English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
Fresno Unified School District
Anchor Map for TK-12
CCSS ELA, HSS, Science
Anchor Map (TK-12)
Q1
Q2
Q3
Q4
Content
Content varies by subject
and grade.
Content varies by subject
and grade.
Content varies by subject
and grade.
Content varies by subject
and grade.
Anchor Focus Standards
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
Anchor Recursive
Standards
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-9
L: 1, 2, 3, 4, 6
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
W: 2, 3, 4-9, 10
L: 1, 2, 3, 5, 6
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
W: 1, 3, 4-9, 10
L: 1, 2, 4, 5, 6
SL: 1, 3, 4, 6
R: 1, 2, 3, 4, 5, 6, 7, 10
W: 2, 3, 4-9, 10
L: 3, 4, 5, 6
Common Assignment
Prompt [Insert optional
question] After
reading__________ (literature or
informational text/s), write
__________ (product) in which
you explain__________(content).
Support your discussion with
evidence from the text.
Prompt [Insert question]
After
reading__________(literature or
informational text), write
__________ (an essay or
substitute) in which you
address the question and
argue __________ (content).
Support your position with
evidence from the text.
Prompt [Insert optional
question] After reading
__________ (literature or
informational text), write
__________ (a report, essay or
substitute) in which you
analyze __________ (content),
providing examples to clarify
your analysis.
Prompt [Insert optional
question] After reading
__________ (literature or
informational text), write
__________ (an essay or
substitute) in which you
compare __________ (content)
and argue __________ (content).
Support your position with
evidence from the text.
Common Quarterly
Assessments
SBAC Aligned Items and
Extended Response:
R3 & W2
3/22/16 Scope and Sequence
1
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
Quarter 3, Grades 6-12 Content Map
ELA
History/Social Studies
Science
Content
Inquiry and Communication
CA H/SS Content Standards
through the C3 Inquiry Arc
Framework
CA Science Standards and Next
Generation Science Standards
Focus Standards
SL: 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
Prompt [Insert optional question]
After reading __________ (literature or
informational text), write __________ (a
report, essay or substitute) in which
you analyze __________ (content),
providing examples to clarify your
analysis.
Prompt [Insert optional question]
After reading __________ (literature or
informational text), write __________ (a
report, essay or substitute) in which
you analyze __________ (content),
providing examples to clarify your
analysis.
Prompt [Insert optional question]
After reading __________ (literature or
informational text), write __________ (a
report, essay or substitute) in which
you analyze __________ (content),
providing examples to clarify your
analysis.
Recursive Standards
Common Assignment
Common Quarterly Assessment
3/22/16 Scope and Sequence
2
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
Unit 3 Overview
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: 1215-1355L
*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
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
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

“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
Writing & Speaking to Texts
Writing to Learn
Routine writing: Includes short constructed responses
to text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
students’ ability to paraphrase, infer, and ultimately
integrate the ideas they have gleaned from what they
have read.
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Product types: Represent the ability to communicate
through various socially constructed representational
forms.
Examples include:

Composition: Argumentative writing,
informational/explanatory writing, narrative
writing, analytical writing, literary/rhetorical
analysis of text, written response to text.
3
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
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
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:
3/22/16 Scope and Sequence

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”
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/

Discussion: Oral response to text, oral
presentations of arguments/information, group
discussions.

Reflection: Written and oral reflections of
experiences readings, writings, listening,
speaking, and viewing.
Suggested Range of Products:
 Response to literature
 Expository composition
 Analytical composition







Debate
Speech
Essay
Mock Trial
Powerpoint w/accompanying essay
Video
Art project w/accompanying essay
Non-Print Texts:

100 Greatest American Leaders

100 Greatest World Leaders
4
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
“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”

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.

Lexile: Not Available

“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


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/
5
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
The Common Assignment: Responding to the Conversation
Common Assignment Prompt Frame
(Insert optional question) After reading __________(literature or
informational text/s), write __________(a report, an essay or
substitute) in which you analyze __________(content) providing
examples to clarify your analysis.
3/22/16 Scope and Sequence
Sample Common Assignment Prompt
After reading “Adolescence” by Rita Dove, write 2-3 paragraphs in
which you analyze one theme that develops over the course of the
poem providing examples from the text to clarify your analysis,
using precise language and domain specific vocabulary with the
techniques of metaphor and simile.
6
English Language Arts
ELA III, Quarter 3
Preparing Career Ready Graduates
LDC Informational/Explanatory Teaching Task Rubric *Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus. D:
Addresses additional demands
sufficiently.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes a
connection to controlling idea.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea with a
clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors.
Response includes language and tone
appropriate to the audience, purpose,
and specific requirements of the
prompt. Cites sources using an
appropriate format with only minor
errors.
Demonstrates and maintains a well-­­
developed command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone consistently appropriate to
the audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-­­
depth understanding.
Attempts to address prompt,
but lacks focus or is off-­­task.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
3/22/16 Scope and Sequence
7