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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2

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.

SAUSD Curriculum Map 2013-14 DRAFT 1


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: 11 Spring SemesterUnit 5 The Moderns: 1914-1939

In this unit, students continue to build reading skills and literary analysis skills as they explore the style and technique of the modern writers. Students examine how change affects individuals and society as they analyze the impact of the Industrial Revolution and other changes to the world on the writer’s craft in an analytical essay. Key Standards: RL.11-12.3, RL.11-12.5, RL.11-12.6, RI.11-12.6, W.11-12.1, SL.11-12.1 Builds on Prior Knowledge: Continues to trace the development of American Literature and the impact of changing society on author’s craft and style and the influence of those writers who came before them. Central Texts: “A Rose for Emily,” “The Death of the Hired Man,” “from a New York Times interview in 1917: ‘I must have the pulse beat of rhythm,’” “The Weary Blues,” “Harlem”

Unit 6 Contemporary Literature 1939 to Present - Non-fictionThis unit familiarizes students with the literature of the period from 1939-present in the context of the political, social, and economic milieu. Informative texts are used to reflect the impact of the times on American society. Students will analyze the text structures and rhetorical devices used by contemporary authors to inform their own narrative writing. Key Standards: RL.11-12.6, RI.11-12.5, RI.11-12.6, W.11-12.3, SL.11-12.3 Builds on Prior Knowledge: Continues to trace the development of the non-fiction writers in the 20th Century and the impact of changing society on author’s craft and style and the influence of those writers who came before them. Central Texts: from Night, “’The Arrogance and Cruelty of Power’ from Speech at the Nuremberg Trials, November 21, 1945”, from Black Boy, “Straw into Gold: The Metamorphosis of the Everyday”



Unit 7 Contemporary Literature 1939 to Present – Fiction, Drama & Poetry This unit continues the exploration of postmodern literature, with an emphasis on fiction, drama and poetry which captures the chaos of modern life, by using techniques such as warping time, blurring the line between reality and imagination, and juxtaposing themes, forms, and narrators. Students will blend fiction and nonfiction to write narratives Key Standards: RL.11-12.3, RL.11-12.5, RL.11-12.7, W.11-12.3, W.11-12.5, SL.11-12.5, L.11-12.5 Builds on Prior Knowledge: Continues to trace the development of American Literature and the impact of changing society on author’s craft and style and the influence of those writers who came before them. Central Texts: “The Handsomest Drowned Man in the World,” “Elsewhere,” Of Mice and Men or A Raisin in the Sun

Unit 8 Do I Dare? Analyzing Beliefs and Writing a Personal PhilosophyThe subject of the unit, exploring the relationship between personal beliefs and actions, prepares 11th grade students to exit high school and enter their adult lives in the context of college, career, community, and family. By analyzing these relationships, students will recognize the role personal belief/philosophy plays in their own lives. The text selections progress from simple to highly complex, and the related activities require students to support their thinking with textual evidence. Key Standards: RI.11-12.5, RI.11-12.6, RI.11-12.7, W.11-12.3, W.11-12.5, W.11-12.6, SL.11-12.3, SL.11-12.4, L.11-12.3, L.11-12.5 Builds on Prior Knowledge: Students will use their prior knowledge of rhetoric and style to analyze various works in order to develop their own sense of style. Central Texts “Daughter aims high, hits target,” “Always Go to the Funeral,” “The Lovesong of J. Alfred Prufrock” (or replacement text if read in Unit 5)



TIMELINE 6 Weeks 4 Weeks 6 Weeks 3 WeeksSECOND SEMESTER UNIT 5 UNIT 6 UNIT 7 UNIT 8

TITLEThe Moderns: 1914-1939 Contemporary Literature

1939 to Present - Non-fictionContemporary Literature 1939 to Present – Fiction, Drama & Poetry

Do I Dare? Analyzing Beliefs and Writing a Personal Philosophy

END OF UNIT PERFORMANCE TASK

Analytical essay Autobiographical narrative Short story This I Believe essay and podcast /presentation

SUGGESTED BIG IDEAS AND ESSENTIAL QUESTIONS

BI: Change affects both the individual and the whole society.

EQ’s:*How did the forces of change in the early 20th century affect American attitudes?*How can changing social values impact individuals as well as the community at large?

(Additional questions can be developed based on the short stories, novel or play studied in this unit)

BI: Power may be used or abused.

EQ’s:*What lessons should society learn from the past?*Should those who abuse their authority and privilege be stripped of their power?*How can those who are not born into privilege reach a position of power?

BI: Change can generate additional change.

EQ’s:*How do political, social and economic developments shape people’s lives and the whole of society?*How do multiple meanings and multiple worlds reflect the world of a writer?*Does “reality” need to be experienced physically to be fully appreciated?

(Additional questions can be developed based on the short stories, novel or play studied in this unit)

BI: You are what you believe.

EQ’s:*What influences beliefs?*How do beliefs affect thoughts and actions?*How do belief systems shape individuals?*What will I stand for?




COMPLEX TEXTS

Faulkner, William. “A Rose for Emily.” Pages 646-653

Frost, Robert. “The Death of the Hired Man”. Pages 731-735

Frost, Robert. From a New York Times interview in 1917: “I must have the pulse beat of rhythm…” Page 736

Hughes, Langston. “The Weary Blues.” Page 751 and/or “Harlem” Page754

Wiesel, Elie (translated by Stella Rodway). From Night. Pages 818-827

Jackson, Robert H. “The Arrogance and Cruelty of Power” from Speech at the Nuremberg Trials, November 21, 1945. Pages 846-851

Wright, Richard. From Black Boy. Pages 969-980

Cisneros, Sandra. “Straw into Gold: The Metamorphosis of the Everyday.” Pages 1025-1029

Note: There is time built into this unit for a study centered on a play or drama. See Companion text list below for suggestions.

Márquez, Gabriel García. “The Handsomest Drowned Man in the World.” Pages 913-917

Walcott, Derek. “Elsewhere.” Page 1067

Sacchetti, Maria. “Daughter aims high, hits target”

Sullivan, Deirdre.” Always Go to the Funeral. “

Eliot, T.S. “The Lovesong of J. Alfred Prufrock”Page 584 (or replacement text if read in Unit 5)

ADDITIONAL/ COMPANION TEXTS

EXTENDED WORK

Fitzgerald, F. Scott. The Great Gatsby

NOTE: “The Lovesong of J. Alfred Prufrock” should be included here unless it still used in Unit 8.

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 reading, which is provided after

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 reading, which is provided after each text.

Legget, John and Susan Allen Toth, John Malcolm Brinnin, Thomas Hernacki. “Contemporary Literature: 1939 to Present. Pages 796-809”

Hersey, John. “A Noiseless

EXTENDED WORK:

Steinbeck, John. Of Mice and Men

Hansberry, Lorraine. A Raisin in the Sun

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

COMPANION TEXTS:

McLain, Tarak. Thirty Things I Believe.




each text.

Leggett, John and John Malcolm Brinnin. “The Moderns: 1914-1939.” Pages 562-569

Pound, Ezra. “The River-Merchant’s Wife: A Letter” Page 575

Williams, William Carlos. “The Red Wheelbarrow,” “The Great Figure,” “This Is Just to Say.” Pages 592-594

Faulkner, William. “Nobel Prize Acceptance Speech, 1950.” Page 654

Quiroga, Horacio (translated by Margaret Sayers Peden). “The Feather Pillow.” Pages 659-661

Hughes, Langston. “The Negro Speaks of Rivers.” 59

Clifton, Lucille. "The Mississippi river empties into the gulf." Page 761

Flash” from Hiroshima. Page 830

Kingston, Maxine Hong. “The Girl Who Wouldn’t Talk” from The Woman Warrior. Page 985

Walker, Alice. from In Search of Our Mothers’ Gardens. Page 1007

Baldwin, James. Autobiographical Notes. Page 1015

Morrison, Toni. from On James Baldwin. Page 1020

Dove, Rita. “Testimonial.” Page 1083

O’Brien, Tim. “Speaking of Courage.” Page 866

Barthelme, Donald. “Game.” Page 877

Carver, Raymond. “Everything Stuck to Him.” Page 888

Alvarez, Julia. “Daughter of Invention.” Page 898

Plath, Sylvia. “Mirror,” “Mushrooms.” Pages 1050-1052

Cofer, Judith Ortiz. “The Latin Deli: an Ars Poetica”. Page 1078

Collins, Billy. “Man Listening to Disc.” Page 1097

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 11, 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 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 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.

READING STANDARDS CENTRAL TO THIS UNIT

RL.11-12.3. 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

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.11-12.5 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,

RL.11-12.3 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 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

RI.11-12.5 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.

RI.11-12.6 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




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.11-12.6. 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. 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.

and engaging.

RI.11-12.6 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.

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 by Shakespeare and one play by an American dramatist.)

power, persuasiveness or beauty.

RI.11-12.7 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.

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.11-12.3 (a-e) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

W.11-12.3(a-e) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

W.11-12.3(a-e) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.




event sequences. event sequences.

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.11-12.5 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.

SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

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.

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.11-12.3 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.11-12.4 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 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

Review: L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements.

Review: L.4.3b. Choose punctuation for effect.

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

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. Collaborative1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic2. 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. Interpretive5. Listening actively to spoken English in a range of social and academic contexts6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language7. 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. Productive10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology12. 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 Texts1. 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 IIA-2 Understanding cohesion

Part IIA-2. Understanding cohesion

Part IIC-6. Connecting ideas

Part IIC-7. Condensing ideas


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

Part IIA-2. Understanding


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

Part IIA-2. Understanding




cohesion

Part IIB-3. Using verbs and verb phrases

Part IIB-4. Using nouns and noun phrases

Part IIB-5. Modifying to add details

Part IIC-6. Connecting ideas


cohesion

Part IIB-3. Using verbs and verb phrases

Part IIB-4. Using nouns and noun phrases

Part IIB-5. Modifying to add details

Part IIB-6. Connecting ideas


CROSS-CONTENT/ REAL WORLD CONNECTIONS

This unit connects English language arts with social studies by examining how the forces of change in the early 20th century affect American attitudes.

This unit connects English language arts with social studies by exploring the social, political and economic causes of change. In the focus on non-fiction, this unit also connects with the civil rights movement and the role politics plays on various art forms.

This unit connects English language arts with social studies and economics by investigating the conditions that affected society and literature during the contemporary period (1929-present).

This unit connects English language arts with social studies and psychology by exploring the origins and influences of belief systems. In addition, by learning how to record a podcast, students increase their technological capability.


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