Download Common Core Transition ELA Map Standards for Reading, Writing

 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 `
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other
and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Denotes Stand or Standard from the Kansas 15%
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9–10 Text Exemplars
http://rapgenius.com/albums/Common-core-standards-initiative/Text-exemplars-and-sample-performance-tasks
http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/exemplar/ela.pdf
Have class set
Have single copy
Only available in print
Stories
Homer. The Odyssey
Ovid. Metamorphoses
Gogol, Nikolai. “The Nose.”
De Voltaire, F. A. M. Candide, Or The Optimist
Turgenev, Ivan. Fathers and Sons
Henry, O. “The Gift of the Magi.”
Kafka, Franz. The Metamorphosis
Steinbeck, John. The Grapes of Wrath (PDF on file)
Bradbury, Ray. Fahrenheit 451
Olsen, Tillie. “I Stand Here Ironing.”
Achebe, Chinua. Things Fall Apart
Lee, Harper. To Kill A Mockingbird (PFD on file: Scribd)
Shaara, Michael. The Killer Angels Review (Audio link on file from Scribd)
Tan, Amy. The Joy Luck Club (PFD on file: Scribd)
Álvarez, Julia. In the Time of the Butterflies
Zusak, Marcus. The Book Thief
Drama.
Sophocles. Oedipus Rex.
Shakespeare, William. The Tragedy of Macbeth.
Ibsen, Henrik. A Doll’s House
Williams, Tennessee. The Glass Menagerie
Ionesco, Eugene. Rhinoceros
Fugard, Athol. “Master Harold”…and the boys.
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Poetry
Shakespeare, William. “Sonnet 73.”
Donne, John. “Song.”
Shelley, Percy Bysshe. “Ozymandias.”
Poe, Edgar Allan. “The Raven.”
Dickinson, Emily. “We Grow Accustomed to the Dark.”
Houseman, A. E. “Loveliest of Trees.”
Johnson, James Weldon. “Lift Every Voice and Sing.”
Cullen, Countee. “Yet Do I Marvel.”
Auden, Wystan Hugh. ”Musée des Beaux Arts.”
Walker, Alice. “Women.”
Baca, Jimmy Santiago. “I Am Offering This Poem to You.”
Informational Texts: English Language Arts
Henry, Patrick. “Speech to the Second Virginia Convention.”
Washington, George. “Farewell Address.”
Lincoln, Abraham. “Gettysburg Address.”
Lincoln, Abraham. “Second Inaugural Address.” 175
Roosevelt, Franklin Delano. “State of the Union Address.”
Hand, Learned. “I Am an American Day Address.”
Smith, Margaret Chase. “Remarks to the Senate in Support
of a Declaration of Conscience.”
King, Jr., Martin Luther. “Letter from Birmingham Jail.”
King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C., for Civil Rights on August 28, 1963.”
Angelou, Maya. I Know Why the Caged Bird Sings
Wiesel, Elie. “Hope, Despair and Memory.”
Reagan, Ronald. “Address to Students at Moscow State University.”
Quindlen, Anna. “A Quilt of a Country.”
Informational Texts: History/Social Studies
Brown, Dee. Bury My Heart at Wounded Knee:
An Indian History of the American West
Connell, Evan S. Son of the Morning Star: Custer and the Little Bighorn
Gombrich, E. H. The Story of Art, 16th Edition
Kurlansky, Mark. Cod: A Biography of the Fish That Changed the World
Haskins, Jim. Black, Blue and Gray: African Americans in the Civil War
Dash, Joan. The Longitude Prize
Thompson, Wendy. The Illustrated Book of Great Composers
Mann, Charles C. Before Columbus: The Americas of 1491
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Informational Texts: Science, Mathematics, and Technical Subjects (STEM)
Euclid. Elements
Cannon, Annie J. “Classifying the Stars.” Lesson plan
Walker, Jearl. “Amusement Park Physics.”
Preston, Richard. The Hot Zone: A Terrifying True Story
Devlin, Keith. Life by the Numbers
Hoose, Phillip. The Race to Save Lord God Bird
Hakim, Joy. The Story of Science: Newton at the Center
Nicastro, Nicholas. Circumference: Eratosthenes and the Ancient Quest to Measure the Globe
U.S. Environmental Protection Agency/U.S. Department of Energy. Recommended Levels of Insulation
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Common Core (2011-10-14). Common Core Curriculum Maps
in English Language Arts, Grades 9-12 (Kindle Locations 798-799). Wiley. Kindle Edition.
Suggested Works Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Location 797). Wiley. Kindle Edition.
9th Grade – Unit 1: Short Stories: “The Gift of the Magi” (O. Henry) (E) “The Overcoat” (Nikolai Gogol) (EA) “The Most Dangerous Game” (Richard Connell) “The Kitchen
Boy” (Alaa Al Aswany) “The Secret Life of Walter Mitty” (James Thurber) (EA) “The Cask of Amontillado” (Edgar Allan Poe) (EA) “The Black Cat” (Edgar Allan Poe) (EA)
“The Tell-Tale Heart” (Edgar Allan Poe) (EA) “The Scarlet Ibis” (James Hurst) “Everyday Use” (Alice Walker) (EA) “The Minister's Black Veil” (Nathaniel Hawthorne) (EA)
“How Much Land Does a Man Need?” (Leo Tolstoy) Points of View: An Anthology of Short Stories (James Moffett and Kenneth L. McElheny, eds.) (1968 edition) Drinking
Coffee Elsewhere: Stories (ZZ Packer) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 801-815). Wiley.
Kindle Edition.
Art, Music, and Media Art Michelangelo, The Creation of Adam, Sistine Chapel (c. 1511) Sultan Muhammad, From a Khamsa of Nizamia (1539–1543) Jacob Lawrence,
On The Way (1990) Emanuel Leutze, Washington Crossing the Delaware (1851) Pablo Picasso, Young Acrobat on a Ball (1905) Tina Barney, Marina's Room (1987)
Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 818-832). Wiley. Kindle Edition.
