High School Course Description for English III

Colton Joint Unified School District Course of Study

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 1 of 18

Course Title: English III

Curricular Area: English

Course Number: ENG301/302; ENG381/382

Length: One year

Grade Level(s): 11

Prerequisites: None

Meets a UC a-g Requirement: b English

Meets NCAA Requirement: Yes

Meets High School Graduation Requirement for:

English

Course Description

In English III, students will explore concepts that have shaped American thought and discourse since its revolution

through the study of American literature and rhetoric. To analyze how authors’ perspectives and purposes specifically

shape complex ideas in multiple genres, students will read foundational U.S. documents, and quintessential American

literature, essays, and poetry. These texts will help students gather evidence to incorporate in writing, speeches,

performances, and presentations about the American Dream, what it means to be an American, the freedom of speech, the

role of media in a democracy, and literary movements like Transcendentalism and the Harlem Renaissance. In specialized

genres such as editorials and satire, students will express how the unique American cultural experience—

individuals/groups challenging the views of contemporary society—colors the major American political, philosophical,

and literary movements of American history.

Alignment

This course is aligned to the California Common Core State Standards for English Language Arts/Literacy in History/

Social Studies, Science and Technical Subjects.

Instructional Materials

Required Textbook(s)

1. SpringBoard English Language Arts Grade 11—

California Edition. The College Board (2017).

ISBN:978-1-4573-0467-5

Supplemental Materials

2. SpringBoard Writing Workshop Grade 11—California

Edition. The College Board (2017). ISBN: xxx

3. SpringBoard Close Reading Workshop Grade 11—

California Edition. The College Board (2017). ISBN:

xxx

Full Texts and Other Media

1. Their Eyes Were Watching God, directed by Darnell

Martin

2. The Crucible, by Arthur Miller

3. Into the Wild, by Jon Krakauer

4. Their Eyes Were Watching God, by Zora Neale

Hurston

Web Sites

1. SpringBoard Online

https://coltonjointunifiedca.springboardonline.org

Exit Criteria

Activities Percentage

Learning Tasks/ Activities .............................................................................................................................................. 35%

 (Including but not limited to meaning making, skill development, critical reading, annotations, quick

writes, homework, classwork)

Student Applications ....................................................................................................................................................... 40%

 (Activities/Assignments in which students apply the learning from Learning Tasks with increasing levels

of independence. Including but not limited to short writes, Socratic Seminars, Quizzes, informal

presentations, Cold read, etc.)

Unit Culminating Tasks/ Assessments ............................................................................................................................ 25%

 (Including but not limited to Embedded Assessments, SpringBoard Unit Assessments, Full Writes,

Extended Projects, etc.)

Total: ............................................................................................................................................................................. 100%

Colton Joint Unified School District Course of Study

High School Course Description for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 2 of 18

Total: 100%

Development Team

This Course of Study was developed/revised in 2018 by Eileen Garza (CHS), Angelica Guzman (BHS), David

Johnson(Wash IS), Vincent LaFarge (BHS), Alexandra Medina (CHS), Esmeralda Shreiner (GTHS), and Kimberli

Thompson-Irvin (GTHS).

Colton Joint Unified School District Course of Study

High School Course Description for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 3 of 18

Learning Experiences and Instruction:

Teachers utilize the Direct Interactive Instruction model to introduce new skills and concepts that are essential

to the grade level content standards, then reinforce and develop those skills each quarter with the goal of

bringing students to mastery by the end of the fourth quarter. All instruction will be based on the “I do, We do,

You do” scaffolding model with an emphasis on individual differentiation as needed. Teachers will use a

variety of the following:

● Inquiry-based

learning

● Annotated reading

● Think-pair-share

● Reciprocal teaching

● Cloze reading &

writing

● Guided reading &

writing

● Cognitive modeling

● Text-based

questioning

strategies

● Graphic

organizers/concept

attainment

● Student-led groups

● Peer pairing

● Metacognitive

learning: self-

regulation, goal-

setting, self-

monitoring, and self-

questioning

Support for English Language Learners:

Extra time or modified versions of assignments will be given. The District will provide a language assistant.

Additional strategies will be developed through the Response to Intervention plans –such as:

● SDAIE strategies

● Texts/materials in

first language.

● Flexible grouping

● Structured

engagement

● Peer pairing

● Academic

vocabulary

development

● Realia

Support for Special Education Students:

Extra time or modified versions of assignments will be given. The District will provide an instructional

assistant. Additional strategies will be developed through the Individual Education Plan process – such as:

● Realia

● Texts/materials in

first language

● SDAIE strategies

● Flexible grouping

● Peer pairing

● Audio & visual aids

● Individualized

academic instruction

● Modified

assignments

● Modified texts

● Testing

accommodations

● Tutoring (peer &

teacher)

Stretching the Lesson for GATE Students:

Differentiated curriculum will be provided to challenge the student and provide the student with opportunities to

develop their identified talent. Teachers will use a variety of the following:

● Independent study

supplemented with

mentoring/tutoring

● Compacting

● Acceleration

● Depth & Complexity

icons

● Modified texts

● Modified

assignments

● Flexible grouping

● Inquiry-based

Learning

● Enriched materials

and learning

experiences

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 4 of 18

Grade 11 ELA Curriculum Map Introduction

Annotated Map

The annotated map is provided to clarify each section of the Curriculum Map.

Per Year/ Unit Requirements

Each grade has determined per year and/or per unit requirements.

ELD Requirements

ELD designated will be teaching out of the designated grade level Springboard text. Texts with two asterisks on the ELA

core curriculum map are shared texts with the companion ELD designated curriculum and must be included in the core

instructional path. If you replace a shared text, you must collaborate with ELD teacher in developing ELD curriculum that

still meets the same language outcomes as the original unit. Note: The ELD course is not designed to support ELA; rather

its purpose is to develop language.

Scaffolds that are provided throughout instruction must be in place throughout assessments as well. Focus should be on

gradual release in terms of preparing students to complete assessments without specific scaffolds.

Need-to-knows

● Semester 1: Units ordered 3,2,1

● Unit 3- up to EA1 only, second half will be optional. (Collab with ELD on this)

● Semester 2: Unit 4 do not have to do entire novel: Into the Wild; teachers should communicate with ERWC teachers

before opting to do the entire texts as it used in that course. ERWC teachers should be aware that excerpts from the

novel are used throughout the unit

● Unit 5 assessment = Semester 2 Final

Definitions

● Close reading – multiple readings of the same text to uncover layers of meaning that lead to deep comprehension.

● Writing process – a recursive process that includes prewriting, drafting, editing, and revising.

● On demand write – writing that takes place in a set amount of time.

● Full write – writing that takes place over time and provides the time for editing and revising.

● Cold read – independent read of an unfamiliar grade level text without teacher instruction or intervention. Students

may self-select/apply strategies and scaffolds.

Caveat: Living Document

This curriculum map was designed to be a living document. We are to revisit it each school year to determine if any

changes are needed.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 5 of 18

Unit One—American Forums: The Marketplace of Ideas (SpringBoard Unit 3)

OVERVIEW

Central to any democracy is the way writers use language to influence public opinion. Consequently, one of our

foremost obligations as teachers of English may be to teach students how to discern between arguments that use

careful reasoning based on sound evidence and those that rely instead on manipulation, biased language, and fallacious

reasoning. This unit focuses on these issues, examining editorial writing as a key genre through which writers make

statements about issues of the day. Through careful study of how writers use language and evidence, the unit explores

the distinction between persuasion and manipulation, and challenges students to construct their own, well-crafted

texts.

UNIT OBJECTIVES TO BE ASSESSED

Reading/ Listening Objectives

Content Standards

Where Assessed

● Analyze editorial and opinion pieces

● R.1, R.2, R.3,

R.4, R.5, R.6

● EA1

● Analyze how writers use logic, evidence, fallacious reasoning and

rhetoric to advance opinions

● R.2, R.3, R.5,

R.6

● EA1

● Analyze how writers effectively use rhetoric, including controlling tone,

establishing and maintaining voice, and achieving appropriate emphasis

through diction and sentence structure

● R.5, R.6, R.4

● EA1

Writing/ Speaking Objectives

Content Standards

Where Assessed

● Create an editorial and opinion pieces

● W.1a-f

● EA1

● Apply the appeals and devices of rhetoric

● W.1f, L.5, L.3,

L.3a

● EA1

● Represent an editorial perspective through a variety of genres

● W.1a-f

● EA1

UNIT ASSESSMENT:

EA1: Working in groups or individually, plan, develop, write, revise, and present an informational article on a timely and

debatable issue. After completing the article, develop a variety of editorial products that reflect a point of view

(agreement, alternative, or opposing) on the topic. Include at least two different pieces, such as cartoons, editorials,

letters, posters, photos, and so on.

MAJOR TASKS

ESSENTIAL PRACTICES

● Activity 3.11 is a shared text; use to support ELD

instruction

● Activity 3.9: Targets and tasks in this activity are

essential to prepare for EA Opportunities but can be

done with alternate texts. Must use at least two texts

with different positions on the same topic, (ex. Activity

3.9)

● Evaluating multiple sources

● Synthesizing multiple sources

● Close Reading with annotation

● Focus on revision process with use of exemplars for

modeling and peer discussion for the purpose of

improving a specific piece

● Socratic Seminar

● SOAPSTone

SHARED TEXTS

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 6 of 18

 Editorial:

“Why I Hate Cell Phones” by Sara Reihani**

 Satirical Article:

“Girl Moved To Tears by Of Mice and Men Cliffs Notes”by The Onion**

 Satirical Essay:

“How to Poison the Earth” by Linnea Saukko**

ELD STANDARDS

Emerging

Expanding

Bridging

● PI.2: Collaborate with peers to engage

in short, grade-appropriate written

exchanges and writing projects, using

technology as appropriate.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community) and audience (e.g., peers,

teachers).

