English III – American Literature
Scope and Sequence
Unit/Title Objectives
Pre-Literature Unit: Students will be expected
Grammar and Writing to:
Skills (August) (A) Show mastery of basic
grammar and
language skills such as
sentence structure,
style, mechanics, and
on-demand essay
writing
(B) Show 80% mastery on
basic writing skills
such as drafting,
editing, and revising
passages, and
annotation.
Unit 1 (September): Students will be expected
Introduction to American to:
Literature and Literary (A) understand the
Analysis historical and cultural
development of American
Literature
(B) Analyze literary
elements and techniques
in various genres
Unit 2 (October): The Students are expected to:
Colonial and Early (A) Explore the themes
National Period – and styles of early
Beginnings to 1830 American writings
(B) examine the
relationship between
literature and historical
TEKS Assignments/
Assessments
Diagnostic BOY testing on
grammar and language
skills
Diagnostic BOY on-
demand essay
Diagnostic BOY testing on
editing, revising, and
annotation skills
3.2(A) Diagnostic essay on
3.2(B) students’ interpretation of
3.5 a short American literary
piece
Quizzes on literary terms
and concepts
3.2(A) Readings to include
3.2(B) excerpts from “Common
3.7 (all) Sense” by Thomas Paine;
The Declaration of
Independence by Thomas
Jefferson; excerpts from
“The Federalist Papers” by
Differentiation
Provide graphic organizers
for essay planning.
Offer choice in literary
pieces for analysis to cater
to diverse interests and
LEXILE.
Provide graphic organizers
for essay planning.
Offer choice in literary
pieces for analysis to cater
to diverse interests and
LEXILE.
Use leveled reading
materials for primary
texts.
Provide visual aids and
summaries for historical
context understanding.
Provide graphic organizers
 English III – American Literature
Scope and Sequence
context
Unit 3 (November) The Students are expected to:
Romantic Period (A) Identify characteristics
of Romantic literature
(B) Analyze the impact of
Romanticism on American
culture and literature
Unit 4: (November- Students are expected to:
December): R (A) analyze how literature
Reconstructing America from the Reconstruction
through the Progressive
John Jay, Alexander for comparative writing
Hamilton, and James
Madison; “A Model of
Christian Charity” by John
Winthrop; “Sinners in the
Hands of an Angry God”
by Jonathan Edwards.
Assessments to include:
Comparative essay on
Puritanism in literature
and its historical
implications
Group presentations on
colonial American life and
literature
3.2(A) Readings to include Use leveled reading
3.2(B) excerpts from Edgar Allan materials for primary
Poe, Emily Dickenson, texts.
Walt Whitman Provide links to
audiobooks as needed for
Novel: The Crucible by longer reading
Arthur Miller assignments
Quizzes on reading
comprehension, written
analysis of texts, analysis
of character development
and motive in “The
Crucible”.
3.2(A) Readings include a sub- Provide texts at varying
3.2(B) unit on the changing roles levels of complexity.
3.2(C) of women with authors Utilize video and audio
3.2(D) including Susan B. sources as needed.
 English III – American Literature
Scope and Sequence
Era reflects the social, 3.9(B) Anthony, Edith Wharton, Choice boards for
economic, and political 3.14 and Emma Lazarus. presentation projects
changes of the period 3.15 Allow one-on-one
(B) explore themes of Analysis essays on presentations for students
conflict, reform, and the selected texts, focusing on unable to present to a
evolving American how the literature reflects whole class
identity in post-Civil War and responds to the era's
literature challenges.
Group presentations on
the historical context of
the period and its
influence on the literature

Unit 5: (January) Students are expected to: 3.6 Novel: “Night” by Elie An alternative text will be
Exploring the Holocaust (A) analyze themes and 3.7 Wiesel offered for students
through Literature literary elements of a 3.8 whose parents request;
Holocaust-based novel, Assessments will include graphic organizers will be
drawing connections students writing an essay utilized to help with
between the text and the analyzing the use of writing and research;
historical context of the literary devices in “Night” students will be allowed
Holocaust and how they contribute to present one-on-one if
(B) evaluate the impact of to the overall theme and necessary.
the Holocaust on impact of the memoir.
individual human life
through the lens of Students will keep
literature reflective journals
(C)conduct research on a throughout the unit,
Holocaust-related topic, reflecting on their
synthesize their findings, readings and the themes
and present them of the Holocaust.
effectively
Students will conduct a
research project related to
 English III – American Literature
Scope and Sequence
the topic of the Holocaust
and will present either as
a paper or multi-media
presentation
Unit 6: (February) The Students are expected to: 3.2 Students will engage with Provide texts at varying
Harlem Renaissance (A) Emphasize 3.3 texts, poetry, art, and levels of complexity.
connections and 3.5 (D) music related to the Utilize video and audio
relevance within content 3.8 Harlem Renaissance by sources as needed.
(B) Focus on the use of 3.9(B)(C) writers such as Duke Choice boards for
thematically based 3.10 Ellington, Langston presentation projects
conceptual ideas Hughes, William Johnson, Allow one-on-one
(C) Understand Palmer Hayden, Jacob presentations for students
relationships and make Lawrence, and Bessie unable to present to a
connections across Smith. whole class
literary and content- Assessments will include
specific discourses analysis and comparison
(D) Develop critical and of poems, analysis of
creative thinking through texts, and evaluation of art
integrated reading, and music related to the
writing, speaking, and literature of the time
listening activities period.
Unit 7: (March)The Students are expected to: 3.2 Students will engage with Provide texts at varying
Literature of World War II (A)connect the ideas of 3.3 several short stories and levels of complexity.
World War II with the 3.5 (D) informational texts, Utilize video and audio
literature and 3.8 including stories by John sources as needed.
informational texts being 3.9(B)(C) Steinbeck, William Choice boards for
read 3.10 Faulkner, and Richard presentation projects
(B) analyze and synthesize Wright. Informational Allow one-on-one
short story plots and texts and speeches to be presentations for students
characters read by Eleanor Roosevelt, unable to present to a
(C) compare and contrast Franklin Roosevelt, and whole class
short stories with Harry Truman.
informational texts
 English III – American Literature
Scope and Sequence
written within the same
time period Assessments will include
analysis and comparisons
of informational texts and
speeches, timelines of
short stories, and students
will write their own short
story as well.
Unit 8: (April-May) The Students are expected to: 3.2 Students will engage with Provide texts at varying
Modern Authors – 1950 (A) Analyze how literature 3.3 writings and texts from levels of complexity.
to 2000 grows and changes from 3.5 (D) and about the Atomic Age, Utilize video and audio
post WWII to the 2000s, 3.8 including writings by sources as needed.
based on historical events 3.9(B)(C) Robert Oppenheimer and Choice boards for
(B) Analyze writings and 3.10 the Atomic Council. presentation projects
poetry surrounding the Students will read poetry Allow one-on-one
Korean War, Vietnam, the and short stories dealing presentations for students
Gulf War, 9/11, and other with the Vietnam War by unable to present to a
military-historical events Tim O’Brien. whole class
(C) Students will compare
the writings of historical Students will read poetry
figures to fictional by survivors and survivors’
accounts of historical families from 9/11
events.
Students will write their
own poem about a current
event that happened
during their own lifetime
so far.

Assessments for this final

unit are a unique poem
and their final exam.