English Language Arts Sample Curriculum Map (In-Progress)
UNIT OF STUDY: Aspirations of freedom: readings from and about the American Revolution
TIME FRAME: One quarter
ESSENTIAL/INQUIRY QUESTION(s):
EVIDENCE OUTCOMES/
ASSESSMENT
Bolded and underlined EOs indicate focused attention
throughout study & assessed EOs in this unit – All EOs
will be assessed sometime throughout the year.
How does learning history through literature differ from learning history through informational text?
ACTIVITIES
KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed with EOs
being assessed – summative assessment(s) are listed
separately & may target more than one EO.)
6-8 Revolutionary war period historical fiction and
informational texts
Assess: See group discussion summative
assessment (1.1.a, 1.2.a.i –iv, 1.2.g, h)
Activity: Socratic seminars
Assess: Perform poem with peers (performance
rubric) (1.1.a, 1.1.d, 1.1.e, 1.2.g, h)
Activity: Reader’s Theater – Paul Revere’s Ride,
Longfellow
Assess: Quality writing and recording
demonstrating integration of writing, speaking,
and technology (1.1.b, 1.1.d, 1.1.e, 1.2.g, h)
Activity: Podcast radio style commentary on novel
Summative Assessment:
Self-guided scored group discussion (use group
discussion rubric) (1.1.a, 1.2.a.i –iv)Speaking
Activity: Regularly scheduled self-guided small
group book discussions
George vs. George: The Revolution Seen from
Both Sides, by Rosalyn Schanze
Declaration of Independence
Preamble to The Constitution
Federalist, No. 10, James Madison
American History textbook
“Woman’s Place in the Republic,” Linda Kerber
“Paul Revere’s Ride,” Longfellow
“Justifying Slavery in the Republic,” David Brion
Davis
Reading for all Purposes
Various primary and secondary documents
Assess: Create and post a graphic representation
of a summary and character analysis of the text
(2.1.a, 2.1.h, 2.2.c,2.2.l)
Activity: While reading historical fiction and
informational texts use book discussions and sticky
notes to analyze and track setting and character
development
Assess: Reread journal entries and write a
synopsis reflection of the connections you made
to the text while reading and journaling about it.
(2.1.a, 2.1.b, 2.1.c, 2.1.j, 2.2.j, 2.3.a.iv-v, 2.3.b.iv)
Activity: Exploring text, world and self to text
connections, journal regularly about the novel or
non-fiction text.
Summative Assessment:
Assess textual evidence used in written
informative/explanatory essay (2.1.a, 2.2.a)
Writing & Composition
Assess: Use summary and analysis rubrics with an
emphasis on attention to audience, purpose and
organization to evaluate the six paragraphs
(3.2.b.i-vi, 3.2.d, 3.2.f, 3.3.a, 3.3.g.i-iv, 3.3.i)
Activity: Write three character development
summary and three analysis paragraphs using book
discussions, sticky notes and textual evidence
CONTENT CONNECTIONS
American History: Revolutionary War and the
formation of the United States Government
Summative Assessment:
Using textual evidence, write an
informative/explanatory essay. Prompt (unit
essential question), “How does learning history
through literature differ from learning history
through informational text?” (3.2.b.i-vi , 3.2.c,
3.2.d, 3.2.f, 3.3.a, 3.3.g.i-iv)
Research & Reasoning
Assess: Identify distinguishing text features of
primary and secondary documents, and find and
annotate examples of both
(4.1.a, 4.1.b, 4.1.d, 4.2.b)
Assess: Create an annotated timeline of the
events leading up to and beyond the origin of the
primary document
(4.1.a, 4.1.b, 4.1.c.i-ii, 4.1.d, 4.1.h)
Summative Assessment:
None – only formative
Activity: The summative writing assessment is
designed to include information, experiences, and
insights from all activities in the Aspirations of
freedom study
Activity: Compare and contrast primary and
secondary documents
Activity: Identify a primary document that likely
influenced characters in the text and may have
helped the author better understand the historical
context
UNIT OF STUDY:
TIME FRAME:
ESSENTIAL/INQUIRY QUESTION(s):
EVIDENCE OUTCOMES/
ASSESSMENT
Bolded and underlined EOs indicate focused attention
throughout study & assessed EOs in this unit – All EOs
will be assessed sometime throughout the year.
ACTIVITIES
KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed beside EOs
being assessed – summative assessment(s) are listed
separately & may target more than one EO.)
Summative Assessment:
Reading for all Purposes
Summative Assessment:
Writing & Composition
CONTENT CONNECTIONS
Summative Assessment:
Research & Reasoning
Summative Assessment:
UNIT OF STUDY:
TIME FRAME:
ESSENTIAL/INQUIRY QUESTION(s):
EVIDENCE OUTCOMES/
ASSESSMENT
Bolded and underlined EOs indicate focused attention
throughout study & assessed EOs in this unit – All EOs
will be assessed sometime throughout the year.
ACTIVITIES
KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed beside EOs
being assessed – summative assessment(s) are listed
separately & may target more than one EO.)
Summative Assessment:
Reading for all Purposes
Summative Assessment:
Writing & Composition
CONTENT CONNECTIONS
Summative Assessment:
Research & Reasoning
Summative Assessment:
UNIT OF STUDY:
TIME FRAME:
ESSENTIAL/INQUIRY QUESTION(s):
EVIDENCE OUTCOMES/
ASSESSMENT
Bolded and underlined EOs indicate focused attention
throughout study & assessed EOs in this unit – All EOs
will be assessed sometime throughout the year.
ACTIVITIES
KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed beside EOs
being assessed – summative assessment(s) are listed
separately & may target more than one EO.)
Summative Assessment:
Reading for all Purposes
Summative Assessment:
Writing & Composition
CONTENT CONNECTIONS
Summative Assessment:
Research & Reasoning
Summative Assessment: