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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
How to Read this Document
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Grade:
Unit 5
Unit 6
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.
11 Spring Semester
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”
Contemporary Literature 1939 to Present - Non-fiction
This 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”
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
Unit 7
Unit 8
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
Do I Dare? Analyzing Beliefs and Writing a Personal Philosophy
The 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)
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
The Moderns: 1914-1939
Contemporary Literature
1939 to Present - Non-fiction
Analytical essay
BI: Change affects both the
individual and the whole
society.
TITLE
END OF UNIT
PERFORMANCE
TASK
SUGGESTED
BIG IDEAS AND
ESSENTIAL
QUESTIONS
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)
SAUSD Curriculum Map 2013-14 DRAFT
Autobiographical narrative
Contemporary Literature
1939 to Present – Fiction,
Drama & Poetry
Short story
Do I Dare? Analyzing Beliefs
and Writing a Personal
Philosophy
This I Believe essay and
podcast /presentation
BI: Power may be used or
abused.
BI: Change can generate
additional change.
BI: You are what you believe.
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?
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?
EQ’s:
*What influences beliefs?
*How do beliefs affect thoughts
and actions?
*How do belief systems shape
individuals?
*What will I stand for?
(Additional questions can be
developed based on the short
stories, novel or play studied in
this unit)
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
Faulkner, William. “A Rose for
Emily.” Pages 646-653
Frost, Robert. “The Death of
the Hired Man”. Pages 731-735
COMPLEX
TEXTS
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
EXTENDED WORK
Fitzgerald, F. Scott. The Great
Gatsby
ADDITIONAL/
COMPANION
TEXTS
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
each text.
SAUSD Curriculum Map 2013-14 DRAFT
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 10251029
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 796809”
Hersey, John. “A Noiseless
Flash” from Hiroshima. Page
Note: There is time built into
this unit for a study centered on
a play or drama. See
Companion text list below for
suggestions.
Sacchetti, Maria. “Daughter
aims high, hits target”
Márquez, Gabriel García. “The
Handsomest Drowned Man in
the World.” Pages 913-917
Eliot, T.S. “The Lovesong of J.
Alfred Prufrock”Page 584 (or
replacement text if read in Unit
5)
Sullivan, Deirdre.” Always Go
to the Funeral. “
Walcott, Derek. “Elsewhere.”
Page 1067
EXTENDED WORK:
COMPANION TEXTS:
Steinbeck, John. Of Mice and
Men
McLain, Tarak. Thirty Things I
Believe.
Hansberry, Lorraine. A Raisin
in the Sun
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.
Dove, Rita. “Testimonial.”
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
830
Page 1083
Leggett, John and John
Malcolm Brinnin. “The
Moderns: 1914-1939.” Pages
562-569
Kingston, Maxine Hong. “The
Girl Who Wouldn’t Talk” from
The Woman Warrior. Page 985
O’Brien, Tim. “Speaking of
Courage.” Page 866
Pound, Ezra. “The RiverMerchant’s Wife: A Letter”
Page 575
Walker, Alice. from In Search
of Our Mothers’ Gardens. Page
1007
Williams, William Carlos. “The
Red Wheelbarrow,” “The Great
Figure,” “This Is Just to Say.”
Pages 592-594
Baldwin, James.
Autobiographical Notes. Page
1015
Alvarez, Julia. “Daughter of
Invention.” Page 898
Morrison, Toni. from On James
Baldwin. Page 1020
Plath, Sylvia. “Mirror,”
“Mushrooms.” Pages 10501052
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.” Page 759
READING
STANDARDS
ACROSS UNITS
Barthelme, Donald. “Game.”
Page 877
Carver, Raymond. “Everything
Stuck to Him.” Page 888
Cofer, Judith Ortiz. “The Latin
Deli: an Ars Poetica”. Page
1078
Collins, Billy. “Man Listening
to Disc.” Page 1097
Clifton, Lucille. "The
Mississippi river empties into
the gulf." Page 761
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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
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.
READING
STANDARDS
CENTRAL TO
THIS UNIT
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.
