English Language Arts
ELA II, Quarter 2
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
3/15/16 Scope and Sequence
1
English Language Arts
ELA II, Quarter 2
Preparing Career Ready Graduates
Quarter 2, Grades 6-12 Content Map
ELA
Content
Focus Standards
Recursive Standards
Common Assignment
Inquiry and Communication
History/Social Studies
Science
CA H/SS Content Standards
through the C3 Inquiry Arc
Framework
CA Science Standards and Next
Generation Science Standards
SL: 3, 4
RL & RI: 4, 6
W: 1
L: 4
SL: 3, 4
RHSS: 4, 6
WHSS: 1
SL: 3, 4
RST: 4, 6
WST: 1
SL: 1, 2, 5, 6
RL & RI: 1, 2, 3, 5, 7, 8, 9, 10
W: 2-10
L: 1, 2, 3, 5, 6
SL: 1, 2, 5, 6
RHSS: 1, 2, 3, 5, 7, 8, 9, 10
WHSS: 2-10
L: 1-6
SL: 2-6
RST: 1, 2, 3, 5, 7, 8, 9, 10
WST: 2-10
L: 1-6
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 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 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.
Common Quarterly Assessment
3/15/16 Scope and Sequence
2
English Language Arts
ELA II, Quarter 2
Preparing Career Ready Graduates
Unit 2 Overview
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 4, 6; W: 1; SL: 3, 4; L: 4
Recursive Standards RL & RI: 1, 2, 3, 5, 7, 8, 9, 10; W: 2-10; SL: 1, 2, 5, 6; L: 1, 2, 3, 4, 5, 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: 1080-1350L
*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.
Anthology Selections
Novels:
Lord of the Flies, William
Golding
Lexile: 770L
The quantitative Lexile level of 770
reflects the grade band of 2-3.
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 as an
anchor text for English 2. FUSD core
works.
A Place Where the Sea
Remembers, Sandra Benitez
Lexile: 790L
The quantitative Lexile level of 790 reflects
3/15/16 Scope and Sequence
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“Harrison Bergeron,” Kurt Vonnegut, Jr.
“Montgomery Boycott,” Coretta Scott King
“A Eulogy to Dr. Martin Luther King, Jr.,” Robert F. Kennedy
“The Son from America,” Isaac Bashevis Singer
“Grudnow,” Linda Pastan
“ The Californian’s Tale,” Mark Twain
“Gold Is Found and a Nation Goes Wild”
“Two Friends,” Guy de Maupassant
“The Pit and the Pendulum,” Edgar Allan Poe
“Do not weep, maiden, for war is kind,” Stephen Crane
“Cranes,” Hwang Sunwon
Elie Wiesel’s Nobel Prize Acceptance Speech
from Farewell to Manzanar, Jeanne Wakatsuki Houston
from “Tolerance,” E.M. Forster
“The Grapes of Wrath” photo essay
John Steinbeck’s Nobel Prize Acceptance Speech
“A Chip of Glass Ruby,” Nadine Gordimer
The Pedestrian,” Ray Bradbury
Eulogy of MLK, Robert Kennedy
Nobel Acceptance Speech, Elie Wiesel
“They Have Not Been Able,” Armando Valladares
Expository/Informational Texts
 “Ain’t I a Woman,” Sojournor Truth
http://www.sojournertruth.org/Library/Speeches/AintIAWoman.htm
Writing & Speaking to Texts
Anchor Texts
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 II, Quarter 2
Preparing Career Ready Graduates
the grade band of 2-3. 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 as an
anchor text for English 2. FUSD core works.
Cry the Beloved Country, Alan
Paton
Lexile: 860L
The quantitative Lexile level of 860 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 as an
anchor text for English 2. FUSD core
extended works.
Farewell to Arms, Ernest
Hemingway
Lexile: 1270L
The quantitative Lexile level of 1270 reflects
the grade band of 9-10. 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 as an anchor text for English 2.
Farewell to Manzanar, Jeanne
Houston
Lexile: 1040L
The quantitative Lexile level of 1040 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 as an
anchor text for English 2. FUSD core
extended works.
