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 III
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 III
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 III
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 III
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 III
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 III
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 III
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 III
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
Unit Five
American Identity
Culture through
Historical Lens
Leadership
Freedom
Gender
Quarter 1
Big Idea
(the conversation)
Essential Questions
(access to the
conversation)
What does it mean to be
American?
How has the American
Dream evolved?
How do Americans view
themselves? How do
others view Americans?
How do Americans define
themselves as a unique
people?
Quarter 2
How does the culture
within which we are raised
shape our identity, beliefs,
and behaviors?
How does culture and
history shape our worldview?
Quarter 3
How have leaders shaped
our lives?
What makes a good leader?
How have leaders shaped
America and the American
persona?
How have historical events
shaped American and the
American persona?
(access to strategies and
skills)
How do writers use time,
setting, and theme to
develop plot? (R2, 3)
How do individuals, ideas,
or events develop over the
course of the text? (R3)
What effect does the
structure of a text have on
an author’s argument? (R5)
3/22/16 Scope and Sequence
Is anyone truly free? What
helps or inhibits our
freedom?
Is freedom essential to
America and the American
persona?
How have gender
expectations affected us?
Who or what controls an
individual’s life?
How do central ideas and
themes build on one
another? (R2)
How and why do
individuals use the
rhetorical and literary
elements in developing
historical texts to
communicate their
arguments? (R8, 9)
What effect does the
structure of a text have on
theme? (R5)
What effect does the
structure of a text have on
an author’s argument? (R2)
What effect do claims and
evidence have on an
author’s argument? (R8, 9)
How do subjects differ
across mediums? (R7)
How do writers create
valid arguments with
supporting evidence? (8)
How do various individual
authors present the same
events? (R8, 9)
How do the central
ideas/themes develop over
the course of a text? (R2)
What is the effect of point
of view on a text? (R6)
How does word choice
affect meaning and tone?
(R4)
What is freedom worth to
you?
How are our everyday lives
shaped by gender and
gender expectations?
What is the effect of the
rhetorical situation on
“texts” presented through
different mediums? Why
should writers/artists
consider the rhetorical
situation? (R7)
How do writers use satire,
sarcasm, or irony to affect
the meaning of a text? (R4)
How and why do writers
use rhetorical and literary
elements to develop text?
(R4, 5, 6, 9)
What is freedom?
Quarter 4
What responsibilities
accompany freedom?
How are we influenced by
the society in which we
live?
Supporting Questions
Quarter 4
8
English Language Arts
ENG III
Preparing Career Ready Graduates
Unit 1 Overview:
In this unit students will engage in the conversation of “American identity” 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.
Novel Excerpts
 The Joy Luck Club (excerpt)
 Interpreter of Maladies (excerpt)
Anthology Selections
Novels:
The Grapes of Wrath
Lexile: 870L
The quantitative Lexile level of 680
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
3/22/16 Scope and Sequence








Black Elk Speaks
John Smith Letters
Crevecour-Letters from an American Farmer
“Mother Tongue” Amy Tan
Seventeen Syllables by Hisaye Yamamoto
Adolescence—III by Rita Dove
I Stand Here Ironing by Tillie Olsen
Ironing Their Clothes by Julia Alvarez
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
9
English Language Arts
ENG III
Preparing Career Ready Graduates
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
The Great Gatsby
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
The Joy Luck Club
Lexile: 930L
The quantitative Lexile level of 930
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
Short Stories:
“The Devil and Tom Webster”
Lexile: Not available




















Expository/Informational Texts



The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.

Literary Non-Fiction:

I Know Why the Caged Bird Sings
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Letters From an America
Farmer: What is an American?
3/22/16 Scope and Sequence
Chicago by Carl Sandburg
Lucinda Matlock by Edgar Lee Masters
We Wear the Mask by Paul Laurence Dunbar
Sympathy by Paul Laurence Dunbar
Winter Dreams by F. Scott Fitzgerald
America and I by Anzia Yezierska
The New Immigrants by The Americans
In the American Society by Gish Jen
My Father and the Figtree by Naomi Shihab Nye
Refugee Ship by Loma Dee Cervantes
All of the native American traditions pieces: “The World on the Turtle’s
Back”
Song of the Sky Loom
Hunting Song
Coyote Stories
The explorers
The log of Christopher Columbus, La Relacion
Of Plymoth Plantation
I, Too
Harlem
The Weary Blues





“Letters to the Valley, A Harvest of Memories” Masumoto
Obama/Putin NYTimes op-eds about American exceptionalism
“Sikh Army Captain Graduates: Tejeep Singh Rattan Sikh US Army Officer
in Decades” article by Michelle Roberts
http://www.tolerance.org/lesson/changing-demographics-changingidentity-changing-attitudes
Death of A Salesman Expository text links:
http://learning.blogs.nytimes.com/2012/02/16/teaching-death-of-asalesman-with-the-new-york-times/
http://www.nytimes.com/2012/05/03/opinion/death-of-a-salesmansdreams.html?_r=2&
Op-Ed: American identity crisis? What’s an ‘American’ identity?
http://digitaljournal.com/article/264177#ixzz2VSJ3nkIC
Is the US still the land of Opportunity?
http://www.nytimes.com/roomfordebate/2012/01/08/is-the-us-still-aland-of-opportunity
Crossing the Line Between “Immigrant” and “American”
http://www.nytimes.com/roomfordebate/2012/11/15/howimmigrants-come-to-be-seen-as-americans
End-game of the tea party movement
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
10
English Language Arts
ENG III
Preparing Career Ready Graduates
http://www.renewamerica.com/columns/cherry/130607
Letter III
Lexile: 1150L
The quantitative Lexile level of 1150
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Plays:
Non-Print Texts





Death of a Salesman
Lexile: 1320L
The quantitative Lexile level of 1320
reflects the grade band of 11-12 and is
qualitatively complex. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works.

Economics and the American Dream-video
http://www.ted.com/talks/richard_wilkinson.html
Video part 1: What Does it Mean to be an American?
Video part 2: What Does it Mean to be an American?
American Gothic-Homer Winslow
http://www.artic.edu/aic/collections/artwork/6565
Nature and the American Identity
http://xroads.virginia.edu/~cap/nature/cap2.html
Imagining the American West in the Late Nineteenth Century
http://publications.newberry.org/teacherdocs/dcc/doc_downloads/1213%20Stevens%20American%20West.pdf
Raisin in the Sun
Lexile: 970L
The quantitative Lexile level of 970
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
Poetry
“Out, Out”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
“Richard Corey” & “Miniver
Cheevy”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
3/22/16 Scope and Sequence
11
English Language Arts
ENG III
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)
3/22/16 Scope and Sequence
Sample Assignment Prompts
Writing Prompts:
What does it mean to be an American? After reading A Raisin in the Sun, “Sikh Army
Captain Graduates: Tejeep Singh Rattan Sikh US Army Officer in Decades,” and viewing
“Economics and the American Dream”, write a news article from your own perspective
that considers what it means to be an American. What conclusions or implications can
you draw? Cite all three of sources, pointing out key elements from each source. (R1, 2,
3, 5, 6; W1, 2, 4, 5, 9)
Ubi panis ibi patria means “where my bread is earned, there is my country.”
Reflect on this saying. Do you think it is true or untrue? Write an op-ed article
that synthesizes information from at least three texts to support your opinion.
(R1, 2, 4; W1, 2, 4, 5, 9)
12
English Language Arts
ENG III
Preparing Career Ready Graduates
Unit 2 Overview:
In this unit students will engage in the conversation of “culture through historical lens” 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.
Extended Texts






Novels:
The Grapes of Wrath

Lexile: 870L
The quantitative Lexile level of 680
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
3/22/16 Scope and Sequence
Black Boy, Richard Wright
Bless Me, Ultima, Rudolfo Anaya
Young Goodman Brown, Hawthorne
A Respectable Woman, Kate Chopin
The Lottery, Shirley Jackson
How Do I Begin? A Hmong American Literary Anthology (ISBN 978-159714-150-5)
Bamboo Among the Oaks, Mai Neng Moua, editor (ISBN 978-0-87351437-8)
Anthology Selections

“Self-Reliance” (excerpt), Emerson

“Civil Disobedience” (excerpt), Thoreau
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
13
English Language Arts
ENG III
Preparing Career Ready Graduates
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
Huck Finn
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 at 11th grade.
FUSD core works.
The Joy Luck Club
Lexile: 930L
The quantitative Lexile level of 930
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
The Scarlet Letter























Expository/Informational Texts

Lexile: 1420L
The quantitative Lexile level of 1420
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 11th grade. FUSD core
works.
Short Stories:



“Masque of the Red Death”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
3/22/16 Scope and Sequence
“Walden” (excerpt), Thoreau
“On Civil Disobedience,” Gandhi
“Between Heaven and Hell: The Puritan Tradition”
“To My Dear and Loving Husband,” Anne Bradstreet
“Upon the Burning of our House,” Anne Bradstreet
“The Examination of Sarah Good,” Salem Court Documents
“History Clashes with Commercialism,” Craig Wilson
“Sinners in the Hands of an Angry God,” Jonathan Edwards
“The Autobiography of Mark Twain,” Mark Twain
“Life on the Mississippi,” Mark Twain
“The First Jumping Frog,” Mark Twain
“High Horse Courting,” retold through John G. Neihardt
“Black Elk Speaks,” retold through John G. Neihardt
“The Indian and the Hundred Cows,” retold by Jose Griego y Maestas
“I Sit and Look Out” Whitman
“I Hear America Singing” Whitman
“Ending Poem” Morales”
The Declaration of Independence
Letter to the Rev. Samson Occum
Letter to John Adams
Lecture to a Missionary
From Poor Richard’s Almanack
Survival in Auschwitz


Teaching The Crucible with the NYTimes
http://learning.blogs.nytimes.com/2011/05/12/teaching-thecrucible-with-the-new-york-times/?emc=eta1
NYTimes Op-Ed “Salem Revisited”
http://www.nytimes.com/books/00/11/12/specials/millersalemoped.html
Bill of Rights First Amendment
http://www.law.cornell.edu/constitution/constitution.billofrights.ht
m
Telegram from Senator Joseph McCarthy to President Harry S.
Truman and reply
http://www.archives.gov/education/lessons/mccarthytelegram/#documents
Girl Scouts Beliefs and Morals Survey Link: Where do values come
from?
“Bill proposes “scarlet letter” for DUIS…” Yu Nakayama, Seattle
Times, 2-2008
http://seattletimes.nwsource.com/html/politics/2004177709_drunk
driving12m.html
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:




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 III
Preparing Career Ready Graduates
Plays:

The Crucible
Lexile: 1320
The quantitative Lexile level of 1320
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 11th grade. FUSD core
works.
Hamlet
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 11th grade. FUSD core
works.
Expository:
“Civil Disobedience”









Lexile: 1240L

The quantitative Lexile level of 1240
reflects the grade level band of 11-CCR.
The qualitative review also identifies this
text as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.



“Speech to the Virginia
Convention,” Patrick Henry
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Poetry:

Non-Print Texts





“I Hear America Singing”

The qualitative review identifies this text

Lexile: Not Available
3/22/16 Scope and Sequence
“Should Drunken Drivers Have Special Licenses?”
ABC News 3-2008
http://a.abcnews.com/TheLaw/story?id=4149767&page=1
“Is It a Crime to Wear Baggy Pants?” Laura Parker, ABC News, 10-07
http://abcnews.go.com/US/Story?id=3730767&page=1
“Reading Text Messages Violates Students’ Rights, Group Says”, ACLU,
11-07
http://www.aclu.org/studentsrights/gen/33241prs20071127.html
Senator Barack Obama’s Speech on Race
Video and Transcript 3-18-08 .
http://www.huffingtonpost.com/2008/03/18/obama-race-speechread-t_n_92077.html
“On the Damned Human Race” Contributing Editor Mark Twain
http://www.geocities.com/quotequeen81/essays/humanrace.html
Teaching Twain and ‘Huckleberry Finn’ With The New York Times
http://learning.blogs.nytimes.com/2010/12/09/teaching-twain-andhuckleberry-finn-with-the-new-york-times/?_r=0
Hamlet & Depression
http://learning.blogs.nytimes.com/2009/03/12/many-reasons-why/
Teaching Shakespeare With The New York Times
http://learning.blogs.nytimes.com/2010/08/02/teachingshakespeare-with-the-new-york-times/
The Significance of Religion in Hamlet
http://www.academicjournals.org/ijel/PDF/pdf2012/Oct/Alsaif.pdf
Shakespeare’s Therapist
http://www.bard.org/education/studyguides/Hamlet/hamletherapi
st.html
“The Real or Assumed Madness of Hamlet,” Simon Blackmore
“New Words in Hamlet?,” Karen Kay
Excerpt from The Essays of Arthur Schopenhauer, Arthur
Schopenhauer
“Hamlet and His Problems,” T.S. Eliot
“Every Kid Needs a Champion” by Rita Pierson (Ted talk philosophy)
Dulle Griest, Peter Brueghel
Sistine Chapel Mural, Michelangelo
Herblock’s Political Cartoons
http://www.loc.gov/rr/print/swann/herblock/fire.html
Radio Broadcast
This I Believe
“Finding the Strength to Fight Our Fears”
http://thisibelieve.org/dsp_ShowEssay.php?uid=4609
“A Little Outrage Can Take You a Long Way”
http://thisibelieve.org/dsp_ShowEssay.php?uid=2
Ophelia, John Everett Millais (Art) and Ophelia, Henrietta Rae (Art)
15
Preparing Career Ready Graduates
English Language Arts
ENG III
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
“The Raven”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
3/22/16 Scope and Sequence
16
English Language Arts
ENG III
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
Sample Assignment Prompts

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)
How does our culture and history affect our beliefs and behavior? After reading
The Crucible, “Civil Disobedience”, and the First Amendment, write an essay
that addresses the question and support your position with evidence from the
texts. Be sure to acknowledge competing views. (R1, 2, 3, 4, 6, 8, 9; W1, 2, 4, 5,
7, 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)
How does our culture and history affect our beliefs and behavior? After reading
The Crucible, “Civil Disobedience”, and the First Amendment, write a news
article in which you cite strong textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text. Discuss where the
text leaves matters uncertain. (R1, 3, 4, 5, 6, 8, 9; W1, 2, 4, 5, 7, 8, 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)
How does John Proctor’s culture and history affect his beliefs and behavior?
After reading the First Amendment, The Crucible, and viewing Michelangelo’s
Sistine Chapel mural, write an essay that explains John Proctor’s argument in
The Crucible. What evidence does he use to defend his argument? What
conclusions or implications can you draw? Be sure to cite strong textual
evidence from each source to support analysis of what the texts say explicitly as
well as inferences drawn from the texts. Discuss where the text leaves matters
uncertain. (R1, 3, 4, 5, 6, 7, 8, 9; W1, 2, 4, 5, 7, 8, 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
Write a one-act play about a “crucible” moment that illustrates how culture
and/or history shape identity, beliefs, behaviors, and/or world-view. (R1, 5, 6;
W1, 3, 4, 5, 6, 8, 9)
What texts or crucible events have helped shape your beliefs, actions, worldview, and behaviors. (R1, 5, 6; W1, 2, 3, 4, 5, 8, 9)
17
English Language Arts
ENG III
Preparing Career Ready Graduates
Unit 3 Overview:
In this unit students will engage in the conversation of “leadership” 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:
Novels:
1984
Lexile: 1090L
The quantitative Lexile level of 1090
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
3/22/16 Scope and Sequence
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:

“Enemy of the People,” Henrik Ibsen

The Prince, Machiavelli

Black Boy, Richard Wright

Henry V

Julius Caesar

Utopia, Thomas More

Ordinary People, Judith Guest

The Catcher in the Rye, J.D. Salinger

The Red Badge of Courage, Stephen Crane

To Destroy You Is No Loss, Joan Criddle

The Way of the Owl

Night, Elie Weisel

A Tale of Two Cities, Charles Dickens
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
18
English Language Arts
ENG III
Preparing Career Ready Graduates
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core & extended works.
Catcher in the Rye
Lexile: 790L
The quantitative Lexile level of 790
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
The Things They Carried
Lexile: 880L
The quantitative Lexile level of 880
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
Fahrenheit 451
Lexile: 880L
The quantitative Lexile level of 890
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
Plays:
Hamlet
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
3/22/16 Scope and Sequence

“O Captain! My Captain!” Walt Whitman
Anthology Selections:

“Civil Disobedience” (excerpt), Thoreau

“On Civil Disobedience,” Gandhi

from Narrative of the Life of Frederick Douglass, an American Slave

Ballad of Birmingham by Dudley Randall

Stride Towards Freedom, M.L. King Jr.

Necessary to Protect Ourselves, Malcolm X

How it Feels to be Colored Me, Zora Neale Hurston

Wandering, Lanford Wilson

“The Man Who Was Almost a Man,” Richard Wright
Expository Texts:

Gettysburg Address

Why Soldiers Won’t Talk, Steinbeck

Seven Habits of Highly Effective People

The Most Successful Leaders do 15 Things Automatically
http://www.forbes.com/sites/glennllopis/2013/02/18/the-mostsuccessful-leaders-do-15-things-automatically-every-day/

Qualities that Make a Great Leader
http://www.forbes.com/sites/tanyaprive/2012/12/19/top-10qualities-that-make-a-great-leader/

The 21 Indispensable Qualities of a Leader
http://www.ansc.purdue.edu/courses/communicationskills/leaderq
ualities.pdf

Seven Leadership Qualities of Great Leaders
http://www.briantracy.com/blog/leadership-success/the-sevenleadership-qualities-of-great-leaders-strategic-planning/

Chemical Weapons Crisis: Debating the U.S. Response in Syria
http://learning.blogs.nytimes.com/2013/09/10/chemical-weaponscrisis-debating-the-u-s-response-in
syria/?nl=learning&emc=edit_ln_20130912&_r=0

Leadership with You: Case Study: Adolph Hitler
http://www.leadership-with-you.com/adolf-hitler-leadership.html

When Is the Use of Military Force Justified?
http://learning.blogs.nytimes.com/2013/09/10/when-is-the-use-ofmilitary-force-justified/?nl=learning&emc=edit_ln_20130912&_r=0

Ethical Leadership
http://ctb.ku.edu/en/tablecontents/sub_section_main_138.aspx

Teaching Orwell and “1984” with the Times
http://learning.blogs.nytimes.com/2013/02/14/teaching-orwelland-1984-with-the-times/?_r=0

Big Brother vs. Little Brother: Updating Orwell’s “1984”
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
19
English Language Arts
ENG III
Preparing Career Ready Graduates
anchor text at 11th grade. FUSD core
works.
Macbeth

The quantitative Lexile level of 1350
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 11th grade. FUSD core
works.

Lexile: 1350L
Expository:
“Self-Reliance”
Lexile: 1140L
The quantitative Lexile level of 1140
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Poetry:
“At the Justice Department”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
“Mending Wall”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
3/22/16 Scope and Sequence

http://learning.blogs.nytimes.com/2010/10/21/big-brother-vslittle-brother-updating-orwells-1984/
Does the Technology of Orwell’s “1984” really exist?
http://www.wired.com/gadgetlab/2008/02/does-the-techno/
Teaching Civics with the Times
http://learning.blogs.nytimes.com/category/civics/
Hamlet Should be on Stage Not be in the Oval Office
http://www.washingtonpost.com/blogs/rightturn/wp/2013/09/13/hamlet-should-be-on-stage-not-in-the-ovaloffice/
Non-Print Texts:

100 Greatest American Leaders

100 Greatest World Leaders

What Would you Fight For?
https://www.nd.edu/fighting-for/2009/fighting-for-ethicalleadership/

Steve Jobs: How to Live Before You Die
http://www.ted.com/talks/steve_jobs_how_to_live_before_you_die.ht
ml

“Every Kid Needs a Champion” by Rita Pierson (Ted talk philosophy)

“Lost” TV show clips

Ted Talks: Everyday Leadership
http://www.ted.com/talks/drew_dudley_everyday_leadership.html

