CURRICULUM CATALOG. English III CCSS 2015 GLYNLYON, INC.

Transcription

1 CURRICULUM CATALOG English III CCSS 2015 GLYNLYON, INC.

2 Welcome to Odysseyware We are excited that you are including Odysseyware as part of your program of instruction, and we look forward to serving you and your students. This Odysseyware Curriculum Catalog provides a quick-reference overview of our course materials. The catalog may also be helpful in planning instruction using Odysseyware course materials. In this document, you will find: Customer Experience Management Team and Technical Support contact information a description of course contents; course information. As always, we welcome your feedback. Thanks for choosing us! The Glynlyon Curriculum Development Team Client Services Support Team is Odysseyware s full-service customer support system. Services include: customer support; professional development training and integration; technical support; product configuration and update management; license administration; customer education. You can contact the Client Services Support Team for any support need using the following contact information: Customer Support / Training Support: Monday Friday: 6 a.m. - 5 p.m. Arizona Time (Please note: Arizona does not observe Daylight Savings Time) Toll Free: Dial Option 2 Fax - Toll Free: If you or a student is experiencing technical difficulties, please contact our Technical Support Department. Odysseyware Technical Support Monday Friday: 7 a.m. - 5 p.m. CDT Toll Free: i 2015 Glynlyon, Inc.

3 Table of Contents COURSE OVERVIEW... 1 UNIT 1: INTERSECTION IN THE NEW WORLD... 8 UNIT 2: BECOMING A NATION... 8 UNIT 3: AMERICAN ROMANTICISM... 9 UNIT 4: SEMESTER REVIEW AND EXAM... 9 UNIT 5: REGIONAL VOICES UNIT 6: MODERNISM IN AMERICA UNIT 7: POST-WORLD WAR II UNIT 8: SEMESTER REVIEW AND EXAM UNIT 9: FINAL EXAM ii 2015 Glynlyon, Inc.

4 COURSE OVERVIEW English III is a survey of American Literature and literary culture from its inception through the twentieth century. Students will explore the major literary forms, themes, authors, and periods of American Literature. They will understand how this literature represents the experiences of people native to America, those who immigrated to America, and those who were brought to America against their will. Emphasis is placed on a rhetorical analysis of the literature to determine how authors achieve a particular purpose or effect. Through focused readings, composition, speaking and listening activities, vocabulary study and research, students will continue to build the literacy skills they need to meet the challenges of high school and beyond. Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be successful beyond high school. These standards define what students need to know and be able to do by the end of each grade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasingly more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content includes classic myths and stories from around the world, America s Founding Documents, Foundational American literature, and Shakespeare. English III students will continue their climb up this staircase of skills through their study of the following units: Unit 1: Intersection in a New World: The focus of this unit will be on the earliest American literature. Students will read first-hand accounts of the dreams and the challenges the first settlers in the New World faced. They will read fiery Puritan sermons and the cultured poetry of a young slave. The reading will highlight the intersection, and resulting conflicts, of Native American, European, and African American cultures as well as establish some of the themes that will appear in the literature of America for centuries to come. Unit 2: Becoming a Nation: The focus of this unit will be on the historic and literary significance of documents relating to the establishment of the new government in America as well as on some of the poetry and prose of the period. Students will compare and contrast points of view presented on related issues. They will also compare and contrast the tone used in foundational documents like the Declaration of Independence and the Constitution. They will use what they learn about the qualities of an effective argument to create one of their own. Unit 3: American Romanticism: This unit will focus on the romantic literature that dominated America during the first part of the nineteenth century. Students will explore how the romantics revolted against the "cog in the wheel" philosophy of the eighteenth century and instead celebrated intuition, spontaneity, subjectivity, nature and, above all, individuality. They will compare the different aspects of American romanticism by examining the Gothic tales of writers like Poe and Hawthorne as well as the transcendental explorations of writers like Emerson and Thoreau. The slave narrative, a sub-genre of romanticism, will provide students with a glimpse into the protest and struggle for identity these Americans faced. Unit 5: Regional Voices: In this unit, students will continue to explore the theme of individualism, expanding their idea of what that looked for all Americans in the nineteenth century. They will look at the issues of racism, slavery, inequality and displacement through the words of those who experienced these issues first hand and those who worked to make America a more tolerant nation. They will also explore the theme of regionalism and examine how fictional characters in the works of writers like Twain and Jewett express the challenges facing America in this period. Unit 6: American Modernism: This unit explores American literature from the beginning of the 20th century through the Great Depression. Students will be introduced to the characteristics that define literature as modern and analyze those characteristics in poetry, fiction and drama. Because the movement is complex, the unit is subdivided into categories allowing for a more focused analysis of the different aspects of modernism and its writers. Unit 7: Post WW II: This unit focuses on the literature that followed the Second World War and takes students up to what is known as the postmodern period in literature. Like the previous unit, this final unit is divided into sub-categories. Students will read representative works from the abundance of southern literature. The unit also includes a number of selections from the 1960s that mirror this turbulent decade's struggle with issues similar to ones we face today Glynlyon, Inc.