● PI.5: Demonstrate comprehension of

oral presentations and discussions on

familiar social and academic topics by

asking and answering questions with

prompting and substantial support.

● PI.7: Explain how successfully writers

and speakers structure texts and use

language (e.g., specific word or

phrasing choices) to persuade the

reader (e.g., by providing evidence to

support claims or connecting points in

an argument) or create other specific

effects.

● PI.8: Explain how a writer’s or speaker’s

choice of phrasing or specific words

(e.g., describing a character or action as

aggressive versus bold) produces

nuances or different effects on the

audience.

● PII.6: Combine clauses in a few basic

ways (e.g., creating compound

sentences using and, but, so; creating

complex sentences using because) to

make connections between and join

ideas (e.g., I want to read this book

because it tells the history of Pi).

● PI.2: Collaborate with peers to engage

in increasingly complex grade-

appropriate written exchanges and

writing projects, using technology as

appropriate.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community), purpose (e.g., to

persuade, to provide arguments or

counterarguments), task, and audience

(e.g., peers, teachers, guest lecturer).

● PI.5: Demonstrate comprehension of

oral presentations and discussions on a

variety of social and academic topics by

asking and answering questions that

show thoughtful consideration of the

ideas or arguments with moderate

support.

● PI.7: Explain how successfully writers

and speakers structure texts and use

language (e.g., specific word or

phrasing choices) to persuade the

reader (e.g., by providing well-worded

evidence to support claims or

connecting points in an argument in

specific ways) or create other specific

effects, with moderate support.

● PI.8: Explain how a writer’s or speaker’s

choice of phrasing or specific words

(e.g., using figurative language or

words with multiple meanings to

describe an event or character)

produces nuances and different effects

on the audience.

● PII.6: Combine clauses in a growing

number of ways to create compound

and complex sentences that make

connections between and link concrete

and abstract ideas, for example, to

express a reason (e.g., He stayed at

home on Sunday in order to study for

Monday’s exam) or to make a

concession (e.g., She studied all night

● PI.2: Collaborate with peers to engage

in a variety of extended written

exchanges and complex grade-

appropriate writing projects, using

technology as appropriate.

● PI.4: Adjust language choices according

to the task, context, and audience.

● PI.5: Demonstrate comprehension of

oral presentations and discussions on a

variety of social and academic topics by

asking and answering detailed and

complex questions that show

thoughtful consideration of the ideas or

arguments with light support.

● PI.7: Explain how successfully writers

and speakers structure texts and use

language to persuade the reader or

create other specific effects, with light

support.

● PI.8: Explain how a writer’s or speaker’s

choice of a variety of different types of

phrasing or words produces nuances

and different effects on the audience.

● PII.6: Combine clauses in a variety of

ways to create compound and complex

sentences that make connections

between and link concrete and abstract

ideas, for example, to make a

concession, or to establish cause.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 7 of 18

even though she wasn’t feeling well).

** Noted items are shared with the companion ELD Designated curriculum and must be addressed in the ELA classroom.

In addition, the noted texts must be included in the core instructional path.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 8 of 18

Unit Two—The Power of Persuasion

OVERVIEW

This unit sets a historical context by focusing on texts set in colonial and revolutionary America and continues to build on

the idea of the American Dream. The unit highlights America’s commitment to freedom of speech by looking closely at

the rhetorical tools used by writers and speakers to persuade an audience and to make a statement about American

society. The first part of the unit focuses on Arthur Miller’s play The Crucible, as students examine the methods an

author can incorporate within a work of fiction to persuade an audience to his or her point of view. Through a close

reading of The Crucible, students gain an understanding of the significance of literature in America’s social conscience.

