[PDF] ELA Grade 11 Semester 1

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7899_12013_2014CurriculumMapGrade11ELASemester1.pdf SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

SAUSD Curriculum Map 2013-14 DRAFT 1

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 Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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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 reade r. 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. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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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 Fall Semester

Unit 1 Encounters & Foundations to 1800

This unit examines recognized works of American Literature from the earliest period in American history, evaluating

recurring themes in various types of literary works. Students will analyze public documents for rhetorical effectiveness,

and then use those techniques to write their own editorial.

Key Standards: RL.11-12.6, RI.11-12.5, RI.11-12.6, RI.11-12.8, RI.11-12.9, W.11-12.1, W.11-12.15, W.11-12.17,

SL.11-12.3, L.11-12.5

Builds on Prior Knowledge: Amplifies and builds on the progression of students' skills and understandings of the

elements of rhetoric and author's style and craft that they have encountered in high school so far.

Central Texts:

from Sinners in the Hands of an Angry God, "Speech to the Virginia Convention," from The

Autobiography: The Declaration of Independence

Unit 2 American Romanticism: 1800-1860

This unit will continue to analyze recognized works of American Literature from the Romantics and Transcendentalists,

evaluating political assumptions in literature and the way a selection's theme represents a comment on life. Students will

examine the characteristics of several literary subgenres and the way an author uses literary devices to create an argument

to write a literary response essay, either an argument or expository in nature.

Key Standards: RL.11-12.6, RL.11-12.9, W.11-12.1, W.11-12.2, W.11-12.5, W.11-12.8, W.11-12.9, SL.11-12.3,

SL.11-12.4, L.11-12.3

Builds on Prior Knowledge: Continues to trace the development of American Literature and the impact of

changing society on author's craft and style. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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Central Texts: "The Devil and Tom Walker," from Nature, from Self-Reliance Unit 3 New CCSS Unit of Study - Early Poets of America: Emily Dickinson and Walt Whitman

This unit will further the study of recognized works of American Literature by analyzing the works of Emily Dickinson

and Walt Whitman in order understand the way a poet uses language to evoke emotion and represents a view or makes a

comment on life. Students will demonstration what they have learned about poetry in order to write in a variety of

expository and narrative forms as they create a multi-genre research project.

Key Standards: RL.11-12.3, RL.11-12.5, RL.11-12.9, W.11-12.2, W.11-12.3, W.11-12.6, W.11-12.7, L.11-12.4

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: "I Hear America Singing," "Song of myself 52: The spotted hawk swoops by," "A Sight in Camp in

the Daybreak Gray and Dim," "The Soul selects her own Society," "Apparently with no surprise," "Success is counted

sweetest," "Because I could not stop for Death" Unit 4 The Rise of Realism: The Civil War to 1914

This unit continues the examination of world events on the author's craft, his assumptions, and the influence on author's

style. Students will analyze political assumptions in literature and examine the philosophical arguments presented in

literary works as they develop their own arguments as part of an historical research project.

Key Standards: RL.11-12.3, RI.11-12.3, RI.11-12.5, RI.11-12.6, RI.11-12.7, W.11-12.1, W.11-12.2, W.11-12.5,

W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.2, SL.11-12.4, SL.11-12.5, L.11-12.6

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: from Narrative of the Life of Frederick Douglass, The Adventures of Huckleberry Finn (or another

work of similar complexity from the Extended Reading List) SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

TITLE

Encounters & Foundations to

1800

American Romanticism:

1800-1860

New CCSS Unit of Study -

Early Poets of America:

Emily Dickinson and Walt

Whitman

The Rise of Realism: The

Civil War to 1914

END OF UNIT

PERFORMANCE

TASK Editorial essay and speech Response to literature process essay Multi Genre Research Project Historical research paper and presentation

SUGGESTED

BIG IDEAS AND

ESSENTIAL

QUESTIONS

BI: Change in systems may be

influenced by other systems.

EQ's:

*

What happens when two

different belief systems collide? *How can belief systems be used as tools of persuasion? *Can controversial actions be justified by one's belief system? *Whose belief system should dictate the rules of society? (Additional questions can be developed based on the short stories, novel or play studied in this unit)

BI: Change is necessary for

growth.