5 Curriculum Content and Skill Focus Unit 1: Intersection in a New World Sharpen reading skills: summary, analysis, evaluation, and interpretation. Identify explicit and implicit meaning in early American works of historical and/or literary significance and in later works about this time period, including where the text leaves matters uncertain. Analyze a text from multiple perspectives (historical, literary, psychological, religious). Analyze and evaluate different presentations and interpretations of the same text. Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose. Analyze language: figurative language, imagery, tone, persuasiveness, connotation, nuance, power, beauty. Analyze informational texts: central ideas, interaction of ideas, summarizing, point of view, purpose. Analyze arguments: rhetoric, claim development, structure, purpose. Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; and o argumentative: making and supporting a claim; using valid reasoning; sequencing ideas; adapting to purpose, audience, and task; using precise, domain-specific language; using the writing process. Conduct research: web searches, challenging usage and vocabulary. Participate in speaking and listening activities: analysis of oral and written speeches, collaboration with peers. Strengthen language skills: conventions, knowledge, vocabulary acquisition and use. Unit 2: Becoming a Nation Sharpen reading skills: summary, annotation, analysis, evaluation, and interpretation. Identify explicit and implicit meaning in early American works of historical and/or literary significance, seminal texts, and works of public advocacy. Analyze a text from multiple perspectives: historical, literary, psychological, religious. Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose. Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, power, beauty. Analyze informational texts: central ideas, interaction of ideas, structure, point of view. Analyze arguments: rhetoric, premises, claim development, structure, purpose. Evaluate the reason and rhetoric used in seminal texts and works of public advocacy. Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing a thesis and evaluating evidence to support it; using appropriate and varied transitions between ideas; establishing and maintaining a formal tone; using precise, domain-specific language; using technology; peer evaluating; and o argumentative: making and supporting a claim; using valid reasoning; using rhetorical devices to persuade; adapting a rhetorical structure; sequencing ideas; creating cohesiveness; adapting to purpose, audience and task; using precise, domain-specific language; using the writing process. Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguishment between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page. Participate in speaking and listening activities: analysis of oral and written speeches, evaluation of a speaker's use of diction and tone, collaboration with peers, presentation. Strengthen language skills: conventions, knowledge, vocabulary acquisition and use. Unit 3: American Romanticism Sharpen reading skills: summary, annotation, analysis, evaluation, and interpretation. Identify explicit and implicit meaning in American literature from a specific period in history. Analyze a text from multiple perspectives: historical, literary, psychological, religious Glynlyon, Inc.

