English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
Fresno Unified School District
Anchor Map for TK-12
CCSS ELA, HSS, Science
Anchor Map (TK-12)
Q1
Q2
Q3
Q4
Content
Content varies by subject
and grade.
Content varies by subject
and grade.
Content varies by subject
and grade.
Content varies by subject
and grade.
Anchor Focus Standards
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
Anchor Recursive
Standards
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-9
L: 1, 2, 3, 4, 6
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
W: 2, 3, 4-9, 10
L: 1, 2, 3, 5, 6
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
W: 1, 3, 4-9, 10
L: 1, 2, 4, 5, 6
SL: 1, 3, 4, 6
R: 1, 2, 3, 4, 5, 6, 7, 10
W: 2, 3, 4-9, 10
L: 3, 4, 5, 6
Common Assignment
Prompt [Insert optional
question] After
reading__________ (literature or
informational text/s), write
__________ (product) in which
you explain__________(content).
Support your discussion with
evidence from the text.
Prompt [Insert question]
After
reading__________(literature or
informational text), write
__________ (an essay or
substitute) in which you
address the question and
argue __________ (content).
Support your position with
evidence from the text.
Prompt [Insert optional
question] After reading
__________ (literature or
informational text), write
__________ (a report, essay or
substitute) in which you
analyze __________ (content),
providing examples to clarify
your analysis.
Prompt [Insert optional
question] After reading
__________ (literature or
informational text), write
__________ (an essay or
substitute) in which you
compare __________ (content)
and argue __________ (content).
Support your position with
evidence from the text.
Common Quarterly
Assessments
SBAC Aligned Items and
Extended Response:
R3 & W2
3/24/16 Scope and Sequence
1
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
Quarter 1, Grades 6-12 Content Map
ELA
History/Social Studies
Science
Content
Inquiry and Communication
CA H/SS Content Standards
through the C3 Inquiry Arc
Framework
CA Science Standards and Next
Generation Science Standards
Focus Standards
SL: 1
RL & RI: 3, 5
W: 2, 3
L: 5
SL: 1
RHSS: 3, 5
WHSS: 2
SL: 1
RST: 3, 5
WST: 2
SL: 2-6
RL & RI: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-9
L: 1, 2, 3, 4, 6
SL: 2-6
RHSS: 1, 2, 4, 6, 7, 8, 9, 10
WHSS: 1, 4-9
L: 1-6
SL: 2-6
RST: 1, 2, 4, 6, 7, 8, 9, 10
WST: 1, 4-9
L: 1-6
Prompt [Insert optional question]
After reading__________ (literature or
informational text/s), write __________
(product) in which you
explain__________(content). Support
your discussion with evidence from
the text.
Prompt [Insert optional question]
After reading__________ (literature or
informational text/s), write __________
(product) in which you
explain__________(content). Support
your discussion with evidence from
the text.
Prompt [Insert optional question]
After reading__________ (literature or
informational text/s), write __________
(product) in which you
explain__________(content). Support
your discussion with evidence from
the text.
SBAC Aligned Items and Extended
Response:
R3 & W2
SBAC Aligned Items and Extended
Response:
R3 & W2
SBAC Aligned Items and Extended
Response:
R3 & W2
Recursive Standards
Common Assignment
Common Quarterly Assessment
3/24/16 Scope and Sequence
2
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
Unit 1 Overview
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 3, 5; W: 2, 3; SL: 1; L: 5
Recursive Standards RL & RI: 1, 2, 4, 6, 7, 8, 9, 10; W: 1, 4-9; SL: 2-6; L: 1, 2, 3, 4, 6
ELD Standards Highlight complementary ELD standards that include interacting in meaningful ways (Section 1/Part I), learning about how English works (Section
1/Part II), all using foundational literacy skills (Section 1/Part III), all grounded in texts and discourse in context (Section 2).
Anchor Texts
Reading & Listening to Complex Texts
Suggested Related Texts
At least one of the following texts
will anchor the set:
*Lexile Range: 1215-1355L
*Three Dimensions of Text
Complexity:
Suggested literary, informational, and non-print texts to provide additional
opportunities to explore the essential and supporting questions through
reading, writing, and talking. In combination with the anchor text, these texts
may add depth, provide a range of ideas, and provide scaffolds for learning.
Additional texts should be selected with attention to the three dimensions of
text complexity.
Novel Excerpts
 The Joy Luck Club (excerpt)
 Interpreter of Maladies (excerpt)
Anthology Selections
Novels:
The Grapes of Wrath
Lexile: 870L
The quantitative Lexile level of 680
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
The Great Gatsby
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
3/24/16 Scope and Sequence




