RL.11-12.6. Analyze a case in
RL.11-12.3 Analyze the impact RI.11-12.5 Analyze and
RL.11-12.3. Analyze the
of the author’s choices
evaluate the effectiveness of the
impact of the author’s choices which grasping point of view
regarding how to develop and
structure an author uses in his
regarding how to develop and requires distinguishing what is
directly stated in a text from
relate elements of a story or
or her exposition or argument,
relate elements of a story or
what is really meant (e.g.,
drama (e.g., where a story is
including whether the structure
drama (e.g., where a story is
set, how the action is ordered,
makes points clear, convincing,
set, how the action is ordered, satire, sarcasm, irony, or
understatement).
how the characters are
and engaging.
how the
introduced and developed).
characters/archetypes are
RI.11-12.5 Analyze and
RI.11-12.6 Determine an
introduced and developed).
evaluate the effectiveness of the RL.11-12.5 Analyze how an
author’s point of view or
structure an author uses in his
purpose in a text in which the
RL.11-12.5. Analyze how an
author’s choices concerning
or her exposition or argument,
rhetoric is particularly
author’s choices concerning
how to structure specific
including whether the structure parts of a text (e.g., the choice effective, analyzing how style
how to structure specific
and content contribute to the
parts of a text (e.g., the choice makes points clear, convincing, of where to begin or end a
and engaging.
power, persuasiveness or
of where to begin or end a
story, the choice to provide a
beauty.
story, the choice to provide a
comedic or tragic resolution)
comedic or tragic resolution)
RI.11-12.6 Determine an
contribute to its overall
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
contribute to its overall
structure and meaning as well
as its aesthetic impact.
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.
structure and meaning as well
as its aesthetic impact.
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.
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).
WRITING
STANDARDS
ACROSS UNITS
WRITING
STANDARDS
CENTRAL TO
THIS UNIT
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.)
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.
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
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
event sequences.
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.11-12.5 Develop and
strengthen writing as needed by
SAUSD Curriculum Map 2013-14 DRAFT
W.11-12.3(a-e) Write
narratives to develop real or
imagined experiences or events
using effective technique, wellchosen details, and wellstructured event sequences.
W.11-12.5 Develop and
strengthen writing as needed by
planning, revising, editing,
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
SPEAKING AND
LISTENING
STANDARDS
ACROSS UNITS
SPEAKING AND
LISTENING
STANDARDS
CENTRAL TO
THIS UNIT
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.
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.
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.
SAUSD Curriculum Map 2013-14 DRAFT
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,
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
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.
LANGUAGE
STANDARDS
ACROSS UNITS
LANGAGE
STANDARDS
CENTRAL TO
THIS UNIT
ELD
STANDARDS
ACROSS UNITS
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.
Review:
Review:
L.11-12.5 Demonstrate
L.11-12.3 Apply knowledge of
L.4.1g. Correctly use frequently L.4.3b. Choose punctuation for understanding of figurative
language to understand how
confused words (e.g.,
effect.
language, word relationships,
language functions in different
to/too/two; there/their).
and nuances in word meanings. contexts, to make effective
L.6.2a. Use punctuation
choices for meaning or style,
(commas, parentheses, dashes)
and to comprehend more fully
to set off nonrestrictive/
when reading or listening.
parenthetical elements.
L.11-12.5 Demonstrate
understanding of figurative
language, word relationships,
and nuances in word meanings.
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)
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
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
Part IA-3. Offering and
justifying opinions, negotiating
with and persuading others in
communicative exchanges
ELD
STANDARDS
CENTRAL TO
THIS UNIT
Part IIA-2 Understanding
cohesion
SAUSD Curriculum Map 2013-14 DRAFT
Part IIA-2. Understanding
cohesion
Part IIC-6. Connecting ideas
Part IIC-7. Condensing ideas
Part IA-3. Offering and
justifying opinions, negotiating
with and persuading others in
communicative exchanges
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-9. Expressing
information and ideas in formal
oral presentations on academic
topic
Part IIA-2. Understanding
cohesion
Part IIA-2. Understanding
cohesion
Part IIB-3. Using verbs and
verb phrases
Part IIB-3. Using verbs and
verb phrases
Part IIB-4. Using nouns and
Part IIB-4. Using nouns and
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 11 Semester 2
TIMELINE
SECOND
SEMESTER
CROSSCONTENT/
REAL WORLD
CONNECTIONS
6 Weeks
4 Weeks
6 Weeks
3 Weeks
UNIT 5
UNIT 6
UNIT 7
UNIT 8
This unit connects English
language arts with social
studies by examining how the
forces of change in the early
20th century affect American
attitudes.
SAUSD Curriculum Map 2013-14 DRAFT
This unit connects English
language arts with social
studies by exploring the social,
political and economic causes
of change. In the focus on nonfiction, this unit also connects
with the civil rights movement
and the role politics plays on
various art forms.
noun phrases
noun phrases
Part IIB-5. Modifying to add
details
Part IIB-5. Modifying to add
details
Part IIC-6. Connecting ideas
Part IIB-6. Connecting ideas
Part IIC-7. Condensing ideas
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).
Part IIC-7. Condensing ideas
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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