Leadership Definition
http://www.teamtechnology.co.uk/leadership-basics.html

Herblock’s Political Cartoons
http://www.loc.gov/rr/print/swann/herblock/

Radio Broadcast: This I Believe
“Courage”
http://thisibelieve.org/theme/courage/
“Responsibility”
http://thisibelieve.org/theme/responsibility/

Ethics Visual
http://cdn.i-sight.com/uploads/Ethics-Challenge.jpg

Calisphere: Primary Sources & more
http://www.calisphere.universityofcalifornia.edu/
20
English Language Arts
ENG III
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
Sample Assignment Prompts

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)
Do leaders have to be ethical? After reading Macbeth, an excerpt from The
Prince,” and “The Most Successful Leaders do 15 Things Automatically,” write
an essay that addresses the question and analyzes the idea of successful
leadership. What conclusions or implications can you draw? Cite all three
sources, pointing out key elements from each source. (R1, 2, 3, 5, 6, 7; W1, 2, 4,
5, 7, 8, 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)
After reading from Emerson’s “Self-Reliance,” explain the argument he makes
and analyze his use of syntax, diction, and tone to convey his attitude toward
mankind’s ability to lead himself. (R1, 3, 4, 5, 6; W1, 2, 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
After reading Thoreau’s “Civil Disobedience,” explain the argument he makes
and analyze the rhetorical strategies he employs to convey his attitude toward
the leadership of the American government. (R1, 3, 4, 5, 6; W1, 2, 4, 5, 9)
Using Emerson’s essay “Self Reliance” and other texts we’ve read, write an
essay that synthesizes information from at least three texts for support to
discuss the nature of leadership. Support your position with evidence from the
texts. In addition, you may choose to give examples from past or current events
to illustrate and clarify your position. (R1, 2, 3, 5, 6, 7; W1, 2, 4, 5, 7, 8, 9)
21
English Language Arts
ENG III
Preparing Career Ready Graduates
Unit 4 Overview:
In this unit students will engage in the conversation of “freedom” 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:
Catcher in the Rye
Lexile: 790L
The quantitative Lexile level of 790
reflects the grade band of 4-5. However,
3/22/16 Scope and Sequence












Black Boy, Richard Wright
Henry V
The Awakening, Kate Chopin
Siddhartha, Herman Hesse
Invisible Man, Richard Wright
The Red Badge of Courage, Stephen Crane
To Destroy You Is No Loss
The Way of the Owl
Night, Elie Weisel
Man’s Search for Meaning, Victor Frankel
Their Eyes Were Watching God, Zora Neale Hurston
I Know Why the Caged Bird Sings, Maya Angelou
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
22
English Language Arts
ENG III
Preparing Career Ready Graduates
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
Fahrenheit 451
Lexile: 890L
The quantitative Lexile level of 890
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
The Great Gatsby
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
FUSD core works .
The Things They Carried


Anthology Selections:
























Their Eyes Were Watching God
Lexile: 1080L
The quantitative Lexile level of 1080
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
3/22/16 Scope and Sequence
“On Civil Disobedience,” Gandhi
The Declaration of Independence
“Speech in the Virginia Convention,” Patrick Henry
from the “Declaration of the Rights of Women,” Olympe de Gouges
“Letter to the Rev. Samson Occom,” Phillis Wheatley
“Letter to John Adams,” Abigail Adams
“What is an American”, Crevecoeur
“Lecture to a Missionary,” Red Jacket
from Narrative of the Life of Frederick Douglass, an American Slave
“Ballad of Birmingham” by Dudley Randall
Stride Towards Freedom, M.L. King Jr.
“Necessary to Protect Ourselves,” Malcolm X
“How it Feels to be Colored Me,” Zora Neale Hurston
Wandering, Lanford Wilson
“Frederick Douglas”
“Ballad of Birmingham”
Declaration of Independence
Declaration of the Rights of Woman
Gettysburg Address
Expository Texts:
Lexile: 880L
The quantitative Lexile level of 880
reflects the grade band of 4-5. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.
The Color Purple, Alice Walker
The Scarlet Letter, Nathaniel Hawthorne


Bill of Rights & 1st Amendment
http://www.law.cornell.edu/constitution/billofrights
Court grants First Amendment protection to Facebook 'Like'
http://news.cnet.com/8301-1023_3-57603500-93/court-grantsfirst-amendment-protection-to-facebook-like/
FDR’s Speech on Freedom
http://edsitement.neh.gov/lesson-plan/fdrs-four-freedoms-speechfreedom-fireside
American Civil Liberties Union
https://www.aclu.org/
Freedom of Expression Online: Outlining the First Amendment for
Teenagers
http://learning.blogs.nytimes.com/2011/12/13/freedom-ofexpression-online-outlining-the-first-amendment-for-teenagers/
Do You Know Your First Amendment Rights?
http://learning.blogs.nytimes.com/2011/09/13/do-you-know-yourfirst-amendment-rights/
Name That Freedom
http://www.nytimes.com/2010/10/24/weekinreview/24schwartz.h
tml
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
 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
23
English Language Arts
ENG III
Preparing Career Ready Graduates
for an anchor text at 11th grade. FUSD
core & extended works.

Short Story:

“Why Soldiers Won’t Talk”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Literary Non-fiction:
I Know Why the Caged Bird
Sings
Lexile: 1070L
The quantitative Lexile level of 1070
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core & extended works.