Then, the focus shifts to persuasive speeches and an investigation of how rhetorical appeals and rhetorical devices are

used in classic American speeches such as Abraham Lincoln’s Gettysburg Address and Franklin D. Roosevelt’s First

Inaugural Address.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSED

Reading/ Listening Objectives

Content Standards

Where Assessed

● Analyze the social, cultural, political, and historical contexts of a literary

text and its contributions to society

● R.1, R.6, R.7,

R.8, R.9

● EA1

● Analyze an argument and persuasive speech

● R.1, R.2, R.3,

R.4, R.5, R.6

● EA2, UA

● Analyze rhetorical devices and techniques used in creating persuasive

speeches

● R.4, R.5, R.6

● EA2, UA

● Analyze a dramatic work of lasting literary merit in order to arrive at

multiple interpretations

● R.9, R.7, R.2,

R.1

● EA1

Writing/ Speaking Objectives

Content Standards

Where Assessed

● Create and present a persuasive speech that includes rhetorical devices

and techniques

● SL.4, SL.4b,

W1.a-f, L.5

● EA2

● Develop stylistic elements, include a controlling tone, establish and

maintain voice, and achieve appropriate emphasis through diction and

sentence structure

● L.3a, L.3, W.1c,

W.1d, W.2d,

W.3d

● EA1, EA2, UA

● Collaborate to create and present a product in which you make a

statement about a social conflict or issue

● SL.1a-d, SL.2,

SL.4, SL.4b,

SL.5, W.1a-f

● EA1

UNIT ASSESSMENT:

EA 2: Your assignment is to write and present an original, persuasive two- to three-minute speech that addresses a

contemporary issue.**

MAJOR TASKS

ESSENTIAL PRACTICES

● EA 1: Work with a group to create an original product

in which you make a statement about a social conflict

or contemporary issue.

● Evaluating multiple sources

● Synthesizing multiple sources

● Close Reading with annotation

● Double-Entry Journal

SHARED TEXTS

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 9 of 18

 Informational Text:

“Daily Life in the 1600s” by Anne de Ocejo**

 Speech:

Speech to the Virginia Convention by Patrick Henry**

 Speech:

The Gettysburg Address by Abraham Lincoln**

 Drama Excerpt:

The Crucible Act 1 by Arthur Miller**

 Drama Full Text:

The Crucible by Arthur Miller

ELD STANDARDS

Emerging

Expanding

Bridging

● PI.1: Engage in conversational exchanges

and express ideas on familiar current

events and academic topics by asking

and answering yes-no questions and wh-

questions and responding using phrases

and short sentences.

● PI.3: Negotiate with or persuade others

in conversations (e.g., ask for

clarification or repetition) using learned

phrases (e.g., Could you repeat that

please? I believe . . .) and open

responses to express and defend

opinions.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community) and audience (e.g., peers,

teachers).

● PI.5: Demonstrate comprehension of

oral presentations and discussions on

familiar social and academic topics by

asking and answering questions with

prompting and substantial support.

● PI.6a: Explain ideas, phenomena,

processes, and text relationships (e.g.,

compare/contrast, cause/effect,

evidence-based argument) based on

close reading of a variety of grade-

appropriate texts, presented in various

print and multimedia formats, using

phrases, short sentences, and a select

set of general academic and domain-

specific words.

● PI.9: Plan and deliver brief oral

presentations and reports on grade-

appropriate topics that present evidence

and facts to support ideas.

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, providing additional,

relevant information, and paraphrasing

key ideas.

● PI.3: Negotiate with and persuade

others (e.g., by presenting counter-

arguments) in discussions and

conversations using learned phrases

(e.g., You make a valid point, but my

view is . . .) and open responses to

express and defend nuanced opinions.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community), purpose (e.g., to persuade,

to provide arguments or

counterarguments), task, and audience

(e.g., peers, teachers, guest lecturer).

● PI.5: Demonstrate comprehension of

oral presentations and discussions on a

variety of social and academic topics by

asking and answering questions that

show thoughtful consideration of the

ideas or arguments with moderate

support.

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts (e.g., compare/contrast,

cause/effect, themes, evidence-based

argument) based on close reading of a

variety of grade-appropriate texts,

presented in various print and

multimedia formats, using increasingly

detailed sentences, and a range of

general academic and domain-specific

words.

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, and providing coherent

and well-articulated comments and

additional information.

● PI.3: Negotiate with or persuade others

in discussions and conversations in

appropriate registers using a variety of

learned phrases and open responses to

express and defend nuanced opinions.

● PI.4: Adjust language choices according

to the task, context, and audience.

● PI.5: Demonstrate comprehension of

oral presentations and discussions on a

variety of social and academic topics by

asking and answering detailed and

complex questions that show thoughtful

consideration of the ideas or arguments

with light support.

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts based on close reading of a

variety of grade-level texts, presented in

various print and multimedia formats,

using a variety of detailed sentences and

precise general academic and domain-

specific words.

● PI.9: Plan and deliver a variety of oral

presentations and reports on grade-

appropriate topics that express complex

and abstract ideas, well supported by

evidence and reasoning, and are

delivered by using an appropriate level

of formality and understanding of

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 10 of 18

● PI.9: Plan and deliver a variety of oral

presentations and reports on grade-

appropriate topics that present evidence

and facts to support ideas by using

growing understanding of register.