Music and Lyrics “Clothesline Saga” (Bob Dylan) “Me and Bobby McGee” (Kris Kristofferson and Fred Foster) “Peter and The Wolf” (Sergei Prokofiev) “The Bonnie
Lass o' Fyvie” (“Peggy-O”) “Variations on an Original Theme ('Enigma')” (Edward Elgar) Common Core (2011-10-14). Common Core Curriculum Maps in English
Language Arts, Grades 9-12 (Kindle Locations 835-841). Wiley. Kindle Edition.
9th Grade – Unit 2: The Novel:
Alternative Selections for Unit 2
*The Killer Angels (Michael Shaara) (E) *All Quiet on the Western Front (Erich Maria Remarque) *The Color Purple (Alice Walker) (EA) *Of Mice and Men (John
Steinbeck) (EA)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Informational Texts *Brother, Can You Spare a Dime? The Great Depression of 1929–1933 (Milton Meltzer)
*Only Yesterday (Frederick Lewis Allen) (excerpts, e.g., *Chapters XII through XIV) First Inaugural Speech, March 4, 1933 (Franklin D. Roosevelt)
*Memoir/Essay (to accompany The Color Purple) “In Search of Our Mothers' Gardens” (Alice Walker) (EA)
Art Selected photographs by Dorothea Lange, taken for the Farm Security Administration during the Great Depression (Library of Congress) “America from the Great
Depression to World War II: Photographs from the Common Core (2011-10-14).
Film
Robert Mulligan, dir., To Kill a Mockingbird (1962)
9th Grade – Unit 3: Poetry
Literary Texts: “Ozymandias” (Percy Bysshe Shelley) (E), “The Raven” (Edgar Allan Poe) (E), Sonnet 73 (William Shakespeare) (E), “We Grow Accustomed to the
Dark” (Emily Dickinson) (E), “Mending Wall” (Robert Frost) (E) (This is a CCSS exemplar text for grades 11 and 12.), “Homecoming” (Julia Alvarez) (EA), “Love Is”
(Nikki Giovanni) (EA), “A Lemon” (Pablo Neruda) (EA), “Saturday's Child” (Countee Cullen) (EA), “Dream Variations,” “In Time of Silver Rain” (Langston Hughes)
(EA), “I Ask My Mother to Sing,” “The Gift” (Li-Young Lee), “Phantom Limbs” (Anne Michaels), Psalm 96 (King James Bible), “Lord Randall” (Anonymous),
“Campo di Fiori” (Czeslaw Milosz); “The Darkling Thrush” (Thomas Hardy), “Poetry” (Marianne Moore), “Elegy Written in A Country Churchyard” (Thomas
Gray), “The Sound of the Sea” (Henry Wadsworth Longfellow) (EA), “I Wandered Lonely as a Cloud” (William Wordsworth), “The Lady of Shalott” (Alfred, Lord
Tennyson) “Bogland,” “Digging,” and/or “The Underground” (Seamus Heaney), “The Reader,” “In Trackless Woods” (Richard Wilbur), “Walking Distance” (Debra
Allbery), “Morning Glory” (Naomi Shihab Nye), Haiku selections
Music: Giacomo Puccini, “Un bel di, vedremo” (Madama Butterfly, 1904), Giacomo Puccini, “O mio babbino caro” (Gianni Schicchi, 1918)
9th Grade – Unit 4: Drama
Romeo and Juliet (William Shakespeare) (E) Antigone (Sophocles) (EA) Oedipus the King (Sophocles) (E) Informational Texts Poetics (Aristotle) (excerpt on comedy
and tragedy) “The Visual Artistry of Romeo and Juliet” (James Black) (Studies in English Literature, 1500–1900, Vol. 15, No. 2, Spring 1975: 245–256) Art, Music, and
Media Art Pablo Picasso, The Tragedy (1903) Michelangelo Merisi da Caravaggio, The Death of the Virgin (1604–1606) Artemisia Gentileschi, Judith and Her
Maidservant with the Head of Holofernes (1625) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle
Locations 1944-1960). Wiley. Kindle Edition.
