SAUSD Common Core Aligned Curriculum Map: ELA …€¦ · SAUSD Common Core Aligned Curriculum Map: ELA Grade 12 Semester 2 1 ... SAUSD Common Core Aligned Curriculum Map: ... 1798-1832…

SAUSD Common Core Aligned Curriculum Map: ELA Grade 12 Semester 2

1 SAUSD Curriculum Map 2013-14 DRAFT

These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is

building student’s content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address

the shifts required by CCSS.

Building knowledge through content-rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-world task.

Performance tasks may include narratives, but emphasize informative and argumentative writing.



Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

Curriculum strongly emphasize teaching students how to figure out words in context. Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at their reading level in order to build a strong vocabulary.



How to Read this Document

The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses.

First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.

On the map, note the titles across the year: These show the progression of literacy skills. Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

Text: Bold indicates the core text(s) for the unit.

Grade: 12 Spring Semester Unit 5 The Restoration and the Eighteenth Century

This unit explores satire and how it can be used as a vehicle for change. After reading the complex text, “A Modest Proposal,” students will write their own satire as means of showing mastery of understanding. Key Standards: RL.11-12. 6, RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.6, RI.11-12.9, RI.11-12.10, W.11-12.1(a-f), W.11-12.4, W.11-12.10, SL.11-12.1, SL. 11-12.3, L.11-12.1, L11-12.3, L11-12.4, L11-12.6 Builds on Prior Knowledge: Students are familiar with satire in modern television which can be shared to establish their knowledge base of this literary genre, providing a clearer context for Swift’s complex text. Central Texts: Swift, Jonathan. “A Modest Proposal” in Holt Literature: Sixth Course (pp. 430-437)

Unit 6 The Romantic Period This unit will explore and emphasize the themes which were integral to the Romantics and are still relevant today, including the value of nature, the emphasis on the imagination and the focus on the individual. Hubris and its dangers will be further evidenced in Frankenstein; analytical and persuasive essays will be options in this unit. Key Standards: RL.11-12.1, RL.11-12.2, RL.11-12.4, RL.11-12.7, RL.11-12.9, RL.11-12.10, RI.11-12.3, RI.11-12.4, RI.11-12.7, W.11-12.4, W.11-12.6, W.11-12.10, SL.11-12.1, SL. 11-12.5, L.11-12.1, L.11-12.4, L.11-12. 5, L.11-12.6 Builds on Prior Knowledge: Students have read poetry by a number of poets and based on their historical



knowledge can build on an understanding of how these poets were so influential. Group presentations will enable students to discover the worth of the messages and language. Students have familiarity with the lore of “Frankenstein” mostly from film, which is an incomplete knowledge of the text, but a good jumping-off place. Central Texts: Romantic Poets (Blake, Wordsworth, Coleridge, Shelley, Byron, Keats) in Holt Literature: Sixth Course; Shelley, Mary. Frankenstein.

Unit 7 The Victorian Period This unit will expand the study of poetry begun at the beginning of the year and will be coupled with optional fiction. Key Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.7, RL.11-12.10, RI.11-12.3, RI.11-12.4, RI.11-12.7, W.11-12.4, W.11-12.5, W.11-12.10, SL.11-12.1, SL. 11-12.4, L.11-12.1, L.11-12.4, L.11-12. 5, L.11-12.6 Builds on Prior Knowledge: Students have prior knowledge of heroes and villain (archetypes) and can draw on these to connect to poetry and other complex texts in this unit. Central Texts: Poetry: Tennyson, Browning, Housman and/or Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde

Unit 8 The Modern World: 1900 to the Present New CCSS Unit of Study (related to the Modern World curriculum) This unit brings the study of world literature into the present time as it reflects creativity and artistic merit. Students will focus on modern themes in a number of different genres, including art. Key Standards:RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.7, RL.11-12.10, W.11-12.2, W.11-12.4, W.11-12.6, W.11-12.10, SL.11-12.1, SL. 11-12.4, L.11-12.1, L.11-12.4, L.11-12. 5, L.11-12.6 Builds on Prior Knowledge: Students have historical knowledge of the 20th century from study in history classes which can be drawn upon; war and freedom are key themes in this time period from which students can make personal connections. Central Texts: Modern poetry and short from Holt Literature: Sixth Course stories and novels (at sites from approved list for Grade 12)



TIMELINE 2 Weeks

8 Weeks

2-4 Weeks

4 Weeks

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TITLE

The Restoration and the Eighteenth Century

The Romantic Period Shelley, Mary. Frankenstein.

The Victorian Period

The Modern World: 1900 to the Present New CCSS Unit of Study Modern Poetry and Art “A Study in Ekphrasis”

END OF UNIT PERFORMANCE TASK

Response to informational text

Multimedia Presentation/Reflective Essay

Final Portfolio On Demand Writing

BIG IDEAS AND ESSENTIAL QUESTIONS

BI: Change is caused by both societal and personal constructs.

EQ’s: * How is change during this time period a reaction to the Renaissance in Europe? * How does the literature of any time period reflect the nature of the society? * How does satire change thinking and possibly promote action?

BI: Conflict leads to changes in society, both advantageous and detrimental.

EQ’s: * What are some positive outcomes of the changes wrought by the revolutions in Europe and America? * How are these changes reflected in the work of the Romantic Poets? * How is nature an influence on people and cultures in time of distress? *What is the role of imagination in societies and literature?

BI: Order may be natural or constructed.

EQ’s: * How is order the result of chaos in the Victorian Period? * What may have seemed harmful at first, but later proved beneficial to progress? * How and why does man try to go beyond his normal boundaries? What is the result? (may be used for both Romantics and Victorians)

BI: Relationships or lack of them determine the purpose of the individual or the community. BI: Poetry paints the story of our lives through words.

EQ’s: * How does war effect modern societies? * How and why is man alienated in modern societies. * How do our relationships with the self, others, society and the world effect us? * What do we do to keep our individuality in today’s world? CCSS Unit: * What common qualities are shared by poems and



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paintings? * How does poetry help us see pictures in our mind? * What are the themes that poetry helps us see in our own lives? * How can art and poetry bring a new dimension to human experience?

COMPLEX TEXTS

Main, C.F. The Restoration and the Eighteenth Century: 1660-1800

Swift, Jonathan. A Modest Proposal. Pages 430-437

Boyle, T. Coraghessan. Top of the Food Chain. Pages 438-441

De Cervantes, Miguel (translated by Samuel Putnam). From “Don Quixote.” Pages 475-479

Wollstonecraft, Mary. From “A Vindication of the Rights of Woman. Pages 487-491

Lady Chudleigh, Mary. To the Ladies. Page 494

Defoe, Daniel. From “The

Henry, Harley. The Romantic Period: 1798-1832. Pages 522-533

Choose one or more poems by each of the following Romantics: Blake, William. The Tyger and The Lamb, pp. 537/539

Blake, William. The Chimney Sweeper and The Poison Tree, pp. 541-543 with: from Evidence Given Before the Sadler Committee, pp. 544-545 (primary source)

Wordsworth, William. Sonnets (pp. 559-563)

Coleridge, Samuel Taylor. Kubla Khan, Pages 581-602

Gray, Donald. The Victorian Period: 1832-1901. Pages 678-693

Lord Tennyson, Alfred. The Lady of Shalott. Pages 697-701

Lord Tennyson, Alfred. Ulysses. Pages 704-706

Browning, Robert. “My Last Duchess” (pp. 709-710) Markus, Julia. Scenes from a Modern Marriage. (711)

Arnold, Matthew. Dover Beach. Page 722

Housman, A.E. To an Athlete Dying Young. Page 727

Stevenson, Robert Louis. The

Leggett, John & Leeming, Doris, The Modern World: 1900-Present. Pages 804-818.

WWI Poets: Owen and Sassoon “Dulce et Decorum Est” (822) and “The Rear Guard” (823)

Choose at least one of the following short stories: Greene, Graham. “The Destructors” (863-873) Orwell, George. “Shooting the Elephant” (899-904) Joyce, James. “Araby.” 957-961. Lawrence, D.H. “The Rocking-Horse Winner” (969-980)



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Education of Women.” Pages 495-497

Pope, Alexander. “Heroic Couplets” or from Essay on Man (447/449)

Coleridge, Samuel Taylor. Letter to Joseph Cottle: Coleridge Describes His Addiction.

Shelley, Percy Bysshe. Ozymandias, 619

George Gordon, Lord Byron. “’She Walks in Beauty” (610-611)

Keats, John. Ode on a Grecian Urn. Pages 652-653

Keats, John. Sonnets (pp. 642-643)

Strange Case of Dr. Jekyll and Mr. Hyde.

Bowen, Elizabeth. “The Demon Lover” (989-95)

Choose one of the following: Weisel, Elie. Night or Achebe, Chinua. Things Fall Apart Or Salinger, J.D. The Catcher in the Rye CCSS Unit – Modern Poetry & Art “A Study of Ekphrasis” Poems and Art TBD

ADDITIONAL/ COMPANION TEXTS

For each text taught, consider including the Before You Read section, which is provided before each text and the Literary Response and Analysis that is provided after each text. .Jonathan Swift (1667-1745). Page 427

Boyle, T. Coraghessan. “Top of the Food Chain.” (438-441)

For each text taught, consider including the Before You Read section, which is provided before each text and the Literary Response and Analysis that is provided after each text.

Consider reading biographical materials for all poets.

Wordsworth, William. Lines Composed a Few Miles Above Tintern Abbey. (552-557)


Matthew Arnold (1822-1888). Page 720

Critical Comment: Love Is Itself a Faith. Page 723


Duras, Marguerite. Memoir from “The War” (841-8430)

Weisel, Elie. Never Shall I Forget. (845) with Night.



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DeMaria, Jr., Robert. The Sting of Satire. Pages 462-464

Miguel de Cervantes (1547-1616). Page 473

Before You Read: From “Don Quixote.” Page 474

Introducing Political Points of View: Women’s Rights. Page 482

Mary Wollstonecraft (1759-1797). Page 484

Analyzing Political Points of View: Women’s Rights. Page 498

Coleridge, Samuel Taylor. The Rime of the Ancient Mariner. (580-602)

“An Irresistible Bad Boy: The Byronic Hero” (615)

Shelley, Percy. Ode to the West Wind. (622-625) incl. Shelley and the Ode.

Writing a Reflective Essay. Pages 656-66

A.E. Houseman (1859-1936). Page 725

Pool, Daniel. Death and Other Grave Matters. Page 728

Markus, Julia. Scenes from a Modern Marriage. (711)

Chekhov, Anton. The Bet. (767-772)

Churchill, Winston. Blood, Sweat and Tears. (850-851)

“The Influence of James Joyce” (962-963).

“The Modern Short Story” 1043.



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READING STANDARDS ACROSS UNITS

RL.11-12.1 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.

RL.11-12.2 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.

RL.11-12.4 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.

RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.11-12.1 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.

RI.11-12.2 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.

RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and



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technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

RI.11-12.10 By the end of grade 12, 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.

READING STANDARDS CENTRAL TO THIS UNIT

RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RI.11-12.3. 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.

RI.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RI. 11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical

RL.11-12.7 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.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RI.11-12.3 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.

RI. 11-12.7 Integrate and evaluate multiple sources of

RL11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).

RL.11-12.5 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.

RL.11-12.7 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

RL11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).

RL.11-12.5 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.

RL.11-12.7 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.



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features. information presented in different media formats as well as in words in order to address a question and solve a problem.

by Shakespeare and one play by an American dramatist.)

RI.11-12.3 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.

RI.11-12.4 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.

RI. 11-12.7 Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question and solve a problem.



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WRITING STANDARDS ACROSS UNITS

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WRITING STANDARDS CENTRAL TO THIS UNIT

W.11-12. 1(a-f). Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.6 Use technology,

including the Internet, to

produce, publish, and update

individual or shared writing

products in response to

ongoing feedback, including

new arguments or

information.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6 Use technology,

including the Internet, to

produce, publish, and update

individual or shared writing

products in response to

ongoing feedback, including

new arguments or

information.

SPEAKING AND LISTENING STANDARDS ACROSS UNITS

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

SL.11-12.1 (a-d). Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SPEAKING AND LISTENTING STANDARDS CENTRAL TO THIS UNIT

SL11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and

http://www.corestandards.org/ELA-Literacy/W/11-12/6/





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the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

LANGUAGE STANDARDS ACROSS UNITS

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4 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.

L.11-12.6 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.

LANGAGE STANDARDS CENTRAL TO THIS UNIT

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways (A,B,C): A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive



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5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area C. Productive 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Part II: Learning About How English Works (A,B,C) A. Structuring Cohesive Texts 1. Understanding text structure

ELD STANDARDS CENTRAL TO THIS UNIT

Part IA-3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

Part IC-9. Expressing information and ideas in formal oral presentations on academic topic

Part IC-9. Expressing information and ideas in formal oral presentations on academic topic

Part IA-3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

Part IB-8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

Part IB-12. Selecting and applying varied and precise vocabulary and other language resources to



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effectively convey ideas

CROSS-CONTENT/ REAL WORLD CONNECTIONS

This unit connects British Literature with social studies by examining how the forces of change in the 17th century led to reform that had both positive and negative after-effects.

Students will connect to the Romantics through the healing power of nature and the effects of science and progress on mankind.

This unit gives students the opportunity to see the worth in studying the past (which connects to social science) and the dangers of going beyond the scope of man.

Students can connect with the themes of war and alienation and how modern man is or will cope with these changes. In the new CCSS Unit, students connect poetry and art both thematically and cumulatively as one enhances the other and connects to their own lives.

Documents

SAUSD Common Core Aligned Curriculum Map: ELA …€¦ · SAUSD Common Core Aligned Curriculum Map: ELA Grade 12 Semester 2 1 ... SAUSD Common Core Aligned Curriculum Map: ... 1798-1832…