Quarter 1- English III Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject:11th Grade/ English 3
Lesson and/or Unit: HMH Collection 1: Coming to America/ FSA Retake Prep
Amount of Time: 10 Weeks

LAFS.1112.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.2.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
LAFS.1112.L.3.4 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.
LAFS.1112.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.1112.L.3.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5.b Analyze nuances in the meaning of words with similar denotations.
LAFS.1112.L.3.6 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.
LAFS.1112.RI.1.1 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.
LAFS.1112.RI.1.2 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.
LAFS.1112.RI.1.3 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.
LAFS.1112.RI.2.4 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).
LAFS.1112.RI.2.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
LAFS.1112.RI.2.6 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.
LAFS.1112.RI.3.7 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.
LAFS.1112.RI.4.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.1112.RL.1.1 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.
LAFS.1112.RL.1.2 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.
LAFS.1112.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
LAFS.1112.RL.2.5 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.
LAFS.1112.RL.3.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.1.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
LAFS.1112.SL.1.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
LAFS.1112.SL.1.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2 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.
LAFS.1112.W.1.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
LAFS.1112.W.1.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
LAFS.1112.W.1.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Student Learning Objective: The student will be able to write an argument about why people come to America or what significant changes occur when they do.

Objectives by Text: The student will be able to…

  • Of Plymouth Plantation- identify and analyze central ideas of a foundational text
  • “Coming of Age in the Dawnland”- determine the author’s purpose for writing
    • NOTE: The Tempest moved to 2nd Quarter because of FSA Retake Prep
      • The Tempest- cite effective textual evidence to support an argument
      • The Tempest (film)- analyze an interpretation of a drama
      • The Tempest (images)- analyze an interpretation of a drama
  • “Blaxicans” – trace and evaluate an argument
  • “New Orleans”- determine a theme of the poem
Assessment For Learning (Summative or Formative):

  • Research paper/ Documented Essay: Argumentative Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  • 1: English 3 Reading/ Writing Baseline
  • 2: Goal Setting Sheet
  • 3: Summer Reading Assignments
  • 4: Collaborative Pilgrim Project Presentations
  • 5: Quiz- Comma Splices and Fused Sentences
  • 6: HMH Common Core Writing Practice (Retakers)/ GOP Essay Research and Peer Editing
  • 7: Timed Writing= District Fall Writing Interim (All students take it for writing practice)
  • 8: FSA Retake Exam/ Final GOP Essay
  • 9: Fragments #5 Quiz
  • 10: ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome: see FSA Writing Rubric
Key/Essential Questions:

How has America always been a land shaped by immigrants?


Key/Academic Vocabulary: HMH Collections and Sadlier- Oxford Vocabulary Workshop

Weeks 1-6: adapt, coherent, device, displace, dynamic (frayer model)

Weeks 7-10: (S-O Unit 1) approbation, assuage, coalition, decadence, elicit, expostulate, hackneyed, hiatus, innuendo, intercede, jaded, lurid, meritorious, petulant, prerogative, provincial, simulate, transcend, umbrage, unctuous


Materials/Items Needed:

  • The 3 A.M. Epiphany by Brian Kiteley
  • HMH Collection 1 (digital or copies made by teacher)
  • Sadlier- Oxford Vocabulary Workshop Level F
  • HMH Common Core Writing 10-11th Grade
  • Grammar Bytes Handouts
    • Comma Splices/ Fused Sentences
    • Fragments
    • Irregular Verbs
    • Parallel Structure
    • Misplaced and Dangling Modifiers
    • Apostrophes
    • Commas
    • Pronoun Agreement
    • Pronoun Case
    • Pronoun Reference
    • Subject- Verb Agreement
    • Word Choice

  • Grammar Practice: Parts of Speech review. (Put list on board: Noun, Verb,  Pronoun, Adjective, Adverb, Preposition, Conjunction, Interjection, Article)
  • Reading Practice
  • Journal/ Writing Practice
  • Group Discussion
  • Vocabulary Practice
  • Other:

By Week:

  1. Bellringer 1 Writing Assignment
  2. Parts of Speech Review
  3. The Day After Writing Assignment
  4. Comma Splices and Fused Sentences Practice
  5. Comma Splices and Fused Sentences Practice
  6. Fragments Practice
  7. Fragments Practice, Unit 1 vocab(S-O) pp.21-23
  8. Unit 1 vocab pp. 24-25: Completing the Sentence, Unit 1 vocab p. 25: Synonyms and Antonyms
  9. Unit 1 vocab. p.26: Choosing the Right Word, Unit 1 vocab p. 27: Vocabulary in Context
  10. Imaginary Cities Writing Assignment p.221 (B.K.), Irregular Verbs #1, Irregular Verbs #3

Week 1: Introduction, syllabus, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Coming to America. Pilgrim Group Project.

Week 3: Khan Academy Sign-up, from Of Plymouth Plantation by William Bradford (Historical Account) ANCHOR TEXT & from The General History of Virginia  by John Smith (Historical Account) CLOSE READER, Introduce argument essay.

Week 4: Review ThinkCERCA HW, Review Comma Splices and Fused Sentences Ex1, Begin DI on NRI for FSA Retakers, “Coming of Age in the Dawnland” by Charles Mann (Historical Writing)

Weeks 5-7: Group Rotations for FSA Retaker Prep

  • Review essay writing
  • See section below.



(All lessons revised until Oct. 12)


-Comma Splice/ Fused Sentences #5 Quiz

-Review Writing Rubric


-Unit 2 Informative Essay (teacher modeling)

-Unit 1 Argumentative Essay (teacher modeling)

-FSA Retaker Rotations w/ 11th Grade Teachers


-GOP Argumentative Essay (Collaborative Research, Essay writing, Peer Editing, Final Draft)

-Poetry Analysis (SOAPSTone)


Week 8: “Blaxicans’ and Other Reinvented Americans” by Richard Rodriguez (Argument) & “Mother Tongue” by Amy Tan (Essay) CLOSE READER

Week 9: “New Orleans” by Joy Harjo (poem) & “Indian Boy Love Song (#2)” by Sherman Alexie (poem) CLOSE READER

Week 10: No ThinkCERCA this week. Khan Academy Weekly Practice. Perpetual Return Writing Assignment. Spelling Quiz #3-4 Vocab. Unit 1. Irregular Verbs #2-3. Immigration Socratic Circle.Data Chats for Fall Writing Interim. PSAT THIS WEEK! 

DI: HMH Close Reader: Collection 1/ Common Core Writing Review 10th Grade (Retakers)

  1. from The General History of Virginia by John Smith
  2. “Mother Tongue” by Amy Tan
  3. “Indian Boy Love Song (#2)” by Sherman Alexie

Exit Slips:

  • Review EQ and Objectives
Differentiation Notes: Technology Integration
Honors/ Students Who Passed the FSA:

  1. New SAT Overview: https://www.khanacademy.org/test-prep/new-sat/new-sat-tips-planning/new-sat-about-sat/v/walk-through-sat-practice-platform
  2. www.hmhfyi.com Extended Activities
  • No Red Ink
  • Khan Academy New SAT Prep
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time

  •  Extended time
Other: as stated in IEP or 504
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

 Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND posts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: ThinkCERCA #1, Finish pilgrim project

Week 3: Khan Academy New SAT Reading Quiz #1 & 2, ThinkCERCA #2

Week 4: Khan Academy New SAT Writing/ Language Quiz #3 & #4, ThinkCERCA #3

Week 5: ThinkCERCA #4, NRI Practices/ Quizzes & FSA Practice Test, Khan Academy Weekly Practice

Week 6: ThinkCERCA #5, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 7: ThinkCERCA #6, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 8: ThinkCERCA #7

Week 9: ThinkCERCA #8

Week 10: ThinkCERCA #9

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