** Noted items are shared with the companion ELD Designated curriculum and must be addressed in the ELA classroom.

In addition, the noted texts must be included in the core instructional path.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 11 of 18

Unit Three: The American Dream (SpringBoard Unit 1)

OVERVIEW

This unit focuses on examining preconceived notions and exposing students to the historical and literary foundations of

the American dream. The first half of the unit asks students to revisit and challenge their understanding by exposing

them to a variety of authors in multiple genres, all of whom have a different and interesting take on the American

Dream and what it means to be an American. After analyzing a variety of contemporary and historical texts, students

refine their working definitions of the American Dream and synthesize information from the unit to create a thoughtful

and coherent essay defining what it means to be an American. By considering the American Dream in its historical

context, being exposed to multiple viewpoints, working with seminal historical documents, and revisiting preconceived

notions, students will begin to understand the complex and difficult task of synthesizing information to create a clear

and insightful argument about whether or not America still provides access to the American Dream.

UNIT OBJECTIVES TO BE ASSESSED

Reading/Listening Objectives

Content Standards

Where Assessed

● Identify and analyze the features and text structures of definition and

synthesis essays.

● R.4, R.5, R.3

● EA1, EA2

● Identify and synthesize a variety of perspectives in a variety of texts.

● R.6, R.2, R.1,

R.9

● EA1, EA2, UA

● Support inferences and interpretation of the nuances and complexities

of a text with relevant evidence.

● R.1, R.2

● EA1, EA2, UA

● Analyze the effectiveness of the structure an author uses in his or her

exposition or argument, including whether the structure makes the

points clear, convincing, and engaging.

● R.5, R.2, R.1,

R.6

● EA1, UA

● Analyze the impact of an author’s specific use of language on meaning

and tone, including how he/she refines a key term over the course of a

text (figurative, connotative, and technical meanings).

● R.4

● UA

Writing/Speaking Objectives

Content Standards

Where Assessed

● Apply the features and text structures of definition and synthesis essays.

● W.1a-f, W.2a-f

● EA1, EA2

● Voice a clear opinion that demonstrates an understanding of the

nuances and complexities of the topic.

● W.1a, W.2a,

SL.1d

● EA1, EA2

● Produce a polished and engaging definition of a complex concept;

support the definition with evidence from various sources.

● W.2a-f, R.1

● EA1

● Synthesize different perspectives from a variety of texts as well as

personal experience to defend, challenge, or qualify a claim

● W.1b, W.2b,

R.1

● EA2

● Construct a strong argument using the elements of an argument

appropriate textual support that relates to the central idea.

● W.1a-f

● EA2

UNIT ASSESSMENT:

● SB Unit Assessment and Open Response questions

○ (must clarify which scoring rubric to use)

MAJOR TASKS

ESSENTIAL PRACTICES

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 12 of 18

● Embedded assessment 1: Definition Task assessed with

SB EA1 scoring guide

● Embedded Assessment 2: Argument Task assessed

with SB EA2 scoring guide**

Note: if using alternate texts or tasks, teachers will

model their EA prompt after the SpringBoard prompt.

● Focus on revision process with use of exemplars for

modeling and peer discussion for the purpose of

improving a specific piece

● Brainstorming

● Questioning the Text

● SMELL

● Socratic Seminar

SHARED TEXTS

 Essay:

“Growing Up Asian in America” by Kesaya E. **

 Short Story Excerpt:

“America and I” by Anzia Yezierska**

 Poetry:

“Ellis Island” by Joseph Bruchac**

ELD STANDARDS

Emerging

Expanding

Bridging

● PI.1: Engage in conversational exchanges

and express ideas on familiar current

events and academic topics by asking

and answering yes-no questions and wh-

questions and responding using phrases

and short sentences.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community) and audience (e.g., peers,

teachers).

● PI.6a: Explain ideas, phenomena,

processes, and text relationships (e.g.,

compare/contrast, cause/effect,

evidence-based argument) based on

close reading of a variety of grade-

appropriate texts, presented in various

print and multimedia formats, using

phrases, short sentences, and a select

set of general academic and domain-

specific words.

● PI.6b: Explain inferences and

conclusions drawn from close reading of

grade-appropriate texts and viewing of

multimedia, using familiar verbs (e.g.,

seems that).

● PI.6c: Use knowledge of morphology

(e.g., common prefixes and suffixes),

context, reference materials, and visual

cues to determine the meaning of

unknown and multiple-meaning words

on familiar topics.

● PI.10a: Write short literary and

informational texts (e.g., an argument

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, providing additional,

relevant information, and paraphrasing

key ideas.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community), purpose (e.g., to persuade,

to provide arguments or

counterarguments), task, and audience

(e.g., peers, teachers, guest lecturer).