6 Analyze literary elements/devices: narrative/poetic structure, point of view, character, style, theme, purpose, irony, allegory, symbolism, suspense. Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, power, beauty. Analyze informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric. Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; organizing complex ideas; using appropriate and varied transitions between ideas; using precise, domain-specific language; and o argumentative: making and supporting a claim; using valid reasoning; using rhetorical devices to persuade; adapting a rhetorical structure; sequencing ideas; creating cohesiveness; adapting to purpose, audience, and task; using precise, domain-specific language; using the writing process. Conduct research: web search, vocabulary usage/etymology. Participate in speaking and listening activities: analysis of oral and written speeches, evaluation of a speaker's use of diction and tone, collaboration with peers, presentation. Strengthen language skills: conventions, knowledge, vocabulary acquisition and use. Unit 5: Regional Voices Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation Identifying explicit and implicit meaning in American literature from a specific period in history, including foundational documents Analyzing a text from multiple perspectives (historical, literary, psychological, religious) Analyzing literary elements/devices: narrative/poetic structure, point of view (esp. how it shapes content and style), character, style, theme, irony, satire, understatement Analyzing language: figurative language (esp. hyperbole and paradox), technical language, imagery, tone, diction, humor, persuasiveness, connotation, nuance, power, beauty Analyzing informational texts: central ideas, interaction of ideas, structure, point of view Evaluating the reasoning and rhetoric used in seminal texts and works of public advocacy Sharpening writing skills o explanatory: responding to literature, synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process o argumentative: making a claim, supporting a claim, using valid reasoning, sequencing ideas, creating cohesiveness, adapting to purpose, audience and task, using precise, domain-specific language, using the writing process Participating in speaking and listening activities: listening to and analyzing speeches, evaluate a speaker's use of diction and tone, collaborating with peers, presenting Strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 6: American Modernism Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation Identifying explicit and implicit meaning in American literature from a specific period in history Analyzing a text from multiple perspectives (historical, literary, psychological, religious) Analyzing literary elements/devices: narrative/poetic/dramatic structure, point of view, character, style, theme, purpose, symbolism, satire, sarcasm, irony, understatement Analyzing language: figurative language, imagery, tone, diction, dialect, connotation, nuance, power, beauty Analyzing informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric Sharpening writing skills o explanatory: responding to literature,, synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process focus on revision o narrative: using telling details, sequencing events, using the writing process focus on revision Conducting research: web search, vocabulary usage/etymology, evaluation credibility of sources, synthesizing information from multiple sources, using correct MLA guidelines for formatting, citing sources within a text, Glynlyon, Inc.

7 and creating a works cited page, using digital media elements, such as graphics, illustrations, sound, and interactive elements, to enhance presentations Participating in speaking and listening activities: listening to and analyzing speeches, evaluating a speaker's use of diction and tone, collaborating with peers, preparing and presenting speeches Strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 7: Post WW II Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation Identifying explicit and implicit meaning in American literature from a specific period in history, including works of public advocacy Analyzing a text from multiple perspectives (historical, literary, psychological, religious) Analyzing literary elements/devices: narrative/poetic structure, point of view, style, theme, purpose, sarcasm, irony, humor Analyzing language: figurative language (esp. hyperbole and paradox), technical language, imagery, tone, diction, connotation, nuance, power, beauty Analyzing informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric Sharpening writing skills o explanatory: responding to literature,, synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process focus on revision, varying sentence structure and syntax to convey a certain style or tone and to enhance reader understanding, using appropriate references for guidance in constructing artful sentences Conducting research: web search, vocabulary usage/etymology, generating a research question, conducting research to answer a self-generated question, drawing relevant evidence from text to answer research questions, Synthesize information from multiple sources, gathering information representing a variety of perspectives, e valuating the strengths and limitations of sources in terms of task, purpose and audience, integrating information selectively and appropriately, preparing papers using correct MLA guidelines for formatting, citing sources within a text, creating a works cited page Participating in speaking and listening activities: listening to and analyzing speeches, evaluating a speaker's use of diction and tone Strengthening language skills: conventions, knowledge, vocabulary acquisition and use Literature List The following are literary works students will encounter in English III CCSS: Unit 1: Intersection in the New World Bradford, William o Of Plymouth Plantation Williams, Roger o A Key into the Language of America Bradstreet, Anne o To My Dear Loving Husband o A Letter to Her Husband, Absent upon Public Employment o Upon the Burning of Our House o The Prologue Berryman, John o Homage to Mistress Bradstreet Rowlandson, Mary o A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson Franklin, Benjamin o Remarks Concerning the Savages of North America Miller, Arthur o The Crucible Sewall, Samuel o The Selling of Joseph: A Memorial Glynlyon, Inc.