9th Grade – Unit 5: Epic Poetry
Literary Texts None for this unit
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Informational Texts Memoirs One Writer's Beginnings (Eudora Welty) A Childhood: The Biography of a Place (Harry E. Crews) Running in the Family (Michael
Ondaatje) “A Four Hundred Year Old Woman” (Bharati Mukherjee) “In Search of Our Mothers' Gardens” (Alice Walker) (EA) The Woman Warrior: Memoirs of a
Girlhood Among Ghosts (Maxine Hong Kingston) “Learning to Read and Write” (Frederick Douglass) (EA) Notes of a Native Son (James Baldwin) “A Sketch of the
Past” (Virginia Woolf) Essay Life on the Mississippi (Mark Twain) (EA) (excerpts) Speeches “Second Inaugural Address” (Abraham Lincoln) (E) “Gettysburg Address”
(Abraham Lincoln) (E) “Address at the March on Washington” (Martin Luther King Jr.) (E) “Letter from a Birmingham Jail” (Martin Luther King Jr.) (E) Nobel
Prize Acceptance Speech, 1949 (William Faulkner) (EA) “Sinews of Peace Address” (Winston Churchill) “Brandenburg Gate Address” (June 12, 1987) (Ronald Reagan)
“Letter to Albert G. Hodges” Essays “Politics and the English Language” (George Orwell) (E) (This is a CCSS exemplar text for grades 11 and 12.) “The Lost
Childhood” (Graham Greene) Excerpts from The 100 Most Influential Books Ever Written: The History of Thought from Ancient Times to Today (Martin SeymourSmith) “Lear, Tolstoy, and The Fool” (George Orwell) “Avant-Garde and Kitsch” (Clement Greenberg) “Preface to Lyrical Ballads” (William Wordsworth) “Lincoln
and the Gettysburg
Art, Music, and Media Art Vincent van Gogh, Self-Portrait (1889) Jan van Eyck, Self-Portrait (1433) Albrecht Dürer, Self-Portrait at the age of 13 (1484) Leonardo da
Vinci, Possible Self-Portrait of Leonardo da Vinci (ca.1513) Rembrandt van Rijn, Self-Portrait at an early age (1628) Rembrandt van Rijn, Self-Portrait at the Age of 63
(1669) Artemisia Gentileschi, Self-Portrait as the Allegory of Painting (1638–1639) Jacob Lawrence, Self-Portrait (1977) Gustave Courbet, The Desperate Man (selfportrait) (1843) Louisa Matthíasdóttir, Self-Portrait with Dark Coat (no date) Francis Bacon, Self-Portrait (1973) Balthus, Le roi des chats (The king of cats)
9th Grade – Unit 6: Literary Nonfiction
10th Grade – Unit 1
Literary Texts Note: Texts can be combined in a number of ways. Students, for example, can read either one mid-length novel or two short novels, in addition to a play,
a selection of poems by various authors, and a nonfiction essay. Novels Chile The House of the Spirits (Isabel Allende and Magda Bogin, trans.) Mexico The Underdogs:
A Novel of the Mexican Revolution (Mariano Azuela and Sergio Waisman, trans.) The Book of Lamentations (Rosario Castellanos) Like Water for Chocolate (Laura
Esquivel and Thomas Christensen, trans.) The Old Gringo (Carlos Fuentes and Margaret Sayers Peden, trans.) Colombia One Hundred Years of Solitude (Gabriel
García Márquez) Short Stories Argentina “End of the Game” (Julio Cortázar) “Letter to a Young Lady in Paris” (Julio Cortázar) “The Secret Miracle” (Jorge Luis
Borges) “The Garden of Forking Paths” (Jorge Luis Borges) Chile The Stories of Eva Luna (Isabel Allende) (selections)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 11–CCR Text Exemplars
Stories
Chaucer, Geoffrey. The Canterbury Tales
de Cervantes, Miguel. Don Quixote
Austen, Jane. Pride and Prejudice
Poe, Edgar Allan. “The Cask of Amontillado.”
Brontë, Charlotte. Jane Eyre
Hawthorne, Nathaniel. The Scarlet Letter
Dostoevsky, Fyodor. Crime and Punishment
Jewett, Sarah Orne. “A White Heron.”
Melville, Herman. Billy Budd, Sailor
Chekhov, Anton. “Home.”
Fitzgerald, F. Scott. The Great Gatsby Class set
Faulkner, William. As I Lay Dying Shmoop (PFD on file: Scribd)
Hemingway, Ernest. A Farewell to Arms
(PFD on file: Scribd)
Hurston, Zora Neale. Their Eyes Were Watching God (PFD on file: Scribd)
Borges, Jorge Luis. “The Garden of Forking Paths.” Shmoop
Bellow, Saul. The Adventures of Augie March “modern Tom Sawyer”
Morrison, Toni. The Bluest Eye (PFD on file: Scribd)
Garcia, Cristina. Dreaming in Cuban
Lahiri, Jhumpa. The Namesake Shmoop
(PFD on file: Scribd)
Drama
Shakespeare, William. The Tragedy of Hamlet
Molière, Jean-Baptiste Poquelin. Tartuffe
Wilde, Oscar. The Importance of Being Earnest
Wilder, Thornton. Our Town: A Play in Three Acts (PFD on file: Scribd)
Miller, Arthur. Death of a Salesman
Hansberry, Lorraine. A Raisin in the Sun Guide (PFD on file: Scribd)
Soyinka, Wole. Death and the King’s Horseman: A Play
Poetry
Li Po. “A Poem of Changgan.”
Donne, John. “A Valediction Forbidding Mourning.”
Wheatley, Phyllis. “On Being Brought From Africa to America.” Shmoop
Keats, John. “Ode on a Grecian Urn.”
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Whitman, Walt. “Song of Myself.”
Dickinson, Emily. “Because I Could Not Stop for Death.”
Tagore, Rabindranath. “Song VII.”
Eliot, T. S. “The Love Song of J. Alfred Prufrock.”
Pound, Ezra. “The River Merchant’s Wife: A Letter.”
Frost, Robert. “Mending Wall.”
Neruda, Pablo. “Ode to My Suit.”
Bishop, Elizabeth. “Sestina.”
Ortiz Cofer, Judith. “The Latin Deli: An Ars Poetica.”
Dove, Rita. “Demeter’s Prayer to Hades.”
Collins, Billy. “Man Listening to Disc.”
Informational Texts: English Language Arts
Paine, Thomas. Common Sense
Jefferson, Thomas. The Declaration of Independence
United States.
Madison, James. The Bill of Rights (Amendments One through Ten
of the United States Constitution)
Thoreau, Henry David. Walden
Emerson, Ralph Waldo. “Society and Solitude.”
Porter, Horace. “Lee Surrenders to Grant, April 9th, 1865.”
Chesterton, G. K. “The Fallacy of Success.”
Mencken, H. L. The American Language, 4th Edition
Wright, Richard. Black Boy
Orwell, George. “Politics and the English Language.”
Hofstadter, Richard. “Abraham Lincoln and the Self-Made Myth.”
Tan, Amy. “Mother Tongue.”
Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry.”
Informational Texts: History/Social Studies
Tocqueville, Alexis de. Democracy in America
Declaration of Sentiments by the Seneca Falls Conference
Douglass, Frederick. “What to the Slave Is the Fourth of July?: An Address Delivered in Rochester, New York, on 5 July 1852.”
An American Primer. Edited by Daniel J. Boorstin
Lagemann, Ellen Condliffe. “Education.”
