We have been implementing the K-11 ELA Scope and Sequence as a working draft for this year, with the understanding that it will be
amended and revised for next year, based on teacher feedback and system-wide considerations.
In January, we gathered feedback from across the system and presented to site representatives who attended a voluntary Scope and
Sequence forum on February 5. These teachers provided additional recommendations regarding necessary modifications. District
teams met to synthesize feedback and recommendations, resulting in the changes addressed in the new draft documents.
After reviewing these revised documents, we request you provide anonymous feedback via an online Google Survey. This will be a final
opportunity for all teachers to make suggestions regarding clarity, resources, and sequencing. The survey will remain open until
Friday, May 16. Final drafts of the revised Scope and Sequence will be posted on May 30, 2014.
Thank you for taking time to provide feedback.
Please CLICK the following link to access the online Google Survey. Please keep all responses succinct, preferably 1-2 sentences, so as
to better help with data collection.
https://docs.google.com/forms/d/1CxtgqjhAqXW-S-hln2aiw7NmuK3x7aEb4vcRUh3Wa3w/viewform?sid&c=0&w=1&token
English Language Arts
ENG II
Preparing Career Ready Graduates
Anchor Map*
This map describes the relationship among focus standards, common assignments and district assessments over a school year.
CCSS ELA, HSS, Science
Anchor Map (TK-12)
Q1
Q2
Q3
Q4
Focus Anchor 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
Recursive Anchor
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
Content
Content varies by subject
or course.
Content varies by subject
or course.
Content varies by subject
or course.
Content varies by subject
or course.
Common Assignment/Task
R3 & W2 Prompts
(excluding AP, IB, ERWC)
R6 & W1 Prompts
(excluding AP, IB, ERWC)
R2 & W2 Prompts
(excluding AP, IB, ERWC)
R8 & W1 Prompt
(excluding AP, IB, ERWC)
Student Product Types
Products vary by subject.
Products vary by subject.
Products vary by subject.
Products vary by subject.
Texts/Resources
Text/resources vary by
subject.
Text/resources vary by
subject.
Text/resources vary by
subject.
Text/resources vary by
subject.
Assessments Timeline
(TBD)
District R3 & W2 Prompt
Timeline tbd
District R6 & W1 Prompt
District R2 & W2 Prompt
District R8 & W1 Prompt
Project
TBD
TBD
TBD
TBD
*Eleanor Dougherty EDThink Consulting 2014 DRAFT v.2
3/22/16 Scope and Sequence
1
English Language Arts
ENG II
Preparing Career Ready Graduates
Quarter 1, Grades 6-12 Content Map*
This document describes the connections among focus standards, common assignments, and district assessments in the grades 6-12 range for ELA, HSS, and
Science courses.
ELA
Focus Standards
Recursive Standards
Content
Common Assignment/Task
History/Social Studies
Science
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
Inquiry and Communication
CA H/SS Content Standards through
the C3 Inquiry Arc Framework
CA Science Standards and Next
Generation Science Standards
R3 & W2 Prompt
RHSS3 & WHSS2 Prompt
RST3 & WST2 Prompt
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
Common writing assignment
Narrative composition
Discussion
Reflection
Common writing assignment
Historical argument
Image analysis
Discussion
Reflection
Common writing assignment
Lab reports
Academic Group Discussion
Self-reflection response
FUSD Classroom Foundations
LDC Core Tools
ERWC module template
Sample modules
Deconstructed Standards
Foundations
LDC Core Tools
DBQ
Sample modules
Foundations
LDC Core Tools
Text/Resources
Text/resource sets to reflect appropriate
complexity, a range of types, as well as the
content and inquiry focus of the quarter
Primary sources (i.e. photo)
Secondary sources (i.e. expert interview)
Tertiary sources (i.e. textbook)
Scientific articles
Research article
Multi-media (data, charts, graphs, video)
Assessments (TBD)
District R3 & W2
District RHSS3 & WHSS2
District RST3 & WST2
Project (future)
N/A
N/A
N/A
Student Product Types
Lesson Planning Tools
(supporting documents)
3/22/16 Scope and Sequence
(designed by AC to assess focus standards)
2
English Language Arts
ENG II
Preparing Career Ready Graduates
Quarter 2, Grades 6-12 Content Map*
This document describes the connections among focus standards, common assignments, and district assessments in the grades 6-12 range for ELA, HSS, and
Science courses.
ELA
Focus Standards
History/Social Studies
Science
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
Inquiry and Communication
C3 and CA Content Standards
CA Science Standards and Next
Generation Science Standards
R6 & W1 Prompt
RHSS6 & WHSS1 Prompt
RST6 & WST1 Prompt
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
Common writing assignment
Composition
Discussion
Reflection
Common writing assignment
Historical argument
Image analysis
Discussion
Reflection
Common writing assignment
Lab reports
Academic Group Discussion
Self-reflection response
FUSD Classroom Foundations
LDC Core Tools
ERWC module template
Sample modules
Deconstructed Standards
Foundations
LDC Core Tools
DBQ
Sample modules
Foundation
LDC Core Tools
Text/Resources
Text/resource sets to reflect appropriate
complexity, a range of types, as well as the
content and inquiry focus of the quarter
Primary sources
Secondary sources
Tertiary sources
Scientific articles
Research article
Data or visual information
Assessments (TBD)
District R6 & W1
District RHSS6 & WHSS1
District RST6 & WST1
Project (future)
NA
NA
NA
Recursive Standards
Content
Common Assignment/Task
Student Product Types
Lesson Planning Tools
(supporting documents)
3/22/16 Scope and Sequence
3
English Language Arts
ENG II
Preparing Career Ready Graduates
Quarter 3, Grades 6-12 Content Map*
This document describes the connections among focus standards, common assignments, and district assessments in the grades 6-12 range for ELA, HSS, and
Science courses.
ELA
Focus Standards
History/Social Studies
Science
SL: 2, 5
RL & RI: 2, 7
W: 2
L: 3
SL: 2, 5
RHSS: 2, 7
WHSS: 2
SL: 2, 5
RST: 2, 7
WST: 2
SL: 1, 3, 4, 6
RL & RI: 1, 3, 5, 6, 8, 9, 10
W: 1, 3-10
L: 1, 2, 4, 5, 6
SL: 1, 3, 4, 6
RHSS: 1, 3, 5, 6, 8, 9, 10
WHSS: 1, 3-10
L: 1-6
SL: 1, 3, 4, 6
RST: 1, 3, 5, 6, 8, 9, 10
WST: 1, 3-10
L: 1-6
Inquiry and Communication
C3 and CA Content Standards
CA Science Standards and Next
Generation Science Standards
R2 & W2 Prompt
RHSS2 & WHSS2 Prompt
RST2 & WST2 Prompt
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
Common writing assignment
Composition
Discussion
Reflection
Common writing assignment
Historical argument
Image analysis
Discussion
Reflection
Common writing assignment
Lab reports
Academic Group Discussion
Self-reflection response
FUSD Classroom Foundations
LDC Core Tools
ERWC module template
Sample modules
Deconstructed Standards
Foundations
LDC Core Tools
DBQ
Sample modules
Foundation
LDC Core Tools
Text/Resources
Text/resource sets to reflect appropriate
complexity, a range of types, as well as the
content and inquiry focus of the quarter
Primary sources
Secondary sources
Tertiary sources
Scientific articles
Research article
Data or visual information
Assessments (TBD)
District R2 & W2
District RHSS2 & WHSS2
District RST2 & WST2
Project (future)
NA
NA
NA
Recursive Standards
Content
Common Assignment/Task
Student Product Types
Lesson Planning Tools
(supporting documents)
3/22/16 Scope and Sequence
4
English Language Arts
ENG II
Preparing Career Ready Graduates
Quarter 4, Grades 6-12 Content Map*
This document describes the connections among focus standards, common assignments, and district assessments in the grades 6-12 range for ELA, HSS, and
Science courses.
ELA
Focus Standards
History/Social Studies
Science
SL: 2, 5
RL & RL: 8, 9
W: 1
L: 1, 2
SL: 2, 5
RHSS: 8, 9
WHSS: 1
SL: 2, 5
RST: 8, 9
WST: 1
SL: 1, 3, 4, 6
RL & RI: 1-7, 10
W: 2-10
L: 3-6
SL: 1, 3, 4, 6
RHSS: 1-7, 10
WHSS: 2-10
L: 1-6
SL: 1, 3, 4, 6
RST: 1-7, 10
WST: 2-10
L: 1-6
Inquiry and Communication
C3 and CA Content Standards
CA Science Standards and Next
Generation Science Standards
R8 & W1 Prompt
RHSS8 & WHSS1 Prompt
RST8 & WST1 Prompt
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
(designed by AC to assess focus standards)
Common writing assignment
Composition
Discussion
Reflection
Common writing assignment
Historical argument
Image analysis
Discussion
Reflection
Common writing assignment
Lab reports
Academic Group Discussion
Self-reflection response
FUSD Classroom Foundations
LDC Core Tools
ERWC module template
Sample modules
Deconstructed Standards
Foundations
LDC Core Tools
DBQ
Sample modules
Foundation
LDC Core Tools
Text/Resources
Text/resource sets to reflect appropriate
complexity, a range of types, as well as the
content and inquiry focus of the quarter
Primary sources
Secondary sources
Tertiary sources
Scientific articles
Research article
Data or visual information
Assessments (TBD)
District R8 & W1
District RHSS8 & WHSS1
District RST8 & WST1
Project (future)
NA
NA
NA
Recursive Standards
Content
Common Assignment/Task
Student Product Types
Lesson Planning Tools
(supporting documents)
3/22/16 Scope and Sequence
5
English Language Arts
ENG II
Preparing Career Ready Graduates
Entering the Conversation: A Rhetorical Approach to Reading, Writing, Listening, Speaking, & Language
Quarterly
Units
1
focus standards
RL & RI: 3, 5
W: 2, 3
SL: 1
L: 5
2
focus standards
RL & RI: 4, 6
W: 1
Reading & Listening to Complex Texts
Description: The goal of reading complex text is
to build critical literacies. The reader “should
consider the sociopolitical and historical context
of the text while focusing on what the author
actually says.” Readings throughout the course
should include a balance of text types and range
of genres. As readers, students should assume
four roles during the reading process:
“1. Code breaker: Understanding the text at a
surface level.
2. Meaning making: Comprehending the text at
the level intended by the author.
3. Text user: Analyzing the factors that influence
the author and the text, including a historical
grounding of the context within which it was
written.
SL: 3, 4
L: 4
3
focus standards
RL & RI: 2, 7
W: 2
4. Text critic: Understanding that the text is not
neutral and that existing biases inform calls to
action.”
(Text Complexity, Raising Rigor in Reading)
SL: 2, 5
Writing & Speaking to Texts
Description: Writing is a way of meaning making and
learning. It is essential to the learning process and
should be an integral part of unit design and
instructional delivery. Writing is also a recursive
process, rather than linear, requiring students to engage
in writing as meaning making continuously throughout
the learning process. While at the student level writing
is used to make meaning, at the teacher level writing is
used as a means of formative and summative
assessment. When assessing student writing, teachers
should consider “learning to write well means more than
learning to organize information in appropriate forms
and construct clear and grammatically correct sentences.
Learning to write well means learning ways of using
writing in order to think well.”
(Writing Analytically with Readings)
Student Products
Description: Student products are the
expression of lesson sequences and
assignments drawn from texts read and skills
developed throughout the course of a unit.
Assignments should be curriculum imbedded
and should be designed such that instruction
leads up to a common culminating experience
assessing students’ acquisition of content and
skills. Assignments and student products
should be used as both formative and
summative assessment considering the
following:
1. Formative assessment is used to “gather,
interpret, and use information as feedback
to change teaching and learning in the short
run so that the gap between expected and
observed student performance can close.”
2. Summative assessment is used to provide
“information about students’ outcomes and
performances that gives indicators of or
summarizes the degree to which students
have mastered the knowledge and skills
that represent learning objectives, usually
following periods of extensive instruction.”
(“Formative Assessment for ERWC
Professional Learning”)
L: 3
4
focus standards
RL & RI: 8, 9
W: 1
SL: 2, 5
L: 1, 2
3/22/16 Scope and Sequence
6
English Language Arts
ENG II
Preparing Career Ready Graduates
Strategies Used to Enter the Conversation and Develop Cognitive Skills
Description: The Common Core Standards call to action a need to attend to higher order thinking skills associated with acquisition of skills and content knowledge. The
following list of strategies and skills are examples associated with reading, writing and assignments. When writing curriculum and planning lessons, teachers should consider the
strategies they will use to develop tasks and assignments that will build transferable cognitive skills.
Cognitive skills associated with reading:












Cognitive skills associated with writing:









Establishing purpose
Exhibiting curiosity and open mindedness
Questioning
Discovering
Reflecting
Speculating
Activating background knowledge and making connections
Sorting and categorizing
Summarizing/synthesizing
Comparing and contrasting
Interpreting and analyzing
Evaluating
Tasks associated with reading:







Take inventory on what you know
Identification of purpose
Identification of conversation
Consider the significance of the conversation
Identify themes and arguments
Consider organization of information
Select and collecting relevant information
 Synthesize information
Dialectical journals
Annotating/marginalia
Free-writes
Idea chunks
Quote analysis
Conversation description
Focused summary
Write about relationships between readings
Develop a rhetorical framework
Make personal connections
Write about the reading/meaning making process
Write a says/does of the text/passage
3/22/16 Scope and Sequence







Describing
Identifying
Analyzing
Interpreting
Sorting and categorizing
Making connections
Reasoning
Precision and accuracy
Problem solving
Tasks associated with writing:











Identify the purpose/context for writing
Discover and develop ideas
Identify relationships between ideas
Make a plan for writing and compose a draft
Focus rhetorical goals for writing
Describe and articulate an argument
Assess the significance of ideas
Consider development and complexity of writing
Consider progression of ideas/argument
Check for relevance to the writing task
Revise writing & polish writing
Strategies associated with reading:












Cognitive skills associated with assignments:
Tasks associated with assignments:











Identify the purpose
Interact with complex texts
Summarize/analyze others’ ideas
Discover and develop ideas
Engage in intellectual discussion
Summarize ideas to be used as evidence
Make a plan for writing
Focus the rhetorical goals for writing
Develop main point/thesis
Determine evidence & organize information
Synthesize ideas from several sources
 Write a well-organized, well-developed essay
Strategies associated with writing:












Write to discover
Plan to write
Draft and revise writing
Write about the writing process
Evaluate and describe own writing
Write to analyze argument and structure
List major claims and assess continuity
Check evidence for relationship to claims
Explain evidence and use of evidence
Check effectiveness of explanations
Map the rhetorical structure
Check persuasiveness
Establish purpose
Analyzing
Reasoning
Interpreting
Synthesizing
Problem solving
Precision/accuracy
Strategies associated with assignments:









Plan to write
Annotating/marginalia
Idea chunks
Quote analysis
Focused summary/summarize argument
Write to explain
Write to analyze argument and structure
Map the rhetorical structure
Check persuasiveness
7
English Language Arts
ENG II
Preparing Career Ready Graduates
The Conversation: Year-at-a-Glance
Description: All students should have access to the big ideas that allow them to enter the conversation of the discipline. Big ideas and essential questions support a focus on
inquiry, and create an entrance into the conversation for all students. They support the development of critical literacy and the principals of equity. The intent is to harness
“authentic interest and inquiry to encourage students to invest personally in literacy.” (ERWC “Theoretical Foundations for Reading and Writing Rhetorically”)
Big ideas and essential questions should invite inquiry and provide access into the content area of ELA in the same way that comparable questions promote engagement in
Science and HSS. Supporting questions promote rigorous thinking through the content by targeting skills and strategies.
Unit One
Unit Two
Unit Three
Unit Four
Responsibility
Humanity
Injustice
Heroes/Activism
Quarter 1
Big Idea
(the conversation)
Essential Questions
(access to the conversation)
What is humanity’s essential nature?
What are its distinguishing elements?
What choices do people
make that create injustice?
To whom or what are we
responsible?
What does it mean to be human?
What distinguishes humans from
other living things?
What choices do people
make in the face of injustice?
What is the relationship between age
and level of responsibility? At what
age should we be totally responsible
and accountable for our actions?
What are the benefits and drawbacks
of being held responsible for
something?
(access to strategies and skills)
Quarter 3
How does an individual develop a
sense of responsibility?
What responsibilities do we have to
ourselves? Our family? Our
community? The world?
Supporting Questions
Quarter 2
How does humanity shape an
individual? How does humanity guide
an individual’s actions?
How do time, the environment, and
the changing world shape humanity?
How can structure enhance or detract
from a text’s meaning? (R5)
What are the advantages of
determining POV and purpose before
analysis of content/style of text? (R6)
What characterizes an “academic”
conversation? (SL1)
How can you use narrative to
effectively make a point or support a
position? (SL 1)
How can diction influence a texts
meaning? (L5)
3/22/16 Scope and Sequence
What choices/actions define heroism?
How does one become a hero?
What is the difference between moral and
physical courage?
In what ways does society encourage or
discourage heroism?
Why is it so difficult for people to stand up and
do what is right?
What can the individual learn from the hero’s
successes and failures?
How is the hero’s journey a metaphor for life?
How can diction influence a text’s
meaning? (R4)
How can you use narrative to
effectively make a point or support a
position? (W3)
How does society measure
degrees of injustice?
In what ways does being human
detract from humanity?
How does character development
advance plot and theme? (R3)
How does an understanding of
audience and purpose determine
content and organization? (W2)
What factors in society
contribute to injustice?
Quarter 4
What role does valid reasoning and
strategic evidence play in effectively
supporting a claim? (W1)
How well does the speaker use
evidence/rhetoric to convey POV?
(SL3)
How do task, purpose and audience
influence the speaker’s line of
reasoning? (SL4)
How do context clues/understanding
of word parts support reading of
unfamiliar vocabulary? (L3)
How do supporting details
and ideas develop theme?
(R2)
How well do diverse media
and formats clarify author’s
purpose? (R7)
How well does diverse media
and formats clarify speaker’s
purpose? (SL2)
How does the strategic use of
technology enhance
understanding of
presentation? (SL5)
What logical inferences and conclusions can
be drawn through close reading? (R1)
How does the use of relative and sufficient
evidence validate a writer’s argument? (R8)
How can analyzing authors’ approaches to
theme develop an understanding of a topic?
(R9)
How well do diverse media and formats clarify
speakers’ purpose? (SL2)
How does strategic use of technology enhance
understanding of presentations? (SL5)
How does the use of
language affect meaning and
style? (L3)
8
English Language Arts
ENG II
Preparing Career Ready Graduates
Unit 1 Overview:
In this unit students will engage in the conversation of “responsibility” as they interact with, make meaning of and respond to text individually,
collaboratively and in small group structures. The objective of these experiences is to gain mastery of the standards by producing products that
demonstrate they have acquired content knowledge and cognitive skills that can be transferred to future inquiry experiences.
Throughout the unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential and supporting questions. Students will be engaged in a range of complex texts through the use of text sets that are created
using an anchor text and suggested related texts/resources. Through the utilization of the text sets, students will be able to access more knowledge
and gain a deeper understanding of the content, as well as the skills and strategies needed to engage with the range of complex texts. The text sets
will also provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as
well as multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct
meaning of the big idea.
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: 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:
Of Mice and Men
Lexile: 630L
The quantitative Lexile level of 630
reflects the grade band of 2-3. However,
the qualitative review identifies this text
3/22/16 Scope and Sequence

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


“By the Waters of Babylon,” Stephen Vincent Benet
“A Sound of Thunder,” Ray Bradbury
“Interview with Ray Bradbury””
“Once More to the Lake,” E.B. White
“Montgomery Boycott,” Coretta Scott King
“Sit-Ins,” Margaret Walker
“The Son from America,” Isaac Bashevis Singer
“Fish Cheeks,” Amy Tan
“Marriage is a Private Affair,” Chinua Achebe
“Getting a Job,” Maya Angelou
“Lost Sister,” Cathy Song
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
9
English Language Arts
ENG II
Preparing Career Ready Graduates
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 for grade 10.
The Bean Trees, Barbara
Kingsolver
Lexile: 900L
The quantitative Lexile level of 900
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 works.
Cry the Beloved Country,
Alan Paton






Expository/Informational Texts




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.
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 Celebration of Grandfathers,” Rudolfo A. Anaya
“The Teacher Who Changed My Life,” Nicholas Gage
“Women,” Alice Walker
“On the Rainy River,” Tim O’Brien
“A White Heron,” Sarah Orne Jewett
“On Summer,” Lorraine Hansberry





“A Responsibility to Do What We Can”
http://www.nytimes.com/roomfordebate/2013/04/21/thebystanders-who-could-be-heroes/bystanders-have-a-responsibilityto-do-what-they-can
“High School Coach Teachers Respect and Responsibility”
http://www.nytimes.com/2013/09/29/sports/high-school-coachteaches-respect-and-responsibility.html
“Did Your Brain Make You Do It?”
http://www.nytimes.com/2012/07/29/opinion/sunday/neuroscien
ce-and-moral-responsibility.html
“Should Character Matter in Pro Sports?”
http://www.nytimes.com/roomfordebate/2013/07/01/shouldcharacter-matter-in-pro-sports/we-all-share-responsibility-for-aculture-of-sports-violence
“Shame and Responsibility”
http://opinionator.blogs.nytimes.com/2011/07/25/shame-andresponsibility-a-response/
“The Age of Responsibility”
http://learning.blogs.nytimes.com/2009/11/17/acting-your-ageconsidering-the-age-of-responsibility/
“Corporate Irresponsibility? Researching Fashions Hidden Cost…”
http://learning.blogs.nytimes.com/2013/05/14/corporateirresponsibility-fashions-hidden-cost-in-bangladeshs-garmentindustry/
Teaching Shakespeare with the NYTimes
http://www.nytimes.com/learning/issues_in_depth/shakespeare.ht
ml
“Responsibility” by Haile Selassie
http://www.rastafarispeaks.com/Selassie/Responsibility.html
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.

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.
Product Types:



Biographical/autobiographical narrative
Expository composition
Business letter
Additional Suggested Product Types:







Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Non-Print Texts


“Voting As a Responsibility”
http://www.npr.org/2012/08/25/160042523/voting-as-aresponsibility-how-hard-should-it-be
“When Does Responsibility Begin?”
http://www.npr.org/templates/story/story.php?storyId=113579236
Never Cry Wolf, Farley
3/22/16 Scope and Sequence
10
Preparing Career Ready Graduates
English Language Arts
ENG II
Mowat
Lexile: 1330L
The quantitative Lexile level of 1330
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.
Plays:
Twelve Angry Men
Lexile:1200L
9-12 Grade Level Band
The quantitative Lexile level of 1200
reflects the grade band of 9-12 and is
qualitatively complex. Based on these
sets of measures, this text is appropriate
for an anchor text at 10th grade. FUSD
core works.
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.
Merchant of Venice
Lexile: 1000
The quantitative Lexile level of 1000
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 9th
grade extended works.
3/22/16 Scope and Sequence
11
English Language Arts
ENG II
Preparing Career Ready Graduates
Sample Assignment/Task Prompts: Responding to the Conversation
Description: Assignments offer students the opportunity to effectively engage in a conversation by demonstrating competencies in
communicating with attention to the rhetorical situation (i.e. audience, purpose, argument, ethos). Assignments should be crafted to include an
instructional sequence and product that assess students’ acquisition of strategies and skills drawn from the standards. In addition, when
developing assignment prompts, teachers should also consider how engaging in the conversation of various texts/authors requires students to
demonstrate proficiency of these strategies and skills.
**Each AC needs to develop and deliver at least one common assignment, which reflects the two focus standards.
Sample Assignment Prompt Frames

Read the accompanying passage carefully. Then, in a well-written
essay, analyze the strategies __________(the author) uses to
characterize__________(the character/subject of the passage). (R1 & 3;
W2, 4, 5, 9)

(Insert option question) After reading __________ (literature or
informational texts) on __________(content), write__________(an essay,
report or substitute) in which you describe__________(content). Support
your discussion with evidence from your research. (R1, 2, 5, 6, 9; W2,
4, 5, 8, 9)
Sample Assignment Prompts
Writing Prompts:
After finishing Shakespeare’s play, Jewett’s short story, the NPR interview and
the readings by Monterosso and Schwartz, Greenblatt, and Rampel construct a
well-organized essay arguing to whom you have an ultimate responsibility and
explaining how that affects your personal and societal obligations. Be sure to
include quotes from the play and the supplementary texts in your discussion.
(R1, 2; W1, 2, 4, 5, 9)
What is our social responsibility as members of a jury? After reading “12 Angry
Men,” the portion of the 6th amendment addressing an impartial jury, and
listening to “Bill of Rights: 6th Amendment”
http://www.npr.org/templates/story/story.php?storyId=1011751 write an
essay that evaluates the social responsibilities of jury members. (R1, 2,
Debate (Age of Responsibility):
In the United States, society set the age of responsibility between the ages of
18-21. Develop arguments that defend and attack (both sides) the social
standard in preparation for a class debate. Support your positions with
evidence from your readings. (R1; W1, 2, 4, 5, 7, 8, 9)
3/22/16 Scope and Sequence
12
English Language Arts
ENG II
Preparing Career Ready Graduates
Unit 2 Overview:
In this unit students will engage in the conversation of “humanity” as they interact with, make meaning of and respond to text individually,
collaboratively and in small group structures. The objective of these experiences is to gain mastery of the standards by producing products that
demonstrate they have acquired content knowledge and cognitive skills that can be transferred to future inquiry experiences.
Throughout the unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential and supporting questions. Students will be engaged in a range of complex texts through the use of text sets that are created
using an anchor text and suggested related texts/resources. Through the utilization of the text sets, students will be able to access more knowledge
and gain a deeper understanding of the content, as well as the skills and strategies needed to engage with the range of complex texts. The text sets
will also provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as
well as multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct
meaning of the big idea.
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:
A Place Where the Sea
Remembers, Sandra Benitez
Lexile: 790L
The quantitative Lexile level of 790
3/22/16 Scope and Sequence












“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
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
13
English Language Arts
ENG II
Preparing Career Ready Graduates
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.
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
3/22/16 Scope and Sequence









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
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.

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.
Expository/Informational Texts
 “Ain’t I a Woman,” Sojournor Truth
http://www.sojournertruth.org/Library/Speeches/AintIAWoman.htm
 “Considering the Humanity of Nonhumans”
http://www.nytimes.com/2013/12/10/science/considering-the-humanity-ofnonhumans.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/frankfitzpatrick/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/intern
ment/
 Civilian Exclusion Order #5
 http://www.intimeandplace.org/Japanese%20Internment/images/exclusio
nordertext.html
Product Types:




Argumentative/Persuasive composition
Analytical composition
Synthesis composition
Technical document
Additional Suggested Product Types:







Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
14
English Language Arts
ENG II
Preparing Career Ready Graduates
Dickens
Lexile: 990L
The quantitative Lexile level of 990
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.
 Library of Congress Manzanar documents
http://www.archives.gov/education/lessons/japaneserelocation/activities.html
Non-Print Texts
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.
 The Great Dictator’s Speech, Charlie Chaplin
http://www.charliechaplin.com/en/films/7-the-great-dictator/videos/1466Great-Dictator-Speech
 Chris Abani: On humanity
http://www.ted.com/talks/chris_abani_muses_on_humanity.html
 Mark Pagel: How language transformed humanity
http://www.ted.com/talks/mark_pagel_how_language_transformed_humanity.
html
 Spencer Wells: A family tree for humanity
http://www.ted.com/talks/spencer_wells_is_building_a_family_tree_for_all_hu
manity.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/
“Medea”, Euripides
Art & Photography
Plays:
Julius Caesar
Lexile: 1260L
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.
3/22/16 Scope and Sequence
 “Artful, Aerial Views of Humanity’s Impact”
http://lens.blogs.nytimes.com/2013/10/29/artful-aerial-views-of-humanitysimpact/?_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/
15
English Language Arts
ENG II
Preparing Career Ready Graduates
Sample Assignment/Task Prompts: Responding to the Conversation
Description: Assignments offer students the opportunity to effectively engage in a conversation by demonstrating competencies in
communicating with attention to the rhetorical situation (i.e. audience, purpose, argument, ethos). Assignments should be crafted to include an
instructional sequence and product that assess students’ acquisition of strategies and skills drawn from the standards. In addition, when
developing assignment prompts, teachers should also consider how engaging in the conversation of various texts/authors requires students to
demonstrate proficiency of these strategies and skills.
**Each AC needs to develop and deliver at least one common assignment, which reflects the two focus standards.
Sample Assignment Prompt Frames

Write an essay that presents your opinion on a controversial issue.
Consult various media sources. Begin with a debatable thesis
statement. As you write, be sure to support your claims with wellchosen evidence. (R1, 2, 5, 8; W1, 2, 4, 5, 7, 8, 9)

After reading _________ explain the author’s argument and discuss the
extent to which you agree or disagree with her views. Support your
position by referring to the passage and by providing reasons and
examples from your own experience, observations, or readings. (R1, 2,
3, 4, 5, 6, 8; W1, 2, 4, 5, 9)

(Insert option question) After researching __________ (informational
texts) on __________(content), write__________(an essay or substitute) in
which you argue__________(content). Support your position with
evidence from your research. (R1, 2, 5, 6, 8; W1, 2, 4, 5, 9)

(Insert option question) After reading __________ (literature or
informational texts), write__________(an essay or substitute) in which
you discuss__________(content) and evaluate __________ (content).
Support your position with evidence from text(s). (R1, 2, 3, 4, 5, 6, 8;
W1, 2, 4, 5, 9)