Black Elk Speaks
John Smith Letters
Crevecour-Letters from an American Farmer
“Mother Tongue” Amy Tan
Seventeen Syllables by Hisaye Yamamoto
Adolescence—III by Rita Dove
I Stand Here Ironing by Tillie Olsen
Ironing Their Clothes by Julia Alvarez
Chicago by Carl Sandburg
Lucinda Matlock by Edgar Lee Masters
We Wear the Mask by Paul Laurence Dunbar
Sympathy by Paul Laurence Dunbar
Winter Dreams by F. Scott Fitzgerald
America and I by Anzia Yezierska
The New Immigrants by The Americans
In the American Society by Gish Jen
My Father and the Figtree by Naomi Shihab Nye
Refugee Ship by Loma Dee Cervantes
All of the native American traditions pieces: “The World on the Turtle’s
Back”
Song of the Sky Loom
Writing & Speaking to Texts
Writing to Learn
Routine writing: Includes short constructed responses
to text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
students’ ability to paraphrase, infer, and ultimately
integrate the ideas they have gleaned from what they
have read.
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Product types: Represent the ability to communicate
through various socially constructed representational
forms.
Examples include:

Composition: Argumentative writing,
informational/explanatory writing, narrative
writing, analytical writing, literary/rhetorical
analysis of text, written response to text.
3
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
The Joy Luck Club
Lexile: 930L
The quantitative Lexile level of 930
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
Short Stories:
“The Devil and Tom Webster”
Lexile: Not available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Literary Non-Fiction:
I Know Why the Caged Bird Sings
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Letters From an America
Farmer: What is an American?
Letter III
Lexile: 1150L
The quantitative Lexile level of 1150
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Plays:
Death of a Salesman
Lexile: 1320L
The quantitative Lexile level of 1320
reflects the grade band of 11-12 and is
3/24/16 Scope and Sequence








Hunting Song
Coyote Stories
The explorers
The log of Christopher Columbus, La Relacion
Of Plymoth Plantation
I, Too
Harlem
The Weary Blues
Expository/Informational Texts










“Letters to the Valley, A Harvest of Memories” Masumoto
Obama/Putin NYTimes op-eds about American exceptionalism
“Sikh Army Captain Graduates: Tejeep Singh Rattan Sikh US Army Officer
in Decades” article by Michelle Roberts
http://www.tolerance.org/lesson/changing-demographics-changingidentity-changing-attitudes
Death of A Salesman Expository text links:
http://learning.blogs.nytimes.com/2012/02/16/teaching-death-of-asalesman-with-the-new-york-times/
http://www.nytimes.com/2012/05/03/opinion/death-of-a-salesmansdreams.html?_r=2&
Op-Ed: American identity crisis? What’s an ‘American’ identity?
http://digitaljournal.com/article/264177#ixzz2VSJ3nkIC
Is the US still the land of Opportunity?
http://www.nytimes.com/roomfordebate/2012/01/08/is-the-us-still-aland-of-opportunity
Crossing the Line Between “Immigrant” and “American”
http://www.nytimes.com/roomfordebate/2012/11/15/howimmigrants-come-to-be-seen-as-americans
End-game of the tea party movement
http://www.renewamerica.com/columns/cherry/130607

Discussion: Oral response to text, oral
presentations of arguments/information, group
discussions.

Reflection: Written and oral reflections of
experiences readings, writings, listening,
speaking, and viewing.
Suggested Range of Products:










Biographical/autobiographical narrative
Expository composition
Business letter
Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Non-Print Texts






Economics and the American Dream-video
http://www.ted.com/talks/richard_wilkinson.html
Video part 1: What Does it Mean to be an American?
Video part 2: What Does it Mean to be an American?
American Gothic-Homer Winslow
http://www.artic.edu/aic/collections/artwork/6565
Nature and the American Identity
http://xroads.virginia.edu/~cap/nature/cap2.html
Imagining the American West in the Late Nineteenth Century
http://publications.newberry.org/teacherdocs/dcc/doc_downloads/12-
4
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
qualitatively complex. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works.
13%20Stevens%20American%20West.pdf
Raisin in the Sun
Lexile: 970L
The quantitative Lexile level of 970
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
Poetry:
“Out, Out”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
“Richard Corey” & “Miniver
Cheevy”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
3/24/16 Scope and Sequence
5
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
The Common Assignment: Responding to the Conversation
**Each AC needs to develop and deliver at least one common assignment, which reflects the two focus standards.
Common Assignment Prompt Frame
(Insert optional question) After reading __________(literature or
informational text/s), write __________(product) in which you
explain __________(content). Support your discussion with evidence
from the text.
3/24/16 Scope and Sequence
Sample Common Assignment
After reading Hamlet’s “To Be or Not To Be” soliloquy, write 2-3
paragraphs about how Shakespeare relates elements of Hamlet’s
character as you explain how the action is ordered and Hamlet’s
character is developed.
6
English Language Arts
ELA III, Quarter 1
Preparing Career Ready Graduates
LDC Informational/Explanatory Teaching Task Rubric *Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus. D:
Addresses additional demands
sufficiently.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes a
connection to controlling idea.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea with a
clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors.
Response includes language and tone
appropriate to the audience, purpose,
and specific requirements of the
prompt. Cites sources using an
appropriate format with only minor
errors.
Demonstrates and maintains a well-­­
developed command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone consistently appropriate to
the audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-­­
depth understanding.
Attempts to address prompt,
but lacks focus or is off-­­task.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
3/24/16 Scope and Sequence
7