EQ's:

*

How do belief systems change

as new generations develop their own identities? *Is the archetype of change part of the evolutionary process?

BI: Perspectives change

relations when influenced by society and life .

EQ's:

* How do works of art capture the essence of a society? *How do the circumstances of an artist's life influence his/her work? *How does an author's style and word choice affect the purpose, meaning, and tone of writing?

BI: Conflict may allow for

synthesis and change.

EQ's:

*

How can the horrors of war

change a society's character? *Is human behavior determined by forces beyond the individual's power? *Does conflict bring out the best or the worst in people? (Additional questions can be developed based on the short stories, novel or play studied in this unit)

COMPLEX

TEXTS

Edwards, Jonathan. From

Sinners in the Hands of an

Angry God. Pages 46-48

Henry, Patrick.

"Speech to the

Virginia Convention." Pages

80-83

Irving, Washington. "The Devil

and Tom Walker." Pages 153- 161

Emerson, Ralph Waldo. From

Nature. Pages 182-183

Whitman, Walt. "I Hear

America Singing." Page 311

Whitman, Walt, "Song of

myself 52: The spotted hawk swoops by" page 319

Douglass, Frederick. From

Narrative of the Life of

Frederick Douglass.

Pages

399-403

Note: There is time built into

this unit for a study centered on SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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Jefferson, Thomas. From The

Autobiography: The

Declaration of Independence.

Pages 97-103

Emerson, Ralph Waldo. From

Self-Reliance. 185-186

Whitman, Walt. "A Sight in

Camp in the Daybreak Gray

and Dim" page 321

Dickinson, Emily.

"The Soul selects her own Society." Page 337

Dickinson, Emily. "Apparently

with no surprise" page 344

Dickinson, Emily. "Success is

counted sweetest" page 345

Dickinson, Emily. "Because I

could not stop for Death" page 347
a novel. See Companion text list below for suggestions.

ADDITIONAL/

COMPANION

TEXTS

EXTENDED WORKS:

Miller, Arthur. The Crucible

Hawthorne, Nathaniel. The

Scarlet Letter

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.

Arpin, Gary Q.

"Encounters and Foundations to 1800".

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.

Arpin, Gary Q.

"American

Romanticism: 1800

-1860."

Pages 138

- 149

Thoreau, Henry David.

From

Resistance to Civil

Government. Pages 211-216

Hawthorne, Nathaniel. "The

COMPANION TEXTS

Brinnin, John Malcolm.

American Masters: Whitman

and Dickinson.

Pages 302

-305

Walt Whitman (1819

-1892).

Pages 307

- 309

Emily Dickinson (1830

-1886).

Pages 335

- 336

EXTENDED WORK:

Twain, Mark.

The Adventures

of Huckleberry Finn

Another full-length work from

the SAUSD Extended

Reading

list

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. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

Pages 6-19

Equiano, Olaudah.

From The

Interesting Narrative o

f the Life of Olaudah Equiano. Pages 52- 59

Paine, Thomas.

From The

Crisis, No. 1. Pages 87-91

Minister's Black Veil." Pages

239-248

Poe, Edgar Allan.

"The Raven"

Pages 274

- 277

Arpin, Gary Q. "The Rise of

Realism: The Civil War to

1914." Pages 382-395

Bierce, Ambrose. "An

Occurrence at Owl Creek

Bridge." Pages 424-430

Twain, Mark.

"The Lowest

Animal. "Pages 469-473

Gould, Stephen Jay. "A Time

of Gifts." Pages 474-475

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.

SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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FIRST

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UNIT 1 UNIT 2 UNIT 3 UNIT 4

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.11-12.6. 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, and engaging. a. Analyze the use of text features (e.g., graphics, headers, captions) in public documents.

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.

RI.11-

12.8. Delineate and

evaluate the reasoning in

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)

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.

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 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.11-12.9. Demonstrate

knowledg e 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.

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).

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.11-12.5.

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 power, persuasiveness or SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S.