Plays:
Raisin in the Sun
Lexile: 970L
The quantitative Lexile level of 970
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core works.5



Hamlet
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 11th grade. FUSD core
works.
3/22/16 Scope and Sequence



What is Freedom?
http://www.wakingtimes.com/2013/02/21/what-is-freedom/
What Freedom Means to Me
http://onlinephilosophyclub.com/definition-of-freedom.php
Nelson Mandela Reflects on Working Toward Peace
http://www.scu.edu/ethics/architects-of-peace/Mandela/essay.html
Teaching Tolerance: Maya Angelou
http://www.tolerance.org/lesson/maya-angelou
Dialogue of Freedom
http://www.tolerance.org/magazine/number-20-fall2001/feature/dialogue-freedom
Teaching Orwell and “1984”
http://learning.blogs.nytimes.com/2013/02/14/teaching-orwelland-1984-with-the-times/
What George Orwell Wrote, 70 Years Later to the Day
http://www.nytimes.com/2008/08/25/business/media/25orwell.ht
ml
Intelligence for Dummies
http://www.nytimes.com/2013/06/08/opinion/collins-intelligencefor-dummies.html
Battling Memories
http://learning.blogs.nytimes.com/2001/04/30/battling-memories/
One Awful Night in Thanh Phong
http://www.nytimes.com/learning/teachers/featured_articles/2001
0430monday.html
Vietnam Once Again
http://learning.blogs.nytimes.com/2000/04/24/vietnam-onceagain/
Literature of War
http://m.pw.org/content/literature_war?cmnt_all=1
Literary Criticism-Full Metal Jacket: Books are Violent, Too
http://learning.blogs.nytimes.com/1999/06/21/literary-criticism/
http://www.nytimes.com/learning/teachers/featured_articles/1999
0621monday.html
Frequently Banned Books of the 21st Century
http://www.ala.org/bbooks/frequentlychallengedbooks/top10
Nazi-Germany Book Burning
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005852
Ways to Celebrate Banned Books
http://learning.blogs.nytimes.com/2010/09/23/10-ways-tocelebrate-banned-books-week/?_r=0
Non-print Texts:
24
English Language Arts
ENG III
Preparing Career Ready Graduates
Poetry:

“The Raven”
Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.












3/22/16 Scope and Sequence
FDR’s Four Freedoms-Includes Norman Rockwell Four Freedoms
Posters:http://www.archives.gov/exhibits/powers_of_persuasion/fo
ur_freedoms/four_freedoms.html
FDR & Eleanor Roosevelt—The Four Freedoms and Human Rights:
http://www.gwu.edu/~erpapers/humanrights/lessonplans/
FDR’s Four Freedoms Speech: http://edsitement.neh.gov/lessonplan/fdrs-four-freedoms-speech-freedom-fireside#sect-thelesson
Lost Generation
http://www.youtube.com/watch?v=42E2fAWM6rA&feature=related
Whitney Museum: Jacob Lawrence Art
http://whitney.org/Collection/JacobLawrence
Book Burning in History: Martin Luther to Harry Potter
http://www.huffingtonpost.com/2013/05/10/book-burning-inhistory_n_3241108.html
Book Burning Historical Footage
http://www.ushmm.org/wlc/en/media_fi.php?ModuleId=10005852
&MediaId=158
US Foreclosure Victims Threaten Civil Disobedience
http://www.presstv.ir/detail/2013/05/21/304629/us-foreclosurevictims-threaten-civil-disobedience/
The Phoenix or the Resurrection of Freedom
http://www.tate.org.uk/art/artworks/barry-the-phoenix-or-theresurrection-of-freedom-t06572
Freedom Is It!
http://www.tate.org.uk/art/artworks/holzer-no-title-p77393
Norman Rockwell: Four Freedoms
http://www.archives.gov/exhibits/powers_of_persuasion/four_freed
oms/four_freedoms.html
Saturday Evening Post: Norman Rockwell
http://www.saturdayeveningpost.com/2009/01/01/archives/postperspective/rockwells-four-freedoms.html
We Are Each Other’s Business
http://www.npr.org/templates/story/story.php?storyId=4989625
25
English Language Arts
ENG III
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)
3/22/16 Scope and Sequence
Sample Assignment Prompts
Using Thoreau’s essay Civil Disobedience and other texts we’ve read, write an
essay that synthesizes evidence from at least three texts to support your
opinion in answering the following questions: What does freedom mean to you?
What responsibilities accompany freedom? Be sure to support your position
with evidence from Civil Disobedience and at least two other texts from the list.
In addition, you may choose to give examples from past or current events to
illustrate and clarify your position. (R1, 2, 5, 6, 7; W1, 2, 4, 5, 7, 8, 9)
What does FDR's "Four Freedoms" speech reveal about the variety of different
attitudes, priorities, and political philosophies encompassed by the word
"freedom"? (R1, 2, 3, 4, 5, 6, 8, 9; W1, 2, 4, 5, 9)
What is freedom? After reading Thoreau’s “Civil Disobedience,” explain the
argument he makes and analyze the syntax, diction and tone he employs to
convey his attitude toward the meaning of freedom. (R1, 3, 4, 5, 6, 8, 9; W1, 2, 4,
5, 9)
What is freedom? After reading The Things They Carried, “How it Feels to be
Colored Me”, and the First Amendment, write a news article that discusses each
piece’s argument on the meaning of freedom and then argue your position on
the question. Be sure to support your position with evidence from the texts.
(R1, 2, 3, 4, 5, 6, 7, 8, 9; W1, 2, 4, 5, 7, 8, 9)
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English Language Arts
ENG III
Preparing Career Ready Graduates
Unit 5 Overview:
In this unit students will engage in the conversation of “gender” 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
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Novels:
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The Awakening
Lexile: 960L
The quantitative Lexile level of 960
reflects the grade band of 6-8. However,
the qualitative review identifies this text
3/22/16 Scope and Sequence
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Ethan Frome, Edith Wharton
Epic of Gilgamesh, excerpts
12th Night, Shakespeare
“The Storm,” Kate Chopin
http://www.americanliterature.com/author/kate-chopin/shortstory/the-storm
“A Jury of Her Peers,” Susan Glaspel
http://www1.law.umkc.edu/Academic/Spring2011/assignments/Mi
niTerm/AJuryofHerPeers.pdf
A Doll’s House, Henrik Ibsen
Herland, Charlotte Perkins Gilman
The Color Purple, Alice Walker
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
27
English Language Arts
ENG III
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 at 11th grade. FUSD
core & extended works.
Their Eyes Were Watching God
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Lexile: 1080L
The quantitative Lexile level of 1080
reflects the grade band of 9-10. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade. FUSD
core & extended works.
The Scarlet Letter
Lexile: 1420L
The quantitative Lexile level of 1420
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 11th grade. FUSD core
works.
Short Stories:
Anthology Selections:
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Lexile: 920L
Plays:
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Macbeth
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The quantitative Lexile level of 1350
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
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Lexile: 1350L
3/22/16 Scope and Sequence
Author Study (Emily Dickinson)
From “Complaints and Disorders” by Barbara Ehreneich and Deirdre
English
“The Story of an Hour,” Kate Chopin
“The Man Who Was Almost a Man,” Richard Wright
“Mirror,” Sylvia Plath
“Self in 1958,” Anne Sexton
“A Rose for Emily,” William Faulkner
“Teenage Wasteland,” Anne Tyler
“A Mystery of Heroism,” Crane
“The End of Something,” Hemingway
Expository Texts:
“The Yellow Wallpaper”
The quantitative Lexile level of 920
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
Woman Warrior, Maxine Hong Kingston
Their Eyes Were Watching God, Zora Neale Hurston
Glass Menagerie, Tennessee Williams
“Women”, Alice Walker
Excerpt from The Handmaid’s Tale, Margaret Atwood
Poetry Pairing: The Lovesong of Alfred J. Proofrock
http://learning.blogs.nytimes.com/2012/10/04/poetry-pairing-thelove-song-of-j-alfred-prufrock/?_r=0
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Real Boys, Pollack and Pipher
Female Identity and Gender Expectations
http://www.tolerance.org/lesson/female-identity-and-genderexpectations
Excerpt from “A Vindication of the Rights of Women”, Mary
Wollstonecraft
http://www.academia.edu/3845786/Mary_Wollstonecrafts_A_Vindic
ation_of_the_Rights_of_Woman_as_a_Feminist_Critique_of_Male_Defini
tions_of_Civilization
Thoughts on Peace During an Air Raid - Virginia Woolf
http://www.ibiblio.org/sally/Thoughts_on_Peace.html
Looking for Zora, Alice Walker
“A Room of One’s Own”, Virginia Woolf
http://www.haverford.edu/psych/ddavis/psych214/woolf.room.ht
ml#ssister
14th Amendment
http://www.law.cornell.edu/constitution/amendmentxiv
Reviving Ophelia, Mary Pipher
The Good Wife’s Guide
http://diversitychronicle.wordpress.com/2013/06/03/the-goodwifes-guide-from-housekeeping-monthly-51355-reprinted/
The Search for Masculinity
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.
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Reflection: Written and oral reflections of
experiences readings, writings, listening,
speaking, and viewing.
Product Types:
 Response to literature
 Analytical composition
 Synthesis composition
 Argumentative/Persuasive composition
Additional Suggested Product Types:
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Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
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English Language Arts
ENG III
Preparing Career Ready Graduates
measures, this text is appropriate for an
anchor text at 11th grade. FUSD core
works.
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Poetry:
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Lexile: 910L

“The Love Song of J. Alfred
Prufrock”
The quantitative Lexile level of 910
reflects the grade band of 6-8. However,
the qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
“I Cannot Live with You”
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Lexile: Not Available
The qualitative review identifies this text
as very complex due to meaning and
purpose, historical knowledge demands,
and language features. Based on these
sets of measures, this text is appropriate
for an anchor text at 11th grade.
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3/22/16 Scope and Sequence
http://www.pbs.org/parents/raisingboys/masculinity.html
“Understanding & Raising Boys: Emotionally Strong Boys”
http://www.pbs.org/parents/raisingboys/emotion.html
”Why Boys Don’t Play With Dolls”
http://www.nytimes.com/1995/10/08/magazine/hers-why-boysdon-t-play-with-dolls.html
“I Want a Wife,” Judy Brady
http://www.columbia.edu/~sss31/rainbow/wife.html
Women’s Right to Vote, S.B. Anthony
http://www.fordham.edu/halsall/mod/1873anthony.asp
Why Aren’t There More Girls in Leadership Roles?
http://learning.blogs.nytimes.com/2013/04/17/why-arent-theremore-girls-in-leadership-roles/?_r=0
“How to Change the Status Quo for Gender Roles: Change Rituals and
Behavior”
http://www.nytimes.com/roomfordebate/2011/07/05/how-canwe-get-men-to-do-more-at-home/how-to-change-the-status-quo-ofgender-roles
“Defining ‘Submissive’ in the Vocabulary Choices of Women,” Gabby
Reece
http://parenting.blogs.nytimes.com/2013/05/14/definingsubmissive-in-the-vocabulary-of-womens-choices/
Redefining Gender Roles in Combat
http://atwar.blogs.nytimes.com/2010/05/29/redefining-genderroles-in-combat/?_r=0
Why Gender Equity Stalled
http://www.nytimes.com/2013/02/17/opinion/sunday/whygender-equality-stalled.html?pagewanted=all
Shadow Victims: There might be as many underage boys trafficked in
the U.S. as girls—so why is nobody talking about them?
http://www.thedailybeast.com/witw/articles/2013/09/16/combatt
ing-the-hidden-scourge-of-boys-in-the-sex-industry.html
“Sworn to Virginity and Living as Men in Albania”
http://www.nytimes.com/2008/06/23/world/europe/23ihtvirgins.4.13927949.html?pagewanted=all
Being a Man
http://arielstess.files.wordpress.com/2013/01/being-a-man-bypaul-theroux.pdf
What Happens if: Using Role Plays to Understand how Gender
Stereotypes Affect our Lives
http://www.tolerance.org/lesson/what-happens-if-using-role-playsunderstand-how-gender-stere
Gender Bias in the Media
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English Language Arts
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Preparing Career Ready Graduates
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http://www.forbes.com/sites/meghancasserly/2012/12/06/geenadavis-and-google-gender-bias-in-media-girls-stem/
Experts Say Fairy Tales Not So Happy After All
http://www.purdue.edu/uns/html4ever/031111.Grauerholz.tales.ht
ml
Literature of Prescription: Charlotte Perkins Gilman and “The Yellow
Wallpaper”
http://www.nlm.nih.gov/literatureofprscription/b1Literature.html
The Woman Question
http://www.nlm.nih.gov/literatureofprescription/b2Question.html
The Rest Cure: Gender in Literature and Medicine
http://www.nlm.nih.gov/literatureofprescription/education/c2High
SchoolEnglish.html
Text to Text: The Scarlet Letter and Sexism and the Single Murderess
http://learning.blogs.nytimes.com/2013/09/26/text-to-text-thescarlet-letter-and-sexism-and-the-singlemurderess/?nl=learning&emc=edit_ln_20130926&_r=0
Non-print Text:
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3/22/16 Scope and Sequence
Debunking Gender Stereotypes
http://videos.huffingtonpost.com/debunking-gender-stereotypes304232946
Killing Us Softly: Advertisings Image of Women (short video)
http://www.mediaed.org/cgibin/commerce.cgi?preadd=action&key=241
Tough Guise (6 min. video)
http://www.mediaed.org/cgibin/commerce.cgi?preadd=action&key=211
Boys to Men? (6 min. video)
http://www.mediaed.org/cgibin/commerce.cgi?preadd=action&key=228
Why Boy’s Don’t Play with Dolls (3 mi. video)
http://www.youtube.com/watch?v=GbLuldzDudw
30
English Language Arts
ENG III
Preparing Career Ready Graduates
Sample Assignment 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)
3/22/16 Scope and Sequence
Sample Assignment Prompts
Does Elliot’s text challenge or conform to social and cultural expectations about
gender? After reading “The Lovesong of Alfred J. Prufrock,” and the definition of
gender stereotypes, write an essay that addresses the question and supports
your position with evidence from the texts. Be sure to acknowledge competing
views. Give examples from past or current events or issues to illustrate and
clarify your position. (R1, 2, 3, 5, 6; W1, 2, 4, 5, 7, 8, 9)
How have gender expectations changed over the last 100 years? After reading,
“The Yellow Wallpaper,” “Self in 1958,” and viewing Killing us Softly, write an
Op-Ed article that discusses and evaluates the changes in gender expectations.
Be sure to support your position with evidence from all three texts. (R1, 3, 5, 6,
7; W1, 2, 4, 5, 7, 8, 9)
How does gender stereotyping influence how we look at and understand
others? After reading Macbeth, “The Search for Masculinity,” and viewing Tough
Guise, write an essay that addresses the question and supports your position
with evidence from the texts. Be sure to acknowledge any competing views.
(R1, 3, 5, 6, 7; W1, 2, 4, 5, 7, 8, 9)
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Preparing Career Ready Graduates
3/22/16 Scope and Sequence
English Language Arts
ENG III
32