English Language Arts
English Language Arts
Quarter 3
Argumentative/Injustice and Change
Quarter 3
Argumentative/Injustice and Change
Embedded Files
Argumentative/Injustice and Change
Quarter 3 - Overview
Quarter 3 - Overview
The English Department has organized Quarter 3 to focus on the comprehension of argumentative text & persuasive techniques.
Weeks 1 & 2 - Students will read argumentative essays & lectures to evaluate persuasive techniques, use suffixes to determine the meaning of words, and explain the function of adverbial phrases.
Weeks 3 & 4 - Students will read speeches to analyze how an author’s claims are developed and refined, analyze nuances in words, and combine sentences with participle phrases.
Weeks 5 & 6 - Students will read and listen to speeches to analyze rhetorical devices, interpret figures of speeches, and combine clauses.
Weeks 7 & 8 - Students will learn to write an argumentative text that includes claims & counterclaims.
Weeks 9 - Students will complete the quarter 3 assessment
Quarter 3 - At a Glance
Quarter 3 - At a Glance
The English Language Arts curriculum is the organization of Units from the Savvas My Perspective focused around the collection of Argumentative texts. Quarter 3 collection contains U.S. American documents and speeches, relatable argumentative topics, and commonly known texts and novels . Students engage with the text and ideas repeatedly throughout the unit to build knowledge and grasp big ideas.
Quarter 3 - Focus Objectives and Priority Standards
Quarter 3 - Focus Objectives and Priority Standards
Reading Informational (RI) (click on arrows to expand section)
Reading Informational (RI) (click on arrows to expand section)
RI 1 Textual Evidence
RI 1 Textual Evidence
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Focus Objective 1: Cite textual evidence that supports analysis of the text.
Focus Objective 2: Cite textual evidence that supports inferences drawn from the text.
RI 6 Point of View
RI 6 Point of View
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Focus Objective 1: Analyze how an author uses rhetoric
Focus Objective 2: Determine the author's point of view.
RI 8 Evaluate an Argument
RI 8 Evaluate an Argument
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Focus Objective 1: Delineate and evaluate the argument in a text.
RI 9 Seminal U.S. Documents
RI 9 Seminal U.S. Documents
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Focus Objective 1: Analyze seminal U.S. documents of historical and literary significance.
Writing (W) (click on arrows to expand section)
Writing (W) (click on arrows to expand section)
W 1 Write an Argument
W 1 Write an Argument
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Focus Objective 1: Write an argument
W 1A Introduce a Claim
W 1A Introduce a Claim
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Focus Objective 1: Introduce claims and distinguish them from alternate or opposing claims.
W 1B Support Claim
W 1B Support Claim
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Focus Objective 1: Support claims and counterclaims with relevant evidence.
W 1C Evidence
W 1C Evidence
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Focus Objective 1: Clarify the relationships between claim(s) and the evidence.
W 1D Format
W 1D Format
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Focus Objective 1: Establish and maintain a formal style.
W 1E Conclusion
W 1E Conclusion
Provide a concluding statement or section that follows from and supports the argument presented.
Provide a concluding statement or section that follows from and supports the argument presented.
Focus Objective 1: Provide a conclusion.
Language (L) (click on arrows to expand section)
Language (L) (click on arrows to expand section)
L 1A Parallel Structure
L 1A Parallel Structure
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Focus Objective 1: Use parallel structure
L 1B Phrases
L 1B Phrases
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Focus Objective 1: Use various types of phrases.
Focus Objective 2: Use various types of clauses.
L 4A Context Clues
L 4A Context Clues
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.
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.
Focus Objective 1: Determine the meaning of unknown words using context clues.
L 4B Suffixes
L 4B Suffixes
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Focus Objective 1: Determine the meaning of words using prefixes.
Focus Objective 2: Determine the meaning of words using suffixes.
Focus Objective 3: Determine the meaning of words using Greek Roots.
Focus Objective 4: Determine the meaning of words using Latin Roots.
L 5 Figures of Speech
L 5 Figures of Speech
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Focus Objective 1: Interpret figures of speech and analyze their role in the text.
L 6 Academic and Content Vocabulary
L 6 Academic and Content Vocabulary
Acquire and use accurately general academic 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.
Acquire and use accurately general academic 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.
Focus Objective 1: Use general academic words and phrases.
Focus Objective 2: Use domain-specific words and phrases.
Quarter 3 - Framework
Quarter 3 - Framework
Weekly Framework
Weekly Framework
Monday - First Read, Vocabulary & Word Study
Tuesday - Analyze Craft and Structure - Reading Comprehension
Wednesday - Analyze Craft and Structure - Reading Comprehension
Thursday - Author's Style & Conventions - Language (Conventions) or Writing
Friday - Assessments & Optional Reading Text
Daily Framework
Daily Framework
The structure of daily lessons depends on
which of these five goals are needed:
Teaching and reinforcing a new topic: Whole Class Instruction followed by Small-Group instruction.
Reinforcing what has been taught: Small-Group Instruction
Reteaching what has been taught: Small-Group Instruction
Periodically reviewing what has been taught: Small-Group Instruction, or Independent Work
Quarter 3 - Chapters at a Glance
Quarter 3 - Chapters at a Glance
Chapter 9
The Black Hole of Technology
9.1 Application: First Read & Comprehension Vocabulary
9.2 Lesson: Vocabulary - Use Suffixes to Determine the Meaning of Words
9.3 Application: Word Study
9.4 Application: Close Read & Comprehension Check
9.5 Lesson: Reading Comprehension - Persuasive Techniques
9.6 Application: Analyze Craft & Structure
9.7 Lesson: Language - Participial Phrases
9.8 Application: Author's Style & Conventions
9.9 Application: Analyze the Text
9.10 Application: Assessment
Chapter 10
Words do Not Pay
10.1 Application: First Read & Comprehension Vocabulary
10.2 Lesson: Vocabulary - Nuances in word meaning
10.3 Application: Word Study
10.4 Application: Close Read & Comprehension Check
10.5 Lesson: Reading Comprehension - Analyze how arguments appeal to audiences
10.6 Application: Analyze Craft & Structure
10.7 Lesson: Language - Write sentences with gerunds and infinitives
10.8 Application: Author's Style & Conventions
10.9 Application: Analyze the Text
10.10 Application: Assessment
Chapter 11
Speech of the United Nation
11.1 Application: First Read & Comprehension Vocabulary
11.2 Lesson: Vocabulary - Use roots and affixes to determine the meaning of words
11.3 Application: Word Study
11.4 Application: Close Read & Comprehension Check
11.5 Lesson: Reading Comprehension - Analyze Rhetorical Devices
11.6 Application: Analyze Craft & Structure
11.7 Lesson: Language - Use figurative language
11.8 Application: Author's Style & Conventions
11.9 Application: Analyze the Text
11.10 Application: Assessment
Chapter 12
What on Earth is Left to Explore
12.1 Lesson: (Part 1: Research) Write Argumentative Text
12.2 Lesson: (Part 2: Plan) Write Argumentative Text
12.3 Lesson: (Part 3: Write) Write Argumentative Text
12.4 Lesson: (Part 4: Revise) Write Argumentative Text
12.5 Lesson: (Part 5: Independent Practice) Write Argumentative Text
12.6 Application: Analyze Text
12.7 Application: Quick Write
12.8 Application: Summarize
12.9 Application: Performance Task
12.10 Application: Assessment
Quarter 3 - Bi-Weekly At-A-Glance
Quarter 3 - Bi-Weekly At-A-Glance
Cycle 1
Cycle 2
Cycle 3
Cycle 4
Quarter 3 - Assesment
Quarter 3 - Assesment
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