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts (e.g., compare/contrast,

cause/effect, themes, evidence-based

argument) based on close reading of a

variety of grade-appropriate texts,

presented in various print and

multimedia formats, using increasingly

detailed sentences, and a range of

general academic and domain-specific

words.

● PI.6b: Explain inferences and

conclusions drawn from close reading of

grade-appropriate texts and viewing of

multimedia using a variety of verbs and

adverbials (e.g., indicates that, suggests,

as a result).

● PI.6c: Use knowledge of morphology

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, and providing coherent

and well-articulated comments and

additional information.

● PI.4: Adjust language choices according

to the task, context, and audience.

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts based on close reading of a

variety of grade-level texts, presented in

various print and multimedia formats,

using a variety of detailed sentences and

precise general academic and domain-

specific words.

● PI.6b: Explain inferences and

conclusions drawn from close reading of

grade-level texts and viewing of

multimedia using a variety of verbs and

adverbials.

● PI.6c: Use knowledge of morphology,

context, reference materials, and visual

cues to determine the meaning,

including figurative and connotative

meanings, of unknown and multiple-

meaning words on a variety of new

topics.

● PI.10a: Write longer and more detailed

literary and informational texts

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 13 of 18

about free speech) collaboratively (e.g.,

with peers) and independently

● PI.11a: Justify opinions by articulating

some textual evidence or background

knowledge with visual support.

● PII.2b: Apply knowledge of familiar

language resources for linking ideas,

events, or reasons throughout a text

(e.g., using connecting/transition words

and phrases, such as first, second,

finally) to comprehending and writing

brief texts.

(e.g., affixes, Greek and Latin roots),

context, reference materials, and visual

cues to determine the meaning of

unknown and multiple-meaning words

on familiar and new topics.

● PI.10a: Write longer literary and

informational texts (e.g., an argument

about free speech) collaboratively (e.g.,

with peers) and independently by using

appropriate text organization and

growing understanding of register.

● PI.11a: Justify opinions and positions or

persuade others by making connections

between ideas and articulating relevant

textual evidence or background

knowledge.

● PII.2b: Apply knowledge of familiar

language resources for linking ideas,

events, or reasons throughout a text

(e.g., using connecting/transition words

and phrases, such as meanwhile,

however, on the other hand) to

comprehending texts and to writing

increasingly cohesive texts for specific

purposes and audiences.

collaboratively and independently by

using appropriate text organization and

● PI.11a: Justify opinions or persuade

others by making connections and

distinctions between ideas and texts and

articulating sufficient, detailed, and

relevant textual evidence or background

knowledge by using appropriate

● PII.2b: Apply knowledge of familiar

language resources for linking ideas,

events, or reasons throughout a text to

comprehending grade-level texts and

writing cohesive texts for specific

purposes and audiences.

** Noted items are shared with the companion ELD Designated curriculum and must be addressed in the ELA classroom.

In addition, the noted texts must be included in the core instructional path.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 14 of 18

Unit Four—The Pursuit of Happiness

OVERVIEW

In this unit, students will consider the American Dream from the viewpoint of what it means to be happy and to pursue

happiness. They will link this pursuit to the American Transcendentalist movement that finds its spiritual moorings in the

natural world. Students explore this idea by analyzing a variety of texts, including a full text/extended genre study, that

present similar and sometimes contrasting ideas of happiness and its pursuit. The texts in this unit invite students to

question, challenge, and/or critique the multiple perspectives presented. Students will learn to appreciate the passion

and stylistic techniques with which authors assert ideas, advance a theme, and convey meaning. With this knowledge,

students will construct a personal essay.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSED

Reading/ Listening Objectives

Content Standards

Where Assessed

● Analyze and evaluate the structural and stylistic features of texts

● R.1, R.4, R.5

● UA

● Develop a working definition of Transcendentalism and its key tenets

● R.4, R.9

● UA

● Analyze and evaluate an author’s choices: structural and stylistic

techniques with which the author assert ideas, advances a theme, and

conveys meaning.

● R.1, R.2, R.5

● EA1, UA

Writing/ Speaking Objectives

Where Assessed

● Compose a personal essay that describes an experience and conveys its

significance to the reader. The essay must use an organizational

structure that includes an event, a response, and a reflection, as well as

stylistic techniques (i.e., consistent tone, purposeful diction, vivid detail,

syntactic variation)

● W.3, W.4

● EA1

UNIT ASSESSMENT:

Springboard Unit Assessment

MAJOR TASKS

ESSENTIAL PRACTICES

● EA1: Write a and present multi-paragraph reflective

essay about a significant personal experience that

involves the pursuit of happiness and/or

transcendental ideals, being sure to describe the

experience and your immediate response to it, as well

as to reflect on the significance of the experience.**

● Activities 4.2, 4.5, and 4.13 are shared with ELD; use

to support instruction.

