sausd common core aligned curriculum map: ela grade 12 ...€¦ · archetypal hero’s journey are...

SAUSD Common Core Aligned Curriculum Map: ELA Grade 12 Semester 1

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 Fall Semester Unit 1 The Anglo-Saxons 449-1066AD

This unit explores the time-honored themes of loyalty, community and honor through the epic. The focus is on archetypal heroes along with reading and writing skills including stylistic elements. Key Standards: RL.11-12.2. RL.11-12.3, RL.11-12.4, RL.11-12.10, RI.11-12.3, RI.11-12.4, RI.11-12.7, W.11-12.3, W.11-12.4, W.11-12.5, W.11-12.6, SL.11-12.1, SL. 11-12.3, L.11-12.1, L11-12.5 Builds on Prior Knowledge: Through an in-depth study of the epic poem and poetic devices, students’ skills and understanding of the elements of rhetoric, tone, style and theme which they have encountered in the past three years of high school will be strengthened and deepened. Central Texts: from Beowulf with supporting non-fiction from Holt Literature: Sixth Course

Unit 2 New CCSS Unit of Study: “Road Trip to Canterbury” This unit introduces students to the literature of the Middle Ages by focusing on Chaucer’s The Canterbury Tales. Students will examine the values and social structures revealed in societies past and present as they explore archetypal journeys through the lens of Chaucer’s pilgrims. Key Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6, RL.11-12.10, RI.11-12.1, RI.11-12.4, RI.11-12.7, W.11-12.2, W.11-12.3, W.11-12.4, W.11-12.5, W.11-12.9, W.11-12.10, SL.11-12.1, L.11-12.2, L.11-12.3, L.11-12.4



Builds on Prior Knowledge: Students draw on understanding of the quest or pilgrimage through historical and personal contexts while deepening their understanding of characterization, tone and theme. Understanding of archetypes introduced in the previous unit will be built on in the unit on the Middle Ages. The development of the English Language is also a key part of the use of Middle English and its structures as it compares to Modern English. Central Texts: The Prologue to the Canterbury Tales; The Pardoner’s Tale

Unit 3 Literature of the Middle Ages (Chaucer, Malory) This unit focuses on theme and plot structure in the short story/narrative which is found in the folklore of the Middle Ages. Students will analyze fiction to identify how the solutions to conflicts reveal a story’s theme and how the archetypal hero has evolved over time. Key Standards: RL.11-12.1, RL.11-12.2, RL.11-12.5, RL.11-12.6, RL.11-12.10, RI.11-12.3, RI.11-12.4, RI.11-12.7, W.11-12.2, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, SL.11-12.1, SL. 11-12.3, L.11-12.1, L.11-12.4, L.11-12. 5, L.11-12.6 Builds on Prior Knowledge: Through a presentation of the origins of the short story and folklore, students can relate to in their own experience, growing up and hearing stories. Elements of the short story and the archetypal hero’s journey are further explored in this unit, which were emphasized in grades 9-11. Central Texts: The Canterbury Tales (“Wife of Bath’s Tale” and “The Pardoner’s Tale”); from Le’ Morte de Arthur

Unit 4 The Renaissance (1485-1660) This unit leads students into a discovery of the changing English language to Modern English. Character development along with a continued focus on theme will be emphasized along with poetic language. 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.11-12.1, W.11-12.4, SL.11-12.1, SL. 11-12.3, L.11-12.1, L.11-12.4, L.11-12. 5, L.11-12.6 Builds on Prior Knowledge: Students have read at least two Shakespearean plays and have been introduced to sonnets, so this unit will build on that knowledge. Themes of deceit, revenge, and power are deepened and contoured to relate to young adults preparing to leave high school. Central Texts: Shakespeare’s Sonnets; Choose one: Macbeth, Hamlet, Othello (Macbeth recommended)



TIMELINE 6 Weeks

3 Weeks

3 Weeks

7 Weeks

FIRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4

TITLE The Anglo-Saxons

New CCSS Unit of Study: “Road Trip to Canterbury”

The Middle Ages: selections from Holt (Sixth Course) incl. Chaucer and Mallory

The Renaissance (Choose one or more of the Shakespearean tragedies – Hamlet, Macbeth, or Othello – as the core text.)

END OF UNIT PERFORMANCE TASK

Descriptive Essay (Also included in this unit are the Personal Statement and Resume)

“Create a Mock Tale” Historical Report Response to literature

BIG IDEAS AND ESSENTIAL QUESTIONS

BI: Life is a struggle which is composed of opposing forces that must be handled in order to move forward.

EQ’s: * How do we deal with inexplicable challenges? * What does it mean to be a hero? * What do literature and history tell us about those who successfully overcome struggle?

BI: Media and literature are often a comment on the social structures and attitudes of the time.