(Insert option question) After reading __________ (literature or
informational texts) on __________(content), write__________(an essay or
substitute) in which you identify a problem__________(content) and
propose a solution. Support your position with evidence from your
research. (R1, 2, 5, 6, 8; W, 2, 4, 5, 9)
3/22/16 Scope and Sequence
Sample Assignment Prompts
Writing Prompt:
In the United States, our basic human rights have been described as “life,
liberty, and the pursuit of happiness.” After reading Farewell to Manzanar, the
Civilian Exclusion Order #5, and documents available at the Library of Congress
http://www.archives.gov/education/lessons/japaneserelocation/activities.html, as well as viewing Ansel Adam’s photographs of
Manzanar, write a position paper in which you consider whether the humanity
of the Japanese interned during WWII was compromised as a result of their
internment. (R1, 2, 3, 4, 5, 6, 8, 9; W1, 2, 4, 5, 7, 8, 9)
Human Rights Conference:
After researching human rights violations and advocacy in selected countries,
prepare a position paper to present to a small group (5-6) at a Human Rights
Conference. The position paper should take a stand on the morality of specific
human rights violations (ex: eliminating elections due to political unrest).
Defend your position though discussion of differing points of view (ex: Why
might a government be justified in postponing/eliminating an election). The
project will require a reflection at the end of the presentations. (R1, 2, 5, 6, 8;
W1, 2, 4, 5, 7, 8, 9)
Powerpoint Culminating Task:
Construct and present a powerpoint slideshow on what humanity means to
you. The presentation must define, as well as express through the powerpoint
images, literary works and appropriate artistic expressions that will encompass
the human spirit. Utilize present and past literary works to show what it means
to be human. This powerpoint must contain 10 slides, have a written
component on each slide explaining how the slides relate to humanity and
provide cited evidence to prove your claim. Be creative in your expression, but
be certain the slideshow exemplifies your culminating knowledge of humanity
through your readings. (R1, 2, 7, 8; W1, 2, 4, 5, 6, 9)
16
English Language Arts
ENG II
Preparing Career Ready Graduates
Unit 3 Overview:
In this unit students will engage in the conversation of “injustice” as they interact with, make meaning of and respond to text individually,
collaboratively and in small group structures. The objective of these experiences is to gain mastery of the standards by producing products that
demonstrate they have acquired content knowledge and cognitive skills that can be transferred to future inquiry experiences.
Throughout the unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential and supporting questions. Students will be engaged in a range of complex texts through the use of text sets that are created
using an anchor text and suggested related texts/resources. Through the utilization of the text sets, students will be able to access more knowledge
and gain a deeper understanding of the content, as well as the skills and strategies needed to engage with the range of complex texts. The text sets
will also provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as
well as multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct
meaning of the big idea.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 2, 7; W: 2; SL: 2, 5; L: 3
Recursive Standards RL & RI: 1, 3, 5, 6, 8, 9, 10; W: 1, 3-10; SL: 1, 3, 4, 6; L: 1, 2, 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.
Novels/Excerpts from Novels:

The Kite Runner

A Thousand Splendid Suns
Novels:
Of Mice and Men
Lexile: 630L
The quantitative Lexile level of 630
reflects the grade band of 2-3. However,
the qualitative review identifies this text
3/22/16 Scope and Sequence
Anthology Selections:

On the Rainy River

Ghost of a Chance

The Artilleryman’s Vision

The Prisoner Who Wore Glasses

They Have Not Been Able/No Han Podido

After the Ball

from Tolerance

Montgomery Boycott

Sit-Ins
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
17
English Language Arts
ENG II
Preparing Career Ready Graduates
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 for grade 10.
To Kill a Mockingbird
Lexile: 870L
The quantitative Lexile level of 870
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 for Grade 10.
Plays:
Twelve Angry Men
Lexile:1200L
9-12 Grade Level Band
The quantitative Lexile level of 1200
reflects the grade band of 9-12 and is
qualitatively complex. Based on these
sets of measures, this text is appropriate
for an anchor text at 10th grade. FUSD
core works.
Expository:
Letter to Birmingham Jail at
Montgomery
Lexile: 980L
The quantitative Lexile level of 980
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 for Grade 10.



From Night
The Balek Scales, Heinrick Boll
Women, Alice Walker
Expository Texts:

Living on the Edge: Confronting Social Injustices by George A.
Marshall

How to Build a Grassroots Movement
http://www.tolerance.org/print/supplement/how-build-grassrootsmovement

Bok, Derek. “Protecting Freedom of Expression on the Campus.” The
Boston Globe, 25 March 1991.

Milena Ateyea Professor Lunsford “A Curse and a Blession”
http://kellygallagher.org/:

“Ending India's Rape Culture" by Naomi Wolf for Al Jazeera

"North Africa: The Next Afghanistan?" The Week

"Three Cases to Watch in the Supreme Court's New Term" The Week,

“The Dying Girl that No One Helped” by London Wainright

The Power of Words in War Time by Robin Tolmach Lakoff

“Racial Injustice in North Carolina”
Racial Injustice in North Carolina

Branko: Return to Auschwitz
http://www.nytimes.com/video/opinion/100000002169843/brank
o-return-to-auschwitz.html

Derek Bok “Protecting Freedom of Expression at Harvard”
http://facstaff.uww.edu/carlberj/Journal2.htm

Student response to Bok Essay
http://bcs.bedfordstmartins.com/everyday_writer/studentwriting/p
df/AteyeaMLAargument.pdf

“I Have a Dream”
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

“Valor 24,” Secretary of Defense Chuck Hagel
http://www.defense.gov/Speeches/Speech.aspx?SpeechID=1836

“Speech to the Iroquois Six Nations,” Red Jacket
http://www.sojust.net/speeches/red_jacket_iroquois.html
Miscellaneous:

"Power of One" (movie) Warner Brothers 1992 and Warner

The rise of the Tea Party
http://www.youtube.com/watch?v=x4n3vsCL384

“12 Years a Slave” (movie)

“Schindler’s List” (movie excerpt/clip)
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.

