking and Listening 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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts

RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic

Shelby County SchoolsPage 33 of 37

English III Curriculum Map 4th Quarterand tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.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.

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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

TN Ready Standards Evidence Statements ContentWeek 9 Reading: Literature

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.

Reading: Informational TextRI.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.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific

Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.

RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.

Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.3 Provides an analysis of a complex set of ideas.

Performance Task: Students will develop an original reflective essay that illustrates their own personal philosophy using the structure of effective essays and oral presentation. If the technology is available, students will record a podcast of their essay.

Week 9 Lessons/ResourcesDay 1 through Day 5: Lesson #5 – Performance Task, p. 86-130 of this resource: http://bit.ly/Gr11Q4DoIDare

Shelby County SchoolsPage 34 of 37

English III Curriculum Map 4th Quarterindividuals, ideas, or events interact and develop over the course 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.11-12.6 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. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).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.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.

Speaking and Listening

RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of 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 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.

LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.5 Demonstrates the ability to interpret figures of speech in context.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.

Shelby County SchoolsPage 35 of 37

English III Curriculum Map 4th QuarterSL.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 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingW.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.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.

SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

WritingDevelopment of IdeasThe 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. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe 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 tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe 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, meaning is clear throughout the response.

Shelby County SchoolsPage 36 of 37