8 Wheatley, Phillis o On Being Brought from Africa to America o An Hymn to the Evening o To His Excellency General Washington Gates Jr., Henry Louis o Mister Jefferson and the Trials of Phillis Wheatley Edwards, Jonathan o "Sinners in the Hands of an Angry God" Unit 2: Becoming a Nation Franklin, Benjamin o The Way to Wealth Henry, Patrick o Speech to the Virginia Convention Paine, Thomas o The American Crisis Declaration of Independence Stanton, Elizabeth Cady o Declaration of Sentiments Jefferson, Thomas o Virginia Statute for Religious Freedom de Crevecoeur, Hector St. John o What is an American?" from Letters from an American Farmer Freneau, Phillip o The Wild Honeysuckle o The Indian Burying Ground Equiano, Olaudah o Equiano s Travels: The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa, The African Key, Francis Scott o The Star Spangled Banner Revolutionary Tea Unit 3: American Romanticism Irving, Washington o Rip Van Winkle Hawthorne, Nathanial o Young Goodman Brown Poe, Edgar Allan o The Black Cat Emerson, Ralph Waldo o Self-Reliance o John Brown Fuller, Margaret o Summer on the Lakes in 1843 Whitman, Walt o Song of Myself Dickinson, Emily o This is my letter to the World o Because I could not stop for Death Whittier, John Greenleaf o To William Lloyd Garrison Douglass, Frederick o Narrative of the Life of Frederick Douglass, An American Slave Thoreau, Henry David o Civil Disobedience Glynlyon, Inc.

9 Stowe, Harriet Beecher o Uncle Tom s Cabin Truth, Sojourner o Ain t I a Woman? Harper, Frances Ellen Watkins o The Two Offers Melville, Herman o Bartleby the Scrivener: A Story of Wall Street Unit 5: Regional Voices Lincoln, Abraham o A House Divided Speech Whitman, Walt o Oh Captain, My Captain Addams, Jane o Influence of Lincoln from Twenty Years at Hull House Twain, Mark o The Adventures of Huckleberry Finn Chopin, Kate o Desiree s Baby Cooper, Anna Julia o The Higher Education of Women from A Voice from the South Jewett, Sarah Orne o The White Heron Freeman, Mary E. Wilkins o The Revolt of Mother Gilman, Charlotte Perkins o The Yellow Wall Paper o Why I Wrote the Yellow Wall Paper Harte, Bret o Tennessee s Partner Wharton, Edith o Ethan Fromme Unit 6: Modernism in America Robinson, Edwin Arlington o Aunt Imogen Frost, Robert o A Servant to Servants Eliot, T.S. o The Love Song of J. Alfred Prufrock Teasdale, Sara o Love Songs Sandburg, Carl o Grass Fitzgerald, Scott F. o Bernice Bobs her Hair Hemingway, Ernest o Hills Like White Elephants Moore, Marianne o Poetry Wilder, Thorton o Our Town Parker, Dorothy o Arrangement in Black and White Glynlyon, Inc.

10 Hughes, Langston o The Negro Artist and the Racial Mountains Hurston, Zora Neal o Their Eyes Were Watching God Baldwin, James o If Black English isn t a Language Then Tell Me, What is Unit 7: Post WW II Welty, Eudora o Petrified Man O Connor, Flannery o A Good Man is Hard to Find Kennedy, John F. o Inaugural Speech Lowell, Robert o For the Union Dead Wright, Richard o The Man Who was Almos a Man Dylan, Bob o The Lonesome Death of Hattie Carroll Levertov, Denise o Life at War o Overheard over S.E. Asia Rukeyser, Muriel o Poem Goines, David Lance o Let Sleeping Dogs Lie from The Free Speech Movement: Coming of Age Mirikitani, Janice o Attack the Water Bishop, Elizabeth o Sestina Plath, Sylvia o Mirror Glynlyon, Inc.