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.
Product Types:
 Response to literature
 Expository composition
 Analytical composition
Additional Suggested Product Types:







Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Images:

Holocaust images
http://fcit.usf.edu/holocaust/resource/gallery/gallery.htm

Civil Rights Movement images
3/22/16 Scope and Sequence
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
3/22/16 Scope and Sequence
http://www.history.com/topics/black-history/civil-rightsmovement/photos
Political Cartoons about Injustice
https://www.google.com/search?q=political+cartoons+about+injusti
ce&tbm=isch&tbo=u&source=univ&sa=X&ei=PWy3UeXmJ8S4igL_j4C
wCw&ved=0CC0QsAQ&biw=1024&bih=673
19
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Sample Assignment/Task Prompts: Responding to the Conversation
Description: Assignments offer students the opportunity to effectively engage in a conversation by demonstrating competencies in
communicating with attention to the rhetorical situation (i.e. audience, purpose, argument, ethos). Assignments should be crafted to include an
instructional sequence and product that assess students’ acquisition of strategies and skills drawn from the standards. In addition, when
developing assignment prompts, teachers should also consider how engaging in the conversation of various texts/authors requires students to
demonstrate proficiency of these strategies and skills.
**Each AC needs to develop and deliver at least one common assignment, which reflects the two focus standards.
Sample Assignment Prompt Frames

Carefully read the following sources, including the introductory
information for each source. Then synthesize information from at least
three of the sources and incorporate into a coherent, well-developed
essay that identifies the key issues associated with __________(the issue)
and examples the implications. (R1, 2, 3, 4, 5, 6, 7, 8; W2, 4, 5, 7, 9)

Read ____________ (author’s) remarks carefully. The write an essay in
which you analyze the rhetorical strategies __________(the author) uses
to achieve his purpose. Support your analysis with specific references
to the text. (R1, 2, 3, 4, 5, 6, 8; W2, 4, 5, 9)

(Insert optional question) After researching __________ (informational
texts) on __________ (content), write __________ (a report or substitute) in
which you define __________ (term or concept) and explain
__________(content). Support your discussion with evidence from your
research. (R1, 2, 3, 4, 5, 6, 8; W2, 4, 5, 9)

(Insert optional question) After reading __________ (literature or
informational texts) on __________ (content), write __________ (an essay, a
report or substitute) in which you relate how __________ (content).
Support your discussion with evidence from the texts(s). (R1, 2, 3, 4, 5,
6, 8; W2, 4, 5, 9)
3/22/16 Scope and Sequence
Sample Assignment Prompts
Writing Prompt:
After reading To Kill a Mockingbird, Montgomery Boycott, and Sit-Ins write an
essay that defines injustice and examines how a person’s response to it reveals
his/her ethics, morals, and values. (R1, 2, 3, 4, 5, 6, 8; W2, 4, 5, 9)
Mock Trial:
Upon completion of Of Mice and Men and sample readings and research,
organize and present a Mock Trial of George Milton on the charge of homicide.
The trial should examine whether the killing of Lennie Small was an injustice.
Research of the texts must include a written assessment of a character issue or
circumstance. **This assignment will encompass a written component of parts
(witness, defendant, judge, jury, etc.), effort/participation grade, whole class
assessment of the preparation conducted to correctly characterize those
involved in the trail process, a reflection component, as well as the actual 3-day
mock trial (one day defense, one day prosecution, one day summary). (R1, 2, 3,
5, 6, 8; W1, 2, 4, 5, 6, 7, 8, 9)
20
English Language Arts
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Preparing Career Ready Graduates
Unit 4 Overview:
In this unit students will engage in the conversation of “heroes and activism” as they interact with, make meaning of and respond to text
individually, collaboratively and in small group structures. The objective of these experiences is to gain mastery of the standards by producing
products that demonstrate they have acquired content knowledge and cognitive skills that can be transferred to future inquiry experiences.
Throughout the unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential and supporting questions. Students will be engaged in a range of complex texts through the use of text sets that are created
using an anchor text and suggested related texts/resources. Through the utilization of the text sets, students will be able to access more knowledge
and gain a deeper understanding of the content, as well as the skills and strategies needed to engage with the range of complex texts. The text sets
will also provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as
well as multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct
meaning of the big idea.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 8, 9; W: 1; SL: 2, 5; L: 1, 2
Recursive Standards RL & RI: 1-7, 10; W: 2-10; SL: 1, 3, 4, 6; L: 3-6
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.
Extended Texts
Novels:
To Kill a Mockingbird
Lexile: 870L
The quantitative Lexile level of 870
reflects the grade band of 6-8. However,
the qualitative review identifies this text
3/22/16 Scope and Sequence







Idylls of the King, Tennyson
Man of La Mancha, Dale Wasserman
Antigone, Sophocles
Night, Elie Wiesel
Siddhartha, Hermann Hesse
Ender’s Game, Orson Scott Card
Divergent, Veronica Roth
Anthology Selections:



“Girl Trapped in Water for 55 Hours Dies Despite Rescue Attempts,”
Julia Preston
“And of Clay We Are Created,” Isabel Allende
from “Le Morte d’Arthur,” Sir Thomas Malory
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
21
English Language Arts
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Preparing Career Ready Graduates
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 for Grade 10.
Plays:
Antigone
Lexile 1570L
The quantitative Lexile level of 1570
reflects the grade band of 9-10. 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.
Idylls of the King
(Tennyson)
Lexile 1260L
The quantitative Lexile level of 1260
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.
Julius Caesar
Lexile: 1390L
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.







“Sir Launcelot du Lake,” Sir Thomas Malory
from “The Mists of Avalon,” Marion Zimmer Bradley
“The Once and Future Merlin,” Marion Zimmer Bradley
from “The Acts of King Arthur and His Noble Knights,” John Steinbeck
“The Knight,” Adrienne Rich
“The Man in the Water,” Roger Rosenblatt
“Son of the Morning Star. Custer and the Little Bighorn,” Evan S.
Connell
Expository Texts:
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.

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.

Why Edward Snowden is a Hero
http://www.newyorker.com/online/blogs/johncassidy/2013/06/w
hy-edward-snowden-is-a-hero.html

Depression and Migrant Workers
http://learning.blogs.nytimes.com/2010/08/19/teaching-thegrapes-of-wrath-with-the-new-york-times/?_r=0

Economic Conditions
http://learning.blogs.nytimes.com/2010/09/24/onward-andupward-documenting-local-economic-conditions/

How Heroes’ Brains Work
http://www.nytimes.com/roomfordebate/2013/04/21/thebystanders-who-could-be-heroes/the-neuroscience-of-heroism

The Bystanders Who Could Be Heroes
http://www.nytimes.com/roomfordebate/2013/04/21/thebystanders-who-could-be-heroes

Is There a Hero in You?
http://classroom.wsj.com/cre/2012/10/29/is-there-a-hero-in-you/

At the Bar; To Attack A Lawyer In 'To Kill a Mockingbird': An
Iconoclast Takes Aim At A Hero
http://www.nytimes.com/1992/02/28/movies/bar-attack-lawyer-killmockingbird-iconoclast-takes-aim-hero.html

One School Girl's Protest of Seventeen Magazine -- Now 75,000 Strong
http://kellygallagher.org/resources/AoW%2038%20Seventeen%20Magazine.
pdf

“Valor 24,” Secretary of Defense Chuck Hagel
http://www.defense.gov/Speeches/Speech.aspx?SpeechID=1836
Product Types:
 Response to literature
 Analytical composition
 Synthesis composition
 Argumentative/Persuasive composition
Additional Suggested Product Types:







Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Images:


Pre-Raphaelite Art
http://www.tate.org.uk/whats-on/tate-britain/exhibition/preraphaelites-victorian-avant-garde
Dorthea Lange http://www.historyplace.com/unitedstates/lange/
Miscellaneous:
3/22/16 Scope and Sequence
22
English Language Arts
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Preparing Career Ready Graduates

“St. Crispin’s Day Speech” from Shakespeare’s Henry V
monologue and video clip
http://poetry.about.com/library/weekly/blshakespearewar.h
tm &
http://www.americanrhetoric.com/MovieSpeeches/moviespe
echhenryV.html









3/22/16 Scope and Sequence
What is a Hero?
http://www.cbsnews.com/video/watch/?id=4802231n

May the Force be With(in) You
http://learning.blogs.nytimes.com/1999/03/22/may-the-force-bewithin-you/
The Hero’s Journey (Defined)
http://mythologyteacher.com/documents/TheHeroJourney.pdf
The Hero’s Journey Resources
http://www.mythologyteacher.com/The-Hero's-Journey.php
Heroic Acts To Protect The Word 'Hero'
http://www.npr.org/2011/03/10/134387637/heroic-acts-to-protectthe-word-hero
Anti-corruption Heroes
http://www.transparency.org/news/feature/what_does_it_take_to_be_an_
anti_corruption_hero_integrity_awards_2013
CNN Heroes: Everyday People Changing the World
http://www.cnn.com/SPECIALS/cnn.heroes/index.html
Defining a Hero
http://www.cnn.com/2011/12/09/world/cnnheroes-defining-hero
My Hero Project
http://myhero.com/go/home.asp

50 Years of To Kill a Mockingbird
http://learning.blogs.nytimes.com/2010/05/27/50-years-of-to-kill-amockingbird/
Oedipus “Wrecks” Lesson
http://learning.blogs.nytimes.com/2000/10/06/oedipus-wrecks/?_r=0
23
English Language Arts
ENG II
Preparing Career Ready Graduates
Sample Assignment/Task Prompts: Responding to the Conversation
Description: Assignments offer students the opportunity to effectively engage in a conversation by demonstrating competencies in
communicating with attention to the rhetorical situation (i.e. audience, purpose, argument, ethos). Assignments should be crafted to include an
instructional sequence and product that assess students’ acquisition of strategies and skills drawn from the standards. In addition, when
developing assignment prompts, teachers should also consider how engaging in the conversation of various texts/authors requires students to
demonstrate proficiency of these strategies and skills.
**Each AC needs to develop and deliver at least one common assignment, which reflects the two focus standards.
Sample Assignment Prompt Frames

(Insert optional question) After reading __________ (literature or
informational texts), write __________ (an essay or substitute) in which
you address __________ the question and argue __________(content).
Support your position with evidence from the text(s). (R1, 2, 3, 5, 6, 8;
W1, 2, 4, 5, 9)

After reading __________explain the author’s argument and discuss the
extent to which you agree or disagree with his analysis. Support your
position, providing reasons and examples from your own experience,
observations, or reading. (R1, 2, 3, 4, 5, 6, 8; W1, 2, 4, 5, 9)

After thinking about your reading, discussion, and analysis of ___________
(op-ed article) and the letters in response to it, what do you personally
think about __________(the author’s) point? Do you think it is true? Or do
you think he is wrong? Write a letter expressing your viewpoint to the
editor of the newspaper. (R1, 2, 3, 4, 5, 6, 8; W1, 2, 4, 5, 9)
Sample Assignment Prompts
Writing Prompt:
What does it take to be a hero? After reading To Kill a Mockingbird, “Is There a
Hero in You?” and viewing “What is a Hero,” write an essay that addresses the
question and supports your position with evidence from the texts. (R1, 2, 3, 4, 5,
6, 7, 8; W1, 2, 4, 5, 7, 8, 9)
After finishing the novel and completing the readings by Quartz, Cassidy, and
Weeks, construct a well-organized essay establishing your definition of the
word “hero” and arguing how that changes the way we will view traditional
heroes and judge heroism in the future. Be sure to include quotes from the
novel and supplementary texts in your discussion. (R1, 2, 3, 4, 5, 6, 8; W1, 2, 4,
5, 7, 9)
Op-Ed Writing Prompt:
What does it take to be a hero? After reading Of Mice and Men, “The Hero’s
Journey,” and viewing Dorthea Lange’s “On the Move” photos, write an op-ed
article discussing what it means to be a hero and evaluates whether George and
Lenny, and the subjects of Lange’s photos, fit into the idea of the hero’s journey.
Be sure to support your position with evidence from the texts. (R1, 2, 3, 4, 5, 6,
7, 8; W1, 2, 4, 5, 7, 8, 9)
Speech:
Write and present a speech in which you identify an individual that exemplifies
a hero. Your speech should define heroism and how your choice of the
individual reflects the definition. Support your claim with evidence from your
readings. The speech must include the strategic use of rhetorical devices. (R1,
2, 5, 6, 8; W1, 2, 4, 5, 9)
3/22/16 Scope and Sequence
24
Preparing Career Ready Graduates
3/22/16 Scope and Sequence
English Language Arts
ENG II
25