Oliver Twist, Charles Dickens
Lexile: 990L
The quantitative Lexile level of 990 reflects
3/15/16 Scope and Sequence
 “Considering the Humanity of Nonhumans”
http://www.nytimes.com/2013/12/10/science/considering-the-humanityof-nonhumans.html
 “What a Blind Chicken Can Teach Us About Humanity”
http://kristof.blogs.nytimes.com/2013/11/08/what-a-blind-chicken-canteach-us-about-humanity/
 “Shaping Humanity” excerpts
http://www.nytimes.com/2013/12/31/science/shaping-humanity.html
 “Exploring Humanity’s Evolving ‘Global Brain’”
http://dotearth.blogs.nytimes.com/2012/12/03/exploring-humanitysevolving-global-brain/
 “What 15,000 Years Of Cooking Fish Tells Us About Humanity”
http://www.npr.org/blogs/13.7/2013/04/18/177748920/what-15-000years-of-cooking-fish-tells-us-about-humanity
 “Embracing Our Common Humanity With Self-Compassion”
http://www.huffingtonpost.com/kristin-neff/selfcompassion_b_1889880.html
 “Our Bear Humanity: The Backstory on ChamPa”
http://www.huffingtonpost.com/kevin-f-adler/our-bear-humanity-thebac_b_3544223.html
 “Why Music, Part 8: The Messenger”
http://www.huffingtonpost.com/frank-fitzpatrick/music-spirituality_b_2831694.html
 “10 Reasons Surfing Improves Humanity”
http://www.huffingtonpost.com/zach-weisberg/10-reasons-surfingimprov_b_3873885.html
 “Ansel Adams’s Photographs of Japanese-American Internment at
Manzanar” http://www.loc.gov/pictures/collection/manz/
 Manzanar Primary Source Text Set
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/inter
nment/
 Civilian Exclusion Order #5
 http://www.intimeandplace.org/Japanese%20Internment/images/exclusi
onordertext.html
 Library of Congress Manzanar documents
http://www.archives.gov/education/lessons/japaneserelocation/activities.html
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Discussion: Oral response to text, oral
presentations of arguments/information, group
discussions.
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Reflection: Written and oral reflections of
experiences readings, writings, listening,
speaking, and viewing.
Suggested Range of Products:
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Argumentative/Persuasive composition
Analytical composition
Synthesis composition
Technical document
Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Non-Print Texts
 The Great Dictator’s Speech, Charlie Chaplin
http://www.charliechaplin.com/en/films/7-the-greatdictator/videos/1466-Great-Dictator-Speech
 Chris Abani: On humanity
http://www.ted.com/talks/chris_abani_muses_on_humanity.html
 Mark Pagel: How language transformed humanity
4
English Language Arts
ELA II, Quarter 2
Preparing Career Ready Graduates
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 as an
anchor text for English 2. FUSD core
extended works.
Plays:
Julius Caesar
Lexile: 1390
The quantitative Lexile level of 1390 reflects
the grade band of 11-CCR. It is also
qualitatively 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 10th grade. FUSD core works.
“Medea”, Euripides
Lexile: 1260L
http://www.ted.com/talks/mark_pagel_how_language_transformed_humani
ty.html
 Spencer Wells: A family tree for humanity
http://www.ted.com/talks/spencer_wells_is_building_a_family_tree_for_all_
humanity.html
 “A Tale of Two Dogs Is Testament to Japan’s Humanity”
http://www.npr.org/2011/03/19/134679845/a-tale-of-two-dogs-istestament-to-japans-humanity
 “Road Trip Underscores Americans’ Shared Humanity”
http://www.npr.org/templates/story/story.php?storyId=103734635
 StoryCorps stories http://storycorps.org/listen/
Art & Photography
 “Artful, Aerial Views of Humanity’s Impact”
http://lens.blogs.nytimes.com/2013/10/29/artful-aerial-views-ofhumanitys-impact/?_r=0
 The New Yorker Photo Booth
http://www.newyorker.com/online/blogs/photobooth/#slide_ss_0=1
 “Ansel Adams’s Photographs of Japanese-American Internment at
Manzanar” http://www.loc.gov/pictures/collection/manz/
The quantitative Lexile level of 1260 reflects
the grade band of 9-10. 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 as an anchor text for English 2.
FUSD core extended works.
3/15/16 Scope and Sequence
5
English Language Arts
ELA II, Quarter 2
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 question) After reading __________(literature or
informational text/s), write __________(an essay or substitute) in
which you address the question and argue __________(content).
Support your discussion with evidence from the text.
3/15/16 Scope and Sequence
Sample Common Assignment Prompt
How does an author use point of view to provide perspective for
his audience? After reading Cry, the Beloved Country, write an
essay in which you argue how Paton's use of point of view
provides his audience with a pointed view of the societal situation
in South Africa during the 1940's.
6
English Language Arts
ELA II, Quarter 2
Preparing Career Ready Graduates
LDC Argumentation Teaching Task Rubric *Template Task Collection Version 2.0
Scoring
Elements
Not Yet
1
Attempts to establish a claim,
but lacks a clear purpose.
Establishes a claim.
Establishes a credible claim.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific prompt.
Structure enhances development of
the reasoning and logic of the
argument.
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 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 appropriate format.
Attempts to include disciplinary
content in argument, 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 indepth understanding.
Controlling
Idea
Development
Organization
Conventions
Content
Understanding
Attempts to organize ideas, but
lacks control of structure.
3/15/16 Scope and Sequence
2.5
Advanced
Addresses prompt appropriately
and establishes a position, but
focus is uneven. D. Addresses
additional demands superficially.
Attempts to address prompt,
but lacks focus or is off-task.
2
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position. D: Addresses additional
demands sufficiently
Focus
Reading/
Research
Approaches Expectations
1.5
3.5
4
Addresses all aspects of prompt
appropriately with a consistently
strong focus and convincing
position. D: Addresses additional
demands with thoroughness and
makes a connection to claim.
Establishes and maintains a
substantive and credible claim or
proposal.
Accurately and effectively presents
important details from reading
materials to develop argument or
claim.
Presents thorough and detailed
information to effectively
support and develop the focus,
controlling idea, or claim.
7