11 ENGLISH III CCSS UNIT 1: INTERSECTION IN THE NEW WORLD 1. Course Overview 25. Alternate Quiz 3 - Form A* 2. The New World 26. Alternate Quiz 3 - Form B* 3. William Bradford 27. Truth and Fiction in The Crucible 4. Roger Williams 28. John Proctor and Abigail Williams, The Crucible 5. Anne Bradstreet 29. The Crucibleâ History Repeats Itself 6. More Poetry of Anne Bradstreet 30. Project: Essay: John Proctor's Dilemma* 7. John Berryman: "Homage to Mistress Bradstreet" 31. The Selling of Joseph: A Memorial 8. Project: Essay: Anne Bradstreet, Puritan Poet 32. The Writings of Phillis Wheatley 9. Quiz Henry Louis Gates Jr.'s Literary Criticisms 10. Alternate Quiz 1 - Form A* 34. Project: Essay: Literary Criticism and Phillis 11. Alternate Quiz 1 - Form B* Wheatley* 12. Mary Rowlandson, Captive 35. Sinners in the Hands of an Angry God 13. Benjamin Franklin's "Remarks Concerning the 36. Project: Essay on Jonathan Edwards's "Sinners in Savages of North America" the Hands of an Angry God" 14. Project: The Great Civilized Debate* 37. Understanding Words and Usage in Older Writing 15. Project: Essay: Puritan New World Mission* 38. Quiz Quiz Alternate Quiz 4 - Form A* 17. Alternate Quiz 2 - Form A* 40. Alternate Quiz 4 - Form B* 18. Alternate Quiz 2 - Form B* 41. Special Project* 19. Arthur Miller 42. Review 20. Analysis of The Crucible, Act I 43. Test 21. The Crucible-Act II 44. Alternate Test - Form A* 22. The Crucible - Act III 45. Alternate Test - Form B* 23. Literary Analysis of The Crucible 46. Glossary and Credits 24. Quiz 3 ENGLISH III CCSS UNIT 2: BECOMING A NATION 1. Founding Documents of the United States 20. Project: Essay: Comparison of the Voyages of 2. Persuasiveness in Writing Equiano and Bradford* 3. Analyzing Patrick Henry 21. Quiz 3 4. Persuasion and Thomas Paine's The American Crisis 22. Alternate Quiz 3 - Form A* 5. Project: Persuasive Essay: Thomas Paine's Use of 23. Alternate Quiz 3 - Form B* Persuasion 24. Understanding Federalist No Quiz The Preamble to the Constitution and the Bill of 7. Alternate Quiz 1 - Form A* Rights 8. Alternate Quiz 1 - Form B* 26. Project: Tone Analysis Informative Essay* 9. Understanding Thomas Jefferson and the 27. Songs of the United States Declaration of Independence 28. Project: Research Paper: Enduring Significance of 10. The Declaration of Sentiments Early American Writings 11. Comparison of The Declaration of Independence to 29. Understanding Sentences in Older Writing The Declaration of Sentiments 30. Quiz Project: Essay: Writing and Presenting a 31. Alternate Quiz 4 - Form A* Declaration* 32. Alternate Quiz 4 - Form B* 13. Quiz Special Project* 14. Alternate Quiz 2 - Form A* 34. Review 15. Alternate Quiz 2 - Form B* 35. Test 16. Virginia Statute for Religious Freedom 36. Alternate Test - Form A* 17. "What Is an American?" 37. Alternate Test - Form B* 18. Philip Freneau's American Poetry 38. Glossary and Credits 19. Equiano's Autobiography Glynlyon, Inc.

12 ENGLISH III CCSS ENGLISH III CCSS UNIT 3: AMERICAN ROMANTICISM 1. Literary Periods in America 28. Uncle Tom's Cabin, Chapters How to Keep a Vocabulary Journal 29. Uncle Tom's Cabin, Chapters Washington Irving 30. Uncle Tom's Cabin, Chapters Nathaniel Hawthorne 31. Uncle Tom's Cabin, Chapters Project: Essay: Text Structure in "Young Goodman 32. Uncle Tom's Cabin: Chapters Theme and Brown" Central Ideas 6. American Romanticism and Edgar Allan Poe 33. Uncle Tom's Cabin: Chapters Making 7. Project: Gothic Essay* Inferences and Predictions 8. Quiz Uncle Tom's Cabin, Chapters Alternate Quiz 1 - Form A* 35. Uncle Tom's Cabin: Chapters Themes 10. Alternate Quiz 1 - Form B* 36. Quiz Ralph Waldo Emerson: "Self-Reliance" 37. Alternate Quiz 4 - Form A* 12. Margaret Fuller: Summer on the Lakes in Alternate Quiz 4 - Form B* 13. Walt Whitman: "Song of Myself" 39. Sojourner Truth: "Ain't I a Woman?" 14. Emily Dickinson: Poet 40. Frances Harper: "The Two Offers" 15. Identifying Transcendental Elements* 41. Project: African American Women in the Early 16. Quiz 2 Nineteenth Century* 17. Alternate Quiz 2 - Form A* 42. Herman Melville: "Bartleby the Scrivener" - Theme 18. Alternate Quiz 2 - Form B* and Characterization 19. Literature and the Abolitionist Movement 43. Project: Close Reading and Recorded Presentation 20. Frederick Douglass and the Author's Perspective 44. Quiz Henry David Thoreau: "Civil Disobedience" 45. Alternate Quiz 5 - Form A* 22. Transcendentalist Authors: Central Ideas about John 46. Alternate Quiz 5 - Form B* Brown 47. Special Project* 23. Quiz Review 24. Alternate Quiz 3 - Form A* 49. Test 25. Alternate Quiz 3 - Form B* 50. Alternate Test - Form A* 26. An Introduction to Uncle Tom's Cabin 51. Alternate Test - Form B* 27. Uncle Tom's Cabin, Chapters Glossary and Credits UNIT 4: SEMESTER REVIEW AND EXAM 1. Review 3. Alternate Exam - Form A* 2. Exam Glynlyon, Inc.

13 ENGLISH III CCSS UNIT 5: REGIONAL VOICES 1. An Introduction to Regional Voices 25. Explicit and Implicit Meaning in The Adventures of 2. Rhetorical Devices in Lincoln's "House Divided" Huckleberry Finn, Chapters Speech 26. Analyzing and Understanding Resolution in The 3. Walt Whitman Adventures of Huckleberry Finn 4. Jane Addams: Reminiscing with Purpose 27. Project: Persuasive Essay: "Defining Freedom as 5. Project: Essay: Abraham Lincoln: Embodiment of an Found in the Theme(s) of The Adventures of Ideal Huckleberry Finn" 6. Quiz Quiz 3 7. Alternate Quiz 1 - Form A* 29. Alternate Quiz 3 - Form A* 8. Alternate Quiz 1 - Form B* 30. Alternate Quiz 3 - Form B* 9. Realism in American Literature 31. Understanding Themes in "Désirée's Baby" 10. The Adventures of Huckleberry Finn: Chapter Understanding the Essay 11. The Adventures of Huckleberry Finn: Chapters 2 and 33. Narration and Figures of Speech in "The White 3 Heron" 12. The Adventures of Huckleberry Finn: Chapters 4 and 34. Emerging Women's Voices: "The Revolt of 'Mother'" Quiz The Adventures of Huckleberry Finn: Chapters Alternate Quiz 4 - Form A* 14. The Development of Style: Satire and Theme in The 37. Alternate Quiz 4 - Form B* Adventures of Huckleberry Finn, Chapters Analyzing Symbolism in "The Yellow Wallpaper" 15. Quiz Project: "Why I Wrote The Yellow Wallpaper" 16. Alternate Quiz 2 - Form A* 40. Project: Argumentative Essay: American Women 17. Alternate Quiz 2 - Form B* Writers 18. Friendship and Loyalty in The Adventures of 41. Narrative Point of View and Local Color in Huckleberry Finn, Chapters "Tennessee's Partner" 19. Friendship and Loyalty in The Adventures of 42. Project: Literary Circle: Discussion of Edith Huckleberry Finn, Chapters Wharton's Ethan Frome 20. Understanding Themes in The Adventures of 43. Quiz 5 Huckleberry Finn 44. Alternate Quiz 5 - Form A* 21. Humor, Sarcasm, and Irony in The Adventures of 45. Alternate Quiz 5 - Form B* Huckleberry Finn 46. Special Project* 22. Moral Awakening in The Adventures of Huckleberry 47. Review Finn, Chapters Test 23. Vernacular and Tone in The Adventures of 49. Alternate Test - Form A* Huckleberry Finn 50. Alternate Test - Form B* 24. Figures of Speech and the Use of Context to Add 51. Glossary and Credits Meaning in The Adventures of Huckleberry Finn, Chapters Glynlyon, Inc.

14 ENGLISH III CCSS UNIT 6: MODERNISM IN AMERICA 1. An Introduction to Modernism in America 27. Wit and Wisdom of Dorothy Parker 2. Edwin Arlington Robinson 28. Langston Hughes and the Harlem Renaissance 3. Freedom and Imprisonment in "A Servant to 29. Project: Web Quest: The Life and Art of Zora Neale Servants" Hurston 4. Fragmentation in The Love Song of J. Alfred 30. Quiz 4 Prufrock 31. Alternate Quiz 4 - Form A* 5. The Lyric Poetry of Sara Teasdale 32. Alternate Quiz 4 - Form B* 6. The Devastation of War in "Grass" 33. Introduction to Their Eyes Were Watching God 7. Project: Seminar and Essay: Analyzing Themes of 34. Setting and Their Eyes Were Watching God Loss/Isolation in Modernist Poetry 35. Understanding Literary Elements of Their Eyes 8. Quiz 1 Were Watching God 9. Alternate Quiz 1 - Form A* 36. Themes in Their Eyes Were Watching God 10. Alternate Quiz 1 - Form B* 37. Language and Imagery in Their Eyes Were Watching 11. Modernism in the 1920s God 12. Analysis of "Hills Like White Elephants" 38. Project: Essay: Searching for Love and Self in Their 13. Project: Literary Analysis of "Hills Like White Eyes Were Watching God Elephants." 14. Project: Narrative Essay 39. James Baldwin and "If Black English Isn't a 15. Project: Revision of a Student Piece: Using Marianne Language, Then Tell Me, What Is?" Moore's revision of "Poetry" as a Guideline 40. Project: Their Eyes Were Watching God 16. Quiz 2 PowerPoint 17. Alternate Quiz 2 - Form A* 41. Quiz Alternate Quiz 2 - Form B* 42. Alternate Quiz 5 - Form A* 19. The Development of American Drama 43. Alternate Quiz 5 - Form B* 20. Inference and Theme in Our Town 44. Special Project* 21. Set and Character Development in Our Town Act II 45. Review 22. Our Town Act III 46. Test 23. Project: Our Town: Presenting an Argument 47. Alternate Test - Form A* 24. Quiz Alternate Test - Form B* 25. Alternate Quiz 3 - Form A* 49. Glossary and Credits 26. Alternate Quiz 3 - Form B* ENGLISH III CCSS UNIT 7: POST-WORLD WAR II 1. The Literary Scene in Post-World War II America 20. Janice Mirikitani: The Universal in the Concrete 2. Eudora Welty and "The Petrified Man" 21. Quiz 4 3. Good and Evil in "A Good Man Is Hard to Find" 22. Alternate Quiz 4 - Form A* 4. Quiz Alternate Quiz 4 - Form B* 5. Alternate Quiz 1 - Form A* 24. Analyzing form and meaning in Elizabeth Bishop's 6. Alternate Quiz 1 - Form B* "Sestina" 7. Analyzing President John F. Kennedy's Inaugural 25. Examining "The Problem That Has No Name," Address Chapter One of The Feminine Mystique 8. Poetic Devices in "For the Union Dead", by Robert 26. Analysis of Sylvia Plath's "Mirror" Lowell 27. Project: Bringing Anna Quindlen's A Quilt of a 9. Understanding Elements of Literature in "The Man Country to Life Who Was Almost a Man," by Richard Wright 28. Project: Research Paper: Develop Your Own Topic 10. Quiz Following the Conventions of Standard English 11. Alternate Quiz 2 - Form A* 30. Quiz Alternate Quiz 2 - Form B* 31. Alternate Quiz 5 - Form A* 13. The Meaning behind the Lyrics in "The Lonesome 32. Alternate Quiz 5 - Form B* Death of Hattie Carroll," by Bob Dylan 33. Special Project* 14. War Theme in "Life at War" and "Over S.E. Asia" 34. Review 15. Quiz Test 16. Alternate Quiz 3 - Form A* 36. Alternate Test - Form A* 17. Alternate Quiz 3 - Form B* 37. Alternate Test - Form B* 18. Interpreting the Message in "Poem" 38. Glossary and Credits 19. Analyzing Satire as a Tool for Criticism Glynlyon, Inc.

15 ENGLISH III CCSS ENGLISH III CCSS UNIT 8: SEMESTER REVIEW AND EXAM 1. Review 3. Alternate Exam - Form A* 2. Exam UNIT 9: FINAL EXAM 1. Exam 2. Alternate Exam - Form A* (*) Indicates alternate assignment Glynlyon, Inc.