EQ’s: * In what ways are values and social structures revealed in societies? * How do values affect the journeys people take? * How do we tell the tales of our journeys? * How do authors and artists reveal their attitudes toward their subject matter? * What are the social structures and values of our society today?

BI: Man is capable of both good and evil.

EQ’s: * What are the central themes in stories of the time period and are they still relevant today? * How was a hero defined then and now? * What is the importance of myth in our world?

BI: Man is the measure of all things.

EQ’s: * What is Humanism? * How can religion and humanism exist side by side? * Why do some choose good and some choose evil, and what happens to those who do?




COMPLEX TEXTS

Leeming, David Adams. The Anglo-Saxons: 449-1066. Pages 6-19

From “Beowulf, Part One,” translated by Burton Raffel. Pages 21-28

Chua-Eoan, Howard G. Life in 999: A Grim Struggle. Pages 30-31

From “Beowulf, Part Two,” translated by Seamus Heaney. Pages 33-38

Ashdown, Ellen. The Fury of the Northmen. Page 39

Chaucer, Geoffrey (translated by Nevill Coghill). The Prologue to “The Canterbury Tales.” Pages 119-142

Chaucer, Geoffrey (translated by Nevill Coghill). From “The Pardoner’s Tale.” Pages 145-153

Chaucer, Geoffrey (translated by Nevill Coghill). From “The Pardoner’s Tale.” Pages 146-153

Chaucer, Geoffrey (translated by Nevill Coghill). From “The Wife of Bath’s Tale.” Pages 156-166

Malory, Sir Thomas (retold by Keith Baines). “The Day of Destiny” from “Le Morte d’Arthur. Pages 194-200

Main, C.F. The Renaissance: 1485-1660

Shakespeare, William. Macbeth, Hamlet or Othello (Macbeth recommended) Sonnet 29. Page 279

Shakespeare, William. Sonnet 29 (279) and Sonnet 30. (280)

Queen Elizabeth I. Tilbury Speech. Page 330

Milton, John. “The Fall of Satan” from “Paradise Lost.” Pages 367-374

ADDITIONAL/ COMPANION TEXTS

Vocabulary Development: Anglo-Saxon Legacy: Words

Places of Pilgrimage. Page 128

Quality Teaching for English Learners, WestEd 2013. Chaucer and the Canterbury Tales.

Before You Read: “from The Pardoner’s Tale.” Page 145

Video: The Later Middle Ages: The Bubonic Plague.

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

Literary Focus: Couplets: Sound and Sense. Page 167

Vocabulary Development:

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

William Shakespeare (1564-1616). Pages 272-274

Shakespeare’s Sonnets: The Mysteries of Love. Pages

For each text taught,

consider including the

Before You Read section,

which is provided before

each text and the Literary

Response and Analysis

which is provided after

each text.




and Word Parts. Page 43

Writing a Descriptive Essay Pages 74-81

Video: The Crusades.

Distinguishing Multiple Meanings of Words. Page 168

Sir Thomas Malory (c. 1405-1471). Page 192

From “The Day of Destiny.” Page 194-200

275-277

John Milton (1608-1674). Pages 361-362

Paradise Lost: Milton’s Epic. Pages 363-364

Analyzing Literature. Pages 390-397

READING STANDARDS ACROSS UNITS

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.11-12.3. 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.11-12.4 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.11-12.3 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.

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.11-12.2 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-

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 or archetypes are introduced and developed).

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.

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.11-12.6 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.11-12.1 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.

RL11-12.1 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.11-12.5 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

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. (Include Shakespeare as well as other authors.)

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.

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the




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.11-12.3. 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 information presented in different media formats as well as in words in order to address a question and solve a problem.

structure and meaning as well as its aesthetic impact.


text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.




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.

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.

WRITING STANDARDS CENTRAL TO THIS UNIT

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

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and

W.11-12.2. 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.11-12.6. 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 problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

W.11-12.2. 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.11-12.6. 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 problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

W.11-12.2. 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. a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the




outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting , and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

subject, demonstrating understanding of the subject under investigation.

subject, demonstrating understanding of the subject under investigation.

topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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 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.11-12.2. Integrate multiple sources of information presented in diverse formats and media 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. Present information, findings, and supporting evidence (e.g., 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 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.

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.11-12.3. 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.




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.11-12.5. 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.

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

ELD STANDARDS CENTRAL TO THIS UNIT

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.

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language




CROSS-CONTENT/ REAL WORLD CONNECTIONS

Tribal Civilization vs. Modern Civilization (Peer groups, bullying, rule-making, living in a community); Heroes of today vs. Anglo-Saxon Society

The value of the “journey” or “quest” and the influence of others over us.

Influence of belief systems, values, and political leanings in society; rise of the Middle Class (why, how and still relevant?)

Influence of Science (and technology) in society and the Rise of the Self (certainly pertinent today)

sausd common core aligned curriculum map: ela grade 12 ...€¦ · archetypal hero’s journey are...

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