Curriculum Map: 11 Grade ELA Curriculum Map Course: Grade 11 ELA Sub-topic: Uncategorized Grade(s): 11 Unit: 11 Grade Unit 1 Establishing a Community of Readers and Writers Subject: Language Arts Timeline: 8 Weeks Purpose: To gain different perspectives by reading across a variety of texts, formats, and mediums. Stage One - Desired Results Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers deepen their understanding of text as a result of participating in a community of readers and writers. Learning Targets: Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Questions 1-What supports my growth as an independent reader, writer, and thinker? Essential Question 2 -How do literacy structures, strategies, and routines in the classroom support thinking and learning?essential Question 3-How does the learner use listening, speaking, reading, and writing to acquire and demonstrate literacy? I can determine a distinct purpose for reading. I can set grade appropriate (self-monitoring) goals for reading. I can select texts from a wide variety of genres and text types for independent reading. (1.2.11-12.L/1.3.11-12.K) I can read grade-level texts independently and proficiently. (1.2.11-12.L/1.3.11-12.K) I can initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues. (1.5.11-12.A) I can build on others ideas and expressing their own clearly and persuasively. (1.5.11-12.A) I can participate in a collaborative discussion by persuading another with facts, persuasive techniques, and respect. (1.5.11-12.A) I can participate in a collaborative discussion by using text based evidence. (1.5.11-12.A) STANDARDS STATE: PA Core Standards (2014) CC.1.2.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate
CC.1.2.11-12.K CC.1.2.11-12.L CC.1.3.11-12.B CC.1.3.11-12.I CC.1.3.11-12.J CC.1.3.11-12.K CC.1.4.11-12.S CC.1.5.11-12.A CC.1.5.11-12.B CC.1.5.11-12.D CC.1.5.11-12.E CC.1.5.11-12.G independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Demonstrate command of the conventions of standard English when speaking based on Grades 11 12 level and content.
Unit: 11 Grade Unit 2 Navigating and Understanding Informational Text Subject: Language Arts Timeline: 8 Weeks Purpose: The purpose of the Navigating & Understanding Informational Text Module is to gain and expand knowledge of literary structures and strategies necessary to critically read and analyze informational texts. Stage One - Desired Results Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers navigate, understand, and respond to informational text to gain and expand their knowledge of the world. Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1 - How does the genre of a text influence how the text should be read? Essential Question 2 - How do strategic readers create meaning from informational text? Essential Question 3 - What is the text about? Essential Question 4 - How does the author s craft and structure contribute to the meaning of the text? Essential Question 5 - How does the reader s interaction with text promote thinking and response? Essential Question 6-How do speaking, listening, reading, and writing allow for processing understanding of a text, topic, and/or issue? Learning Targets: I can establish a specific purpose for reading informational or literary non-fiction text. (1.2.11-12.L) I can adjust my reading based on my knowledge of text genre to read and comprehend grade level text independently. I can choose flexibly from a range of strategies and tools to create meaning from informational or literary non-fiction text. (1.2.11-12.K) I can acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level. (1.2.11-12.J). I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrases important to the overall meaning of the text. (1.2.11-12.J) I can choose flexibly from a range of strategies and tools to clarify the meaning of unknown and multiple meaning words and phrases. (1.2.11-12.K) I can determine and analyze the relationship between two or more central ideas of a text. (1.2.11-12.A)
I can analyze the development and interaction of the central ideas of a text. (1.2.11-12.A) I can provide an objective summary of a text. (1.2.11-12.A) I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. (1.2.11-12.B) I can cite strong and thorough textual evidence to support the inferences and conclusions based on the author s (1.2.11-12.B) I can analyze the interaction and development of a complex set of ideas or sequence of events over the course of the text. (1.2.11-12.C) I can analyze the interaction and development of specific individuals over the course of the text. (1.2.11-12.C) I can evaluate how the author s point of view or purpose shapes the content of a text. (1.2.11-12.D) o I can evaluate how the author s point of view or purpose shapes the style of a text. (1.2.11-12.D) o I can analyze the structure of the exposition or argument. (1.2.11-12.E) o I can analyze the points an author makes in an exposition or argument. (1.2.11-12.E) o I can analyze and evaluate the effectiveness of the structure the author uses in his/her exposition or argument. (1.2.11-12.E) o I can analyze and evaluate whether the text structure the author uses to make points is clear, convincing, and engaging. (1.2.11-12.E) o I can evaluate how words and phrases shape meaning and tone in texts. (1.2.11-12.F) o I can evaluate elements of the text as well as the meaning of the work as a whole to enhance and defend my understanding of the text. (1.5.11-12.D) I can analyze seminal texts for their reasoning, premises, purposes, and arguments. (1.2.11-12.H) I can analyze foundational US documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. (1.2.11.I) I can analyze foundational world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. (1.2.11-12.I) I can cite strong and thorough textual evidence to support my thinking about the text. (1.2.11-12.B)I can integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally). (1.5.11-12.C)I can make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.(1.5.11-12.c) STANDARDS STATE: PA Core Standards (2014) CC.1.2.11-12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction CC.1.2.11-12.B CC.1.2.11-12.C CC.1.2.11-12.D CC.1.2.11-12.E of the central ideas; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. Evaluate how an author s point of view or purpose shapes the content and style of a text. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CC.1.2.11-12.F CC.1.2.11-12.H CC.1.2.11-12.I CC.1.2.11-12.K CC.1.2.11-12.L CC.1.5.11-12.A CC.1.5.11-12.B CC.1.5.11-12.C CC.1.5.11-12.D CC.1.5.11-12.E CC.1.5.11-12.G Evaluate how words and phrases shape meaning and tone in texts. Analyze seminal texts based upon reasoning, premises, purposes, and arguments. Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Demonstrate command of the conventions of standard English when speaking based on Grades 11 12 level and content.
Unit: 11 Grade Unit 3 Understanding and Interpreting Literature Subject: Language Arts Purpose: The purpose of the Understanding and Interpreting Literature Module is to gain and expand knowledge of literary structures and strategies necessary to critically read and analyze literature. Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers understand, interpret, and respond to literature to gain an understanding of themselves and others. Stage One - Desired Results Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1- How does the genre of a text influence how the text should be read? Essential Question 2- How do strategic readers create meaning from literature? Essential Question 3 - What is this text about? Essential Question 4 - How does the author s craft and structure contribute to the meaning of the text? Essential Question 5 - How does the reader s interaction with text promote thinking and response? Learning Targets: I can establish a specific purpose for reading literature. (1.3.11-12.K) I can adjust my reading based on my knowledge of text genre to read and comprehend grade level text independently. (1.3.11-12.K) I can choose from a range of strategies and tools to independently create meaning from literature. (1.3.11-12.I). I can choose from a range of strategies and tools to clarify the meaning of unknown and multiple meaning words and phrases. (1.3.11-12.I). I can evaluate how words and phrases shape meaning in texts (1.3.11-12.F) I can acquire and accurately use general academic and domain specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level. (1.3.11-12.J) I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to the overall meaning of the text. (1.3.11-12.J) I can determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central themes. (1.3.11-12.A) I can provide an objective summary of a text. (1.3.11-12.A) I can cite strong and thorough textual evidence to support analysis of what the text says
explicitly. (1.3.11-12.B) I can cite strong and thorough textual evidence to make conclusions based on and related to the author s assumptions and beliefs about a subject. (1.3.11-12.B) I can analyze the impact of the author s choices in developing the story or drama. (1.3.11-12.C) I can evaluate how an author s point of view or purpose shapes the content and style of a text. (1.3.11-12.D) I can evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. (1.3.11-12.E) I can evaluate how words and phrases shape meaning and tone in texts. (1.3.11-12.F) I can evaluate elements of the text as well as the meaning of the work as a whole to enhance and defend my understanding of the text. (1.5.11-12.D) I can cite textual evidence to support and defend my thinking about the text. (1.3.11-12.B) STANDARDS STATE: PA Core Standards (2014) CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the CC.1.3.11-12.B CC.1.3.11-12.C CC.1.3.11-12.D CC.1.3.11-12.E CC.1.3.11-12.F CC.1.3.11-12.I CC.1.3.11-12.J CC.1.3.11-12.K CC.1.5.11-12.A CC.1.5.11-12.B text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama. Evaluate how an author s point of view or purpose shapes the content and style of a text. Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. Evaluate how words and phrases shape meaning and tone in texts. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone.
Unit: 11 Grade Unit 4 Comparing Between and Among Texts Subject: Language Arts Timeline: 8 Weeks Purpose: The purpose of the Comparing Between and Among Texts learning module is to empower students to examine and synthesize information and viewpoints from all varieties of media to deepen understanding of a theme, topic, or issue. Stage One - Desired Results Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers refine their thinking and deepen their understanding by exploring a variety of text and media. Learning Targets: Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1 - What do readers gain from critically evaluating a variety of texts, formats, and mediums? Essential Question 2 -How does analyzing a variety of perspectives deepen and refine thinking and learning? Essential Question 3 - How does the author s craft and structure differ among texts and contribute to the meaning? Essential Question 4 - What do readers gain from analyzing and synthesizing evidence from multiple texts? Essential Question 5 - What is the most effective and engaging way to present acquired learning? I can make relevant connections within and among texts to deepen my understanding. I can evaluate the advantages and disadvantages of presenting a topic through different mediums. (1.3.11-12.G) I can compare the accuracy and validity of the text and other mediums to be a critical consumer. (1.2.11-12.G) I can evaluate multiple sources of information from multiple formats to address a question or solve a problem. (1.2.11-12.G) I can analyze influential U.S. documents for their themes, purposes and rhetorical features. (1.2.11-12.I) I can evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. (1.3.11-12.E) I can integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (1.2.11-12.G) I can analyze how multiple interpretations of a subject were influenced by the source material. (1.3.11-12.G )
I can demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. (1.3.11-12.H) I can integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (1.5.11-12.C) I can ensure that the organization, development, substance, and style of the presentation are appropriate to purpose, audience, and task. (1.5.11-12.D) I can make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. (1.5.11-12.F) STANDARDS STATE: PA Core Standards (2014) CC.1.2.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions CC.1.2.11-12.D CC.1.2.11-12.F CC.1.2.11-12.G CC.1.2.11-12.H CC.1.2.11-12.I CC.1.2.11-12.J CC.1.2.11-12.K CC.1.2.11-12.L CC.1.3.11-12.B CC.1.3.11-12.D CC.1.3.11-12.E CC.1.3.11-12.F Evaluate how an author s point of view or purpose shapes the content and style of a text. Evaluate how words and phrases shape meaning and tone in texts. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Analyze seminal texts based upon reasoning, premises, purposes, and arguments. Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions Evaluate how an author s point of view or purpose shapes the content and style of a text. Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.11-12.G CC.1.3.11-12.I CC.1.3.11-12.J CC.1.3.11-12.K CC.1.5.11-12.A CC.1.5.11-12.B CC.1.5.11-12.C CC.1.5.11-12.D CC.1.5.11-12.E CC.1.5.11-12.F Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.