● Focus on revision process with use of exemplars for

modeling and peer discussion for the purpose of

improving a specific piece.

● OPTIC

● Summarizing

SHARED TEXTS

 Essay:

“Excerpt: Where I Lived, and What I Lived For” by Henry David Thoreau (4.2)**

 Biography Excerpt:

Into the Wild (Text excerpt is from 4.13 ELA and 3.3 ELD) by Jon Krakauer**

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 15 of 18

 Poetry:

“In the Depths of Solitude” by Tupac Shakur (4.5)**

ELD STANDARDS

Emerging

Extending

Expanding

● PI.1: Engage in conversational

exchanges and express ideas on

familiar current events and academic

topics by asking and answering yes-no

questions and wh- questions and

responding using phrases and short

sentences.

● PI.2: Collaborate with peers to engage

in short, grade-appropriate written

exchanges and writing projects, using

technology as appropriate.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community) and audience (e.g., peers,

teachers).

● PI.10a: Write short literary and

informational texts (e.g., an argument

about free speech) collaboratively (e.g.,

with peers) and independently.

● PII.5: Expand sentences with simple

adverbials (e.g., adverbs, adverb

phrases, prepositional phrases) to

provide details (e.g., time, manner,

place, cause) about familiar activities or

processes.

● PII.6: Combine clauses in a few basic

ways (e.g., creating compound

sentences using and, but, so; creating

complex sentences using because) to

make connections between and join

ideas (e.g., I want to read this book

because it tells the history of Pi).

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, providing additional,

relevant information, and paraphrasing

key ideas.

● PI.2: Collaborate with peers to engage

in increasingly complex grade-

appropriate written exchanges and

writing projects, using technology as

appropriate.

● PI.4: Adjust language choices according

to the context (e.g., classroom,

community), purpose (e.g., to

persuade, to provide arguments or

counterarguments), task, and audience

(e.g., peers, teachers, guest lecturer).

● PI.10a: Write longer literary and

informational texts (e.g., an argument

about free speech) collaboratively (e.g.,

with peers) and independently by using

appropriate text organization and

growing understanding of register.

● PII.5: Expand sentences with a growing

variety of adverbials to provide details

about familiar or new activities or

processes.

● PII.6: Combine clauses in a growing

number of ways to create compound

and complex sentences that make

connections between and link concrete

and abstract ideas, for example, to

express a reason) or to make a

concession.

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, and providing

coherent and well-articulated

comments and additional information.

● PI.2: Collaborate with peers to engage

in a variety of extended written

exchanges and complex grade-

appropriate writing projects, using

technology as appropriate.

● PI.4: Adjust language choices according

to the task, context, and audience.

● PI.10a: Write longer and more detailed

literary and informational texts

collaboratively and independently by

using appropriate text organization and

● PII.5: Expand sentences with a variety

of adverbials to provide details about a

variety of familiar and new activities

and processes.

● PII.6: Combine clauses in a variety of

ways to create compound and complex

sentences that make connections

between and link concrete and abstract

ideas, for example, to make a

concession, or to establish cause.

** Noted items are shared with the companion ELD Designated curriculum and must be addressed in the ELA classroom.

In addition, the noted texts must be included in the core instructional path.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 16 of 18

Unit Five—An American Journey

OVERVIEW

In this unit, students will explore how the concept of a journey has evolved as a part of the American experience since

the times of the Pilgrims. They will analyze how multiple perspectives converge in a literary movement by conducting

research and analyzing a variety of texts to prepare a collaborative presentation on the. Their understanding of this

cultural period in American History, famed for its creative outpouring of African American literature and arts, will

prepare them to delve deeply into one work of fiction: either Their Eyes Were Watching God by Zora Neale Hurston or a

flexible novel unit. They will apply their knowledge of the predominant philosophies, values, and beliefs of the Harlem

Renaissance in order to analyze how the work is connects to and departs from this literary movement.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSED

Reading/ Listening Objectives

Content Standards

Where Assessed

● Analyze a writer’s complex writing and stylistic choices

● R.1, R.3, R.4,

R.5

●

● Analyzing the structure, style, and themes of a work of literary merit

● R.2, R.4, R.5

● EA1

Writing/ Speaking Objectives

Content Standards

Where Assessed

● Research and synthesize information about the influence of American

historical/philosophical eras on America’s literary and social history in

order to create a multimedia presentation

● R.9, W.7

● EA1

UNIT ASSESSMENT:

SpringBoard Embedded Assessment 1: Presenting a Literary Movement**

Your assignment is to work individually or in a small group to create an interactive multimedia research presentation

about a topic related to American historical/philosophical era and its influence on American literary and social history.

This presentation should include a variety of genres and must also include an annotated bibliography. Your presentation

should focus on some aspect of an era that represents the values and ideas of the time period, such as historical context,

philosophy and beliefs, the arts, or daily life.

MAJOR TASKS

ESSENTIAL PRACTICES

Unit 5 EA2:

● Write an analytical essay in which you discuss how

Zora Neale Hurston’s writing is both a reflection of and

a departure from the ideas of the Harlem Renaissance.

● Include aspects of the Harlem Renaissance that you

see reflected in Hurston’s writing as well as

characteristics of Hurston’s writing that are departures

from selected aspects of the Harlem Renaissance.

Flexible Novel Unit EA2:

● Write an analytical essay about the novel. Choose one

of the following prompts:

● Identify one or more significant subplots. Analyze the

effect the subplots have on the main action of the

● Use analysis of literary texts covered as a model for

students to reflect on and refine their own writing

style

● Employing strategies for active independent reading

and sophisticated literary analysis

● Discussion Groups

● Questioning the Text

● Double-Entry Journal

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 17 of 18

novel and how they work with the main plot to

develop one of the themes of the novel.

● Discuss the interplay of setting with at least one other

element, such as character, plot, tone, or character, in

developing one of the themes of the novel.

● Analyze how the author uses a minor character to

affect the development of the narrator or main

character, the central conflict of the novel, and the

novel’s theme.

SHARED TEXTS

 Adapted Informational Text:

“The Harlem Renaissance” by Kathleen Drowne and Patrick Huber**

 Literary Criticism Excerpt:

“On ‘From the Dark Tower’” by Eugenia W. Collier**

 Short Story Excerpt:

“Sweat” by Zora Neale Hurston**

ELD STANDARDS

Emerging

Expanding

Bridging

● PI.1: Engage in conversational

exchanges and express ideas on

familiar current events and academic

topics by asking and answering yes-no

questions and wh- questions and

responding using phrases and short

sentences.

● PI.2: Collaborate with peers to engage

in short, grade-appropriate written

exchanges and writing projects, using

technology as appropriate.

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts (e.g., compare/contrast,

cause/effect, themes, evidence-based

argument) based on close reading of a

variety of grade-appropriate texts,

presented in various print and

multimedia formats, using increasingly

detailed sentences, and a range of

general academic and domain-specific

words.

● PI.10a: Write short literary and

informational texts (e.g., an argument

about free speech) collaboratively (e.g.,

with peers) and independently.

● PII.5: Expand sentences with simple

adverbials (e.g., adverbs, adverb

phrases, prepositional phrases) to

provide details (e.g., time, manner,

place, cause) about familiar activities or

processes.

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, providing additional,

relevant information, and paraphrasing

key ideas.

● PI.2: Collaborate with peers to engage

in increasingly complex grade-

appropriate written exchanges and

writing projects, using technology as

appropriate.

● PI.6a: Explain ideas, phenomena,

processes, and text relationships (e.g.,

compare/contrast, cause/effect,

evidence-based argument) based on

close reading of a variety of grade-

appropriate texts, presented in various

print and multimedia formats, using

phrases, short sentences, and a select

set of general academic and domain-

specific words.

● PI.10a: Write longer literary and

informational texts (e.g., an argument

about free speech) collaboratively (e.g.,

with peers) and independently by using

appropriate text organization and

growing understanding of register.

● PII.5: Expand sentences with a growing

variety of adverbials (e.g., adverbs,

● PI.1: Contribute to class, group, and

partner discussions, sustaining

conversations on a variety of age and

grade-appropriate academic topics by

following turn-taking rules, asking and

answering relevant, on-topic questions,

affirming others, and providing

coherent and well-articulated

comments and additional information.

● PI.2: Collaborate with peers to engage

in a variety of extended written

exchanges and complex grade-

appropriate writing projects, using

technology as appropriate.

● PI.6a: Explain ideas, phenomena,

processes, and relationships within and

across texts based on close reading of a

variety of grade-level texts, presented

in various print and multimedia

formats, using a variety of detailed

sentences and precise general

academic and domain-specific words.

● PI.10a: Write longer and more detailed

literary and informational texts

collaboratively and independently by

using appropriate text organization and

● PII.5: Expand sentences with a variety

of adverbials to provide details about a

variety of familiar and new activities

and processes.

Colton Joint Unified School District Course of Study

High School Curriculum Map for English III

Curriculum Council Approved: May 25, 2018 Board approved: June 21, 2018 Page 18 of 18

adverb phrases, prepositional phrases)

to provide details (e.g., time, manner,

place, cause) about familiar or new

activities or processes.

** Noted items are shared with the companion ELD Designated curriculum and must be addressed in the ELA classroom.

In addition, the noted texts must be included in the core instructional path.