McPherson, James M. What They Fought For 1861–1865
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 The American Reader: Words that Moved a Nation, 2nd Edition
Amar, Akhil Reed. America’s Constitution: A Biography
McCullough, David. 1776
Bell, Julian. Mirror of the World: A New History of Art
FedViews by the Federal Reserve Bank of San Francisco
Informational Texts: Science, Mathematics, and Technical Subjects (STEM)
Paulos, John Allen. Innumeracy: Mathematical Illiteracy and Its Consequences
Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference interview with author
Tyson, Neil deGrasse. “Gravity in Reverse: The Tale of Albert Einstein’s ‘Greatest Blunder.’”
Calishain, Tara, and Rael Dornfest. Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition
Kane, Gordon. “The Mysteries of Mass.”
Fischetti, Mark. “Working Knowledge: Electronic Stability Control.”
U.S. General Services Administration. Executive Order 13423: Strengthening Federal Environmental, Energy, and Transportation Management
Kurzweil, Ray. “The Coming Merger of Mind and Machine.”
Gibbs, W. Wayt. “Untangling the Roots of Cancer.”
Gawande, Atul. “The Cost Conundrum: Health Care Costs in McAllen, Texas.”
http://msburkeenglish.wordpress.com/ccss-standards-11-12/ appear below for 11-12th
Information taken from Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12, Wiley. Kindle
Edition. This includes the grade by grade checklists.
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Standards Checklist for Grade Ten
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Standards Checklist for Grade Twelve
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 9th-10th Grade ELA Standards
11th-12th Grade ELA Standards
Common Core
Prior Standard/
Essential Questions
Key Skills
Lessons / Activities
Assessment
Vocabulary
Resources and
Websites
Grade 9: Unit 1
*Character,
characterization
*Figurative
language
*Irony (e.g.,
dramatic,
situational, verbal)
*Narrator
*Parable
*Plot (i.e.,
exposition, rising
action,
crisis/climax,
falling action,
resolution/denoum
ent)
*Point of view
*Sensory imagery
*Setting
*Style
*Symbol and
symbolism
*Theme
*Tone
Grade 9: Unit 1
Analyzing Irony and
Symbolism in a
Short Story
(Louisiana
Department of
Education) (RL.9–
10.4, RL.9–10.5)
Lesson Plans for
“The Scarlet Ibis”
(WebEnglishTeache
r) (RL.9–10.2) “The
Minister's Black
Veil”
Kindle Edition.
(RL.9–10.1, RL.9–
10.2, RL.9–10.3)
Reading Literature
Key Ideas and Details RL.9-10.1-3
Grade 9: Unit 1
Essential Question
Why do we tell stories?
Suggested Student
Objectives
* Identify and explain plot
structure (i.e., exposition,
rising action, crisis/climax,
falling action,
resolution/denouement) in
short stories.
* Understand and explain
why plots in short stories
usually focus on a single
event.
* Analyze how authors
create the setting in a short
story.
* Define the concept of
theme and identify the
theme(s) in stories read.
* Identify and explain
characterization techniques
in short stories.
* Identify and explain the
Grade 9: Unit 1
Literary Elements and the Short Story
“The Scarlet Ibis”
These Focus Standards have been
selected for the unit from the Common Core
State Standards.
RL.9–10.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
RL.9–10.5: Analyze how an author's
choices concerning how to structure a text,
order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery,
tension, or surprise.
W.9–10.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.9–10.1: Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on
Time
of
Year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening use of figurative language
in short stories.
* Analyze how authors
create tone in short stories.
* Identify the point of view
in a short story and analyze
how point of view affects
the reader's interpretation
of the story.
* Write a coherent essay
of literary analysis with a
clear thesis statement, at
least three pieces of
evidence from texts, and a
strong introduction and
conclusion.
* Define and refine
research questions; cite
sources accurately,
distinguishing
others' ideas and expressing their own
clearly and persuasively.
L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
L.9–10.5: Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
Grade 9: Unit 2
Essential Question
Is honor inherent or
bestowed?
Grade 9: Unit 2 The Novel—Honor
These Focus Standards have been selected
for the unit from the Common Core State
Standards.
RL.9–10.2: Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text.
RL.9–10.3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or develop
the theme.
Suggested Student
Objectives
* Learn about the history
of the novel as a literary
form.
* Recognize the
importance of historical
context to the appreciation
of setting and character.
* Identify major and minor
characters.
Grades 9-­‐12 Grade 9 Unit 2:
*Antagonist
Characterization
*Characters: major
and minor
*Conflict
*Extended
metaphor
*Motif
*Parallel plots
*Protagonist
*Setting
*Theme
Grade 9 Unit 2
*Harper Lee's To
Kill a Mockingbird:
Profiles in Courage
(National
Endowment for the
Humanities) (RL.9–
10.2, RL.9–10.3)
*To Kill a
Mockingbird and
the Scottsboro Boys
Trial: Profiles in
Courage (National
Endowment for the
Humanities) (RI.9–
10.7, RI.9–10.8)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening * Analyze and explain
characterization techniques
for major and minor
characters.
* Explain that novels may
have more than one plot
and explain the use of
multiple plots (e.g., in To
Kill a Mockingbird).
* Recognize the
importance of point of
view in a novel (e.g., in To
Kill a Mockingbird) and
why it wouldn't be the
same story told from
someone else's point of
view.
RI.9–10.3: Analyze how the author unfolds
an analysis or series of ideas or events,
including the order in which the points are
made, how they are introduced and
developed, and the connections that are
drawn between them.
W.9–10.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.9–10.2: Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively,
orally), evaluating the credibility and
accuracy of each source.
L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
L.9–10.4: Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 9–10 reading
and content, choosing Common Core
(2011-10-14).
Grade 9: Unit 3
Essential Question
How does poetry reveal
what we might not
otherwise recognize?
Grade 9: Unit 3 Poetry—Beauty
These Focus Standards have been selected
for the unit from the Common Core State
Standards. *RL.9–10.4: Determine the
meaning of words and phrases as they are
used in the text, including figurative and
connotative meanings; analyze the
cumulative impact of several word choices
on meaning and tone (e.g., how the
Suggested Student
Objectives
*Define and offer
Grades 9-­‐12 *The History of Jim
Crow
(JimCrowHistory.or
g) (RI.9–10.2)
Grade 9 Unit 3:
*Alliteration
*Analogy
*Assonance
*Ballad
*Blank verse
*Consonance
*Diction
*Dramatic poetry
Grade 9 Unit 3
*Listening to
Poetry: Sounds of
the Sonnet (National
Endowment for the
Humanities) (RL.9–
10.4, RL.9–10.5)
*Seamus Heaney
reads “The
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 examples of various forms
of poetry.
*Identify the form, rhyme
scheme, and meter of
poems studied.
*Define and explain poetic
devices, such as
alliteration, assonance,
consonance, and
enjambment, and describe
the ways in which they
help reveal the theme(s) of
the poem.
*Recognize and explain
the distinguishing
characteristics of various
kinds of poetry, such as
ballads, odes, lyric poetry,
blank verse, haiku, and
sonnets.
*Describe how poetry
differs from prose and
explain why authors would
choose one form over
another for a particular
purpose.
*Complete a literary
research paper, citing at
least three sources.
language evokes a sense of time and place;
how it sets a formal or informal tone).
*RI.9–10.2: Determine a central idea of a
text and analyze its development over the
course of the text, including how it emerges
and is shaped and refined by specific
details; provide an objective summary of
the text.
*W.9–10.8: Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of each
source in answering the research question;
integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and following a
standard format for citation.
*SL.9–10.5: Make strategic use of digital
media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.
*L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
*L.9–10.3: Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.
*Enjambment
*Figurative
language
*Free verse *Haiku
*Heroic couplet
*Imagery
*Lyric poetry
*Meter *Narrative
poetry
*Octet
*Ode
*Rhyme
*Rhyme scheme
*Rhythm
*Sestet
*Sonnet
(Petrarchan,
Shakespearean)
Underground”
*Seamus Heaney
reads “Digging”
*Seamus Heaney
reads “Bogland”
*Lesson Plan for
Robert Frost's
“Mending Wall”
(National
Endowment for the
Humanities)
*Robert Frost reads
“Mending Wall”
Grade 9: Unit 4
Essential Question
Are we governed by fate or
Grade 9: Unit 4 Drama—Fate
These Focus Standards have been selected
for the unit from the Common Core State
Grade 9: Unit 4
*Aside
*Blank verse
Grade 9: Unit 4
Shakespeare's
Romeo and Juliet:
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening free will?
Suggested Student
Objectives
*Identify and explain the
elements of drama in
general, and in Greek
drama in particular (see
Terminology section).
*Explain the structure of
the plot(s) and describe the
dramatic techniques the
playwright uses to advance
them.
*Trace the development of
major and minor characters
and explain how
characterization advances
the plot or theme.
*Understand Aristotle's
definitions of comedy and
tragedy and explain how
the other works studied
exemplify the term
tragedy.
*Analyze the playwrights'
use of irony. Identify the
poetic devices used in
Romeo and Juliet and
explain their effect.
Standards.
*RL.9–10.3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or develop
the theme.
*RL.9–10.5: Analyze how an author's
choices concerning how to structure a text,
order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery,
tension, or surprise.
*RL.9–10.9: Analyze how an author draws
on and transforms source material in a
specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare).
*RI.9–10.1: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text.
*W.9–10.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
*SL.9–10.1: Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on
others' ideas and expressing their own
clearly and persuasively.
* L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
*L.9–10.6: Acquire and use accurately
Grades 9-­‐12 *Classical allusions
*Comedy
*Dialogue
*Dramatic irony
*Foil
*Greek chorus
*Heroic couplet
*Iambic
pentameter *Irony:
dramatic,
situational, verbal
*Monologue
*Protagonist
*Soliloquy
*Stasimon
*Tragedy
*Tragic flaw
*Tragic hero
*Tragic
illumination
“You Kiss by the
Book” (National
Endowment for the
Humanities) (RL.9–
10.4, RL.9–10.10)
Antigone and the
Ancient Greek
Theater (National
Endowment for the
Humanities) (RL.9–
10.4, RL.9–10.10)
Oedipus the King:
An Introduction to
Greek Drama (PBS)
(RL.9–10.4, RL.9–
10.10) Common
Core (2011-10-14).
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 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.
Grade 9: Unit 5
Essential Question
Are epic heroes brave,
smart, or lucky?
Suggested Student
Objectives
*Identify and explain the
elements of an epic poem.
*Identify and explain the
characteristics of an epic
hero.
*Analyze the relationship
between myths or legends
and epic poetry.
*Examine the historical
context of literary works.
*Compare and contrast
how related themes may be
treated in different genres
(here, epic poetry and
contemporary nonfiction).
*Hone effective listening
skills during oral
presentations and class
discussions.
Grade 9: Unit 5 Epic Poetry—Heroism
Grade 9: Unit 5
Grade 9: Unit 5
These Focus Standards have been selected
for the unit from the Common Core State
Standards.
*RL.9–10.2: Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text.
*RL.9–10.3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or develop
the theme.
*RI.9–10.7: Analyze various accounts of a
subject in different mediums (e.g., a
person's life story told in both print and
multimedia), determining which details are
emphasized in each account.
*W.9–10.9: Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
*SL.9–10.3: Evaluate a speaker's point of
*Allusion
*Archetype
*Arete
*Chronological
order
*The classical epic
poem
*Epic poetry
*Epic/Homeric
simile
*Epithet
*Evidence
*Hero
*Heroic couplet
*Iambic
pentameter
*Invocation
*Narrative
*Oral tradition
*Thesis statement
Lessons of the
Indian Epics:
Following the
Dharma (National
Endowment for the
Humanities) (RL.9–
10.6)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
*L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
Grade 9: Unit 6
Essential Question
How is reflecting different
from remembering?
Suggested Student
Objectives
*Identify and explain the
characteristics of a memoir
*Distinguish between an
autobiography and a
memoir.
*Identify and explain the
effect of stylistic devices
used in memoirs.
*Identify and explain the
characteristics of various
types of essays (e.g.,
literary and narrative).
*Identify and analyze the
effect of rhetorical
strategies in speeches such
as alliteration, repetition,
and extended metaphors.
*Apply rhetorical
strategies learned in this
lesson to essay writing
projects of their own.
Grade 9: Unit 6 Literary Nonfiction—
Reflection (the Memoir, the Essay, and
the Speech)
These Focus Standards have been selected
for the unit from the Common Core State
Standards.
*RL.9–10.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact of
several word choices on meaning and tone
(e.g., how the language evokes a sense of
time and place; how it sets a formal or
informal tone).
*RI.9–10.3: Analyze how the author
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are introduced
and developed, and the connections that are
drawn between them.
*RI.9–10.9: Analyze seminal U.S.
documents of historical and literary
significance (e.g., Washington's Farewell
Address, the Gettysburg Address,
Roosevelt's Four Freedoms speech, King's
“Letter from a Birmingham Jail”), including
how they address related themes and
concepts.
*W.9–10.3: Write narratives to develop real
Grade 9: Unit 6
Grade 9: Unit 6
*Abstract/universal
essay *Alliteration
*Autobiography
*Chronological
order
*Classification and
division
*Compare-andcontrast essay
*Ethos, pathos,
logos
*Exemplification
*Extended
metaphor *Memoir
*Objective/factual
essay
*Personal/autobiog
raphical essay
*Repetition
Introducing the
Essay: Twain,
Douglass, and
American
Nonfiction (National
Endowment for the
Humanities) (RI.9–
10.5) Annotated List
of Memoirs
(ReadWriteThink)
Online Bank of
American Speeches
(americanrhetoric.co
m)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 or imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
*SL.9–10.3: Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
*L.9–10.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
SELECT 3 OF 4 UNITS
Grade 10: Unit 1
Essential Question
Grade 10: Unit 1
World Literature: Latin and Central
America
How does magical realism
reveal new perspectives of
reality?
These Focus Standards have been selected
for the unit from the Common Core State
Standards.
*RL.9–10.1: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text.
*RL.9–10.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact of
specific word choices on meaning and tone
(e.g., how the language evokes a sense of
time and place; how it sets a formal or
informal tone).
*RL.9–10.6: Analyze a particular point of
view or cultural experience reflected in a
work of literature from outside the United
States, drawing on a wide reading of world
literature.
*RI.9–10.5: Analyze in detail how an
Suggested Student
Objectives
*Explore the role of the
magical and the fantastic
in Latin American
literature. *Explore
narrative forms and
techniques in Latin
American literature.
*Analyze the role of
time in Latin American
narrative.
*Explore the role of
local and universal
themes in Latin
American literature.
Grade10: Unit 1
*Extended
metaphor
*First-person point
of view
*Foreshadowing
*Imagery
*Irony
*Magical realism
*Metaphor
*Paradox
*Rhetoric
*Symbolism
*Theme
*Third-person
omniscience
Grade 10: Unit 1
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Consider the challenges
of translation, including
the different
connotations that various
cultures attach to given
words.
*Offer insightful
inferences regarding the
themes of the text.
*Create clear, original,
specific thesis
statements.
*Organize concrete
evidence and supporting
textual details to support
a thesis statement.
author's ideas or claims are developed and
refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or
chapter).
*RI.9–10.8: Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid and
the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
*W.9–10.4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 1–3 above.)
*W.9–10.5: Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades 9–
10 on page 54 of the Common Core State
Standards.)
*W.9–10.6: Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products,
taking advantage of technology's capacity to
link to other information and to display
information flexibly and dynamically.
*W.9–10.9: Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
*SL.9–10.6: Adapt speech to a variety of
contexts and tasks, demonstrating command
of formal English when indicated or
appropriate. (See grades 9–10 Language
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 standards 1 and 3 on page 54 of the
Common Core State Standards for specific
expectations.)
*L.9–10.5: Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
*L.9–10.6: Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
Grade 10: Unit 2
Essential Question
Grade 10: Unit 2
World Literature: Asia
How does Asian literature
both honor and challenge
cultural conditions?
RL.9–10.2: Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text.
RL.9–10.5: Analyze how an author's
choices concerning how to structure a text,
order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery,
tension, or surprise.
RI.9–10.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
RI.9–10.4: Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the cumulative
impact of specific word choices on meaning
Suggested Student
Objectives
*Explore ancient and
modern works of literature
from Asian countries,
particularly China, India,
and Japan.
*Consider how Asian
literature both draws on
and questions cultural
traditions.
*Consider how certain
Asian authors integrate
Western literary influences
into their cultural contexts.
*Compare two or more
translations of a single
Grade10: Unit 2
*Absurd
*Allegory
*Confucianism
*Figurative
language
*Filial piety
*First-person
perspective
*Foreshadowing
*Internal
monologue
*Irony Metaphor
*Paradox
*Perfect rhyme
*Perspective
*Poetic
translation
*Simile
*Stream of
consciousness *
Grade10: Unit 2
Grade10: Unit 3
Grade10: Unit 4
Grade10: Unit 5
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 poem.
*Write a close literary
analysis of a work of
poetry, fiction, or drama,
considering language use
and literary elements.
*Offer insightful
inferences regarding the
themes of the text.
*Create a clear, original,
specific thesis statement.
*Organize concrete
evidence and supporting
textual details to support a
thesis statement.
*Use precise language,
avoiding casual language
and clichés.
*Write appropriate
transitions to organize
paragraphs.
*Analyze how philosophy
influences literature.
*Understand how literary
devices convey theme.
and tone (e.g., how the language of a court
opinion differs from that of a newspaper).
W.9–10.7: Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
W.9–10.10: Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range of
tasks, purposes, and audiences.
SL.9–10.1: Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on
others' ideas and expressing their own
clearly and persuasively.
L.9–10.2: Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing.
*Symbol
Grade 10: Unit 3
Essential Question
Grade 10: Unit 3
World Literature: Africa and the Middle
East
Grade10: Unit 3
*Antagonist
*Colonialism
*Denouement
*Extended
metaphor
*Foreshadowing
*Irony
*Mysticism
*Paradox
How does the literature
in this unit offer insight
into the African and
Middle Eastern cultural
conflicts?
Suggested Student
RL.9–10.1: Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL.9–10.4: Determine the meaning of
words and phrases as they are used in
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Objectives
*Read a variety of
literary works from
Africa and the Middle
East, particularly from
the postcolonial period.
*Consider the challenges
of translation, including
the different
connotations that various
cultures attach to given
words.
*Through analysis of
literary works, explore
the changing social
structures of Middle
Eastern and African
societies.
*Explore various literary
devices in plot
development such as
suspense,
foreshadowing,
symbolism, and
extended metaphor.
*Trace the development
of an idea or argument
in a work of literary
nonfiction.
*Offer insightful
inferences regarding the
themes of the text.
*Create a clear, original,
specific thesis statement.
*Organize concrete
evidence and supporting
the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language evokes a sense of time and
place; how it sets a formal or informal
tone).
RL.9–10.6: Analyze a particular point
of view or cultural experience reflected
in a work of literature from outside the
United States, drawing on a wide
reading of world literature.
RI.9–10.5: Analyze in detail how an
author's ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
RI.9–10.8: Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
fallacious reasoning.
W.9–10.4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience. (Gradespecific expectations for writing types
are defined in standards 1–3 above.)
W.9–10.5: Develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on addressing what
is most significant for a specific
purpose and audience. (Editing for
conventions should demonstrate
Grades 9-­‐12 *Persona
*Point of view
*Post-colonialism
*Rhetoric
*Satire
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening textual details to support
a thesis statement.
*Use precise language,
avoiding casual
language and clichés.
*Write appropriate
transitions to organize
paragraphs.
*Analyze how literary
devices convey theme.
command of Language standards 1–3
up to and including grades 9–10 on
page 54 of the Common Core State
Standards.)
W.9–10.6: Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology's capacity to link to other
information and to display information
flexibly and dynamically.
W.9–10.9: Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
SL.9–10.6: Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (See grades 9–
10 Language standards 1 and 3 on page
54 of the Common Core State Standards
for specific expectations.)
L.9–10.5: Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
L.9–10.6: Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
Grade 10: Unit 4
Essential Question
Grade 10: Unit 4
World Literature: Russia
Grades 9-­‐12 Grade10: Unit 4
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening How is Russian
literature both timeless
and affected by
historical events?
Suggested Student
Objectives
*Read works of Russian
literature both for their
intrinsic qualities and for
their relation to the
historical context.
*Analyze the motives,
qualities, and
contradictions of a
character in Russian
literature (including the
narrator).
*Describe the effect of
the narrative structure,
pacing, and tone in a
work of Russian
literature.
*Analyze the role of
utopian ideology in
select works of Russian
literature.
*Consider the impact of
the Bolshevik
Revolution and
Communist rule on
twentieth-century
Russian writers and
literature.
*Offer insightful
RL.9–10.3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or develop
the theme.
RL.9–10.5: Analyze how an author's
choices concerning how to structure a text,
order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery,
tension, or surprise.
RI.9–10.3: Analyze how the author unfolds
an analysis or series of ideas or events,
including the order in which the points are
made, how they are introduced and
developed, and the connections that are
drawn between them.
RI.9–10.6: Determine an author's point of
view or purpose in a text and analyze how
an author uses rhetoric to advance that point
of view or purpose.
RI.9–10.7: Analyze various accounts of a
subject told in different mediums (e.g., a
person's life story in both print and
multimedia), determining which details are
emphasized in each account.
W.9–10.1: Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
W.9–10.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.9–10.3: Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
Grades 9-­‐12 *The absurd
*Allusion
*Antihero
*Bolshevik
revolution
*Carnivalesque
*Communism
*Digression
*Fantasy
*Fate
*Grotesque
*Gulag
*Irony
*Narrator
reliability
*Paranormal
*Persona
*Repetition
*Stalinism
*Verse (syllabic,
accentual, syllabicaccentual)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening inferences regarding the
themes of the text.
*Create a clear, original,
specific thesis statement.
*Organize concrete
evidence and/or
supporting textual
details to support a
thesis statement.
*Use precise language,
avoiding casual
language and clichés.
*Write appropriate
transitions to organize
paragraphs. Apply new
terminology to the texts.
*Analyze how historical
events influence
literature.
*Analyze how literary
devices help convey
theme.
reasoning or exaggerated or distorted
evidence.
L.9–10.3: Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.
Grade 11: Unit 1
Essential Question
Why do people explore
new worlds?
Grade 11: Unit 1
American Literature: The New World
RL.11–12.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well
as other authors.)
RL.11–12.9: Demonstrate knowledge of
eighteenth-, nineteenth-, and early
twentieth-century foundational works of
Suggested Student
Objectives
*Identify emerging themes
in early American
literature, such as a “new
Eden,” “salvation,” and
“cooperation and conflict.”
*Compare and contrast the
experiences of America's
Grades 9-­‐12 Grade 11: Unit1
*Allegory
*Apostrophe
*Conceit
*Covenant of grace
*Didactic poetry
*The Great
Awakening
*Idealism
*Lyric poetry
*Oxymoron
*Parallelism
*Pragmatism
*Sermon
Grade 11: Unit 1
Grade 11: Unit 2
Grade 11: Unit 3
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening earliest settlers, as
conveyed through primary
source documents and
literature of the Colonial
period.
*Identify and explain
elements of Puritan
literature.
*Explain “preaching” as a
type of formal speech and
explain its role in the “First
Great Awakening.”
*Explain the role of
religion in early American
life.
Grade 11: Unit 2
Essential Question
Why was the founding of
America unique?
Suggested Student
Objectives
*Identify defining themes
in American literature,
such as “American
exceptionalism.”
*Identify and explain the
historic and literary
significance of America's
founding documents.
Grades 9-­‐12 American literature, including how two or
more texts from the same period treat
similar themes or topics.
RI.11–12.6: Determine an author's point of
view or purpose in a text in which the
rhetoric is particularly effective, analyzing
how style and content contribute to the
power, persuasiveness, or beauty of the text.
W.11–12.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.11–12.1: Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
L.11–12.3: Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.
Grade 11: Unit 2
American Literature: A New Nation
RL.11–12.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well
as other authors.)
RI.11–12.5: Analyze and evaluate the
effectiveness of the structure an author uses
in his or her exposition or argument,
including whether the structure makes
Grade 11: Unit 4
Grade 11: Unit 5
Grade 11: Unit 6
Grade 11: Unit 2
*Anti-federalism
*Aphorism
*Deism
*Federalism
*Heroic couplet
*Maxim
*Natural law
*Salvation
*Separation of
church and state
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Analyze how tone is
established in persuasive
writing.
*Analyze the use of
literary elements in
persuasive writing.
*Compare and contrast
points of view in
arguments presented on
related issues.
*Analyze the qualities of
an effective argument (i.e.,
examine the truthfulness
and validity of the
argument, as well as its
rhetorical devices).
*Apply knowledge of
effective arguments when
writing one of your own.
points clear, convincing, and engaging.
RI.11–12.8: Delineate and evaluate the
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy
(e.g., The Federalist, presidential
addresses).
RI.11–12.9: Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical
and literary significance (including The
Declaration of Independence, the Preamble
to the Constitution, the Bill of Rights, and
Lincoln's Second Inaugural Address) for
their themes, purposes, and rhetorical
features.
W.11–12.1: Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
SL.11–12.4: Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range or formal and
informal tasks.
L.11–12.1: Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
Grade 11: Unit 3
Essential Question
Grade 11: Unit 3
American Literature: American
Grades 9-­‐12 Grade 11: Unit 3
*Alliteration
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening What is American
individualism?
Suggested Student
Objectives
*Define the major
characteristics of American
romanticism (e.g., use of
symbols, myth, and the
“fantastic”; veneration of
nature; celebration of the
“self”; and isolationism).
*Define transcendentalism
as an aspect of American
romanticism and explain
how the two differ.
*Trace characterization
techniques in American
romantic novels.
*Analyze the structure and
effectiveness of arguments
in transcendentalist essays
studied.
Romanticism
RL.11–12.2: Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
RL.11–12.9: Demonstrate knowledge of
eighteenth-, nineteenth-, and early
twentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics.
RI.11–12.5: 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.
W.11–12.3: Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
SL.11–12.4: Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range or formal and
informal tasks.
L.11–12.4: Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grades 11–12
reading and content, choosing flexibly from
a range of strategies.
Grades 9-­‐12 *Anaphora
*Assonance
*Consonance
*Individualism
*Lyric poetry
*Manifest destiny
*Metonymy
*Noble savage
*Paradox
*Romanticism
*Synecdoche
*Transcendentalism
*Verbal irony
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grade 11: Unit 4
Essential Question
What is an American?
Suggested Student
Objectives
*Determine and analyze
the development of the
theme or themes in
American literature of the
nineteenth century (e.g.,
freedom, the American
dream, racism,
regionalism, survival,
“individual vs. society,”
and “civilized society” vs.
the wilderness).
*Compare the treatment of
related themes in different
genres (e.g., The
Adventures of Huckleberry
Finn and Narrative of the
Life of Frederick Douglass,
an American Slave).
* Explain how fictional
characters in late
nineteenth-century
America express the
challenges facing America
at the time, citing textual
evidence from both fiction
and nonfiction to make the
case.
Grade 11: Unit 5
Essential Question
How did modernization
result in isolation and
Grades 9-­‐12 Grade 11: Unit 4
American Literature: A Troubled Young
Nation
RL.11–12.3: Analyze the impact of the
author's choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed). RI.11–12.3: Analyze a
complex set of ideas or sequence of events
and explain how specific individuals, ideas,
or events interact and develop over the
course of the text. W.11–12.5: Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 54 of the Common Core
State Standards.) SL.11–12.2: 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. L.11–12.2: Demonstrate
command of the conventions of Standard
English capitalization, punctuation, and
spelling when writing.
Grade 11: Unit 4
Grade 11: Unit 5
American Literature: Emerging
Modernism
RL.11–12.1: Cite strong and thorough
Grade 11: Unit 5
*Alienation
*American
modernism
*Abolition
*American Dream
*Assimilation
*Autobiography
*Biography
*Determinism
*“Melting pot”
*Mood
*Naturalism
*Realism
*Regionalism
*Satire
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening disillusionment in the early
American twentieth
century.
Suggested Student
Objectives
*Define and explain the
origins of the Harlem
Renaissance.
*Explore the relationship
between historical events
and literature as they
emerge in the works of
Harlem Renaissance poets
and authors.
*Define and explain the
Lost Generation, noting
experimental aspects of
some works.
*Note the relationship
between themes in early
twentieth-century
American literature and
nineteenth-century
American thought.
*Identify modernist ideas
(using the informational
texts).
*Analyze the relationship
between modernist style