Supreme Court majority

opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-

12.9. Analyze

seventeenth-, eighteenth-, and nineteenth-century foundational

U.S. documents of historical

and literary significance (including The Declaration of

Independence, the Preamble to

the Constitution, the Bill of

Rights, and Lincoln's Second

Inaugural Address)

for their themes, purposes, and rhetorical features. 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. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

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.11-12.5.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.11-12.7. Conduct short as

well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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.11-12.2 (a-f). Write

informative/explanatory texts to examine and convey complex ideas, conc epts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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.11-12.8. Gather relevant

information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the

W. 11-12.2 (a-f). 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.

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.

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.11-12.7. Conduct short as

well as more sustained research projects to answer a question (including a self-generated question) or solve a prob lem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.1 (a-e) Write

arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2 (a-f). 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.

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.

W.11-12.7 Conduct short as

well as more sustained research SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes.

W.11-12.9. Draw evidence

from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12

Reading standards to

literature (e.g., "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"). b. Apply grades 11-12

Reading standards to literary

nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in

U.S. Supreme Court Case

majority opinions and dissents] and the premises, projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 Gather relevant

information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9 Draw evidence from

literary or informational texts to support anal ysis, reflection, and research. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses ").

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.11-12.3. 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.

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.11-12.4 (a-b). Present

information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.4(a-b). 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, SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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FIRST

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UNIT 1 UNIT 2 UNIT 3 UNIT 4

addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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.

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.3.1f. Ensure subject-verb and

pronoun-antecedent agreement.

L.3.3a. Choose words and

phrases for effect.

L.4.1f. Produce complete

sentences, recognizing and correcting inappropriate fragments and run-ons.

Review:

L.7.1c. Place phrases and

clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.6.1c. Recognize and correct

in appropriate shifts in pronoun number and person.

Review:

L.7.3a. Choose language that

expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.8.1d. Recognize and correct

inappropriate shifts in verb voice and mood.

Review:

L.9-10.3a Write and edit work

so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,

Turabian's Manual for Writers)

appro priate for the discipline and writing type. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

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TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

L.11-12.5. Demonstrate

understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

L.6.1d. Recognize and correct

vague pronouns (i.e., ones with unclear or ambiguous antecedents)

L.5.1d. Recognize and correct

inappropriate shifts in verb tense.

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. 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.

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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Apply knowledge of Greek,

Latin, and Anglo-Saxon roots

and affixes to draw inferences concerning the meaning of scientific and mathematical terminology. c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual 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

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 inde pendence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

SAUSD Curriculum Map 2013-14 DRAFT 15

TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 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

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

SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

SAUSD Curriculum Map 2013-14 DRAFT 16

TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

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-11. Justifying own

arguments and evaluating others' arguments in writing

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

Part II.C-7. Condensing ideas

Part IC-11. Justifying own

arguments and evaluating others' arguments in writing •

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

Part IIC-7. Condensing ideas

Part IC-11. Justifying own

arguments and evaluating others' arguments in writing

Part IIA-2. Understanding

cohesion

Part IIB-5. Modifying to add

details

Part IIC-6. Connecting ideas

Part IC-7. Condensing ideas

Part IA-4. Adapting language

choices to various contexts(based on task, purpose, audience, and text type)

Part IC

-

9: Expressing

information and ideas in formal oral presentations on academic topics

Part IC

-

11. Justifying own

arguments and evaluating others' arguments in writing •

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

Part IC-7. Condensing ideas

SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 1

SAUSD Curriculum Map 2013-14 DRAFT 17

TIMELINE 6 Weeks 3 Weeks 3 Weeks 7 Weeks

FIRST

SEMESTER

UNIT 1 UNIT 2 UNIT 3 UNIT 4

CROSS-

CONTENT/

REAL WORLD

CONNECTIONS

This unit connects English

language arts with social studies by exploring the social, political and economic development of early America.

This unit connects English

language arts with social studies by examining how the forces of change in the early 19 th century affected American attitudes, both at that time and continuing today.

This unit connects English

language arts with social studies and the visual arts by examining society affects the choices an artist makes in their production and in their message about society.

This unit connects English

language arts with the realism movement in social studies and science, examining how the changes to society at that time impact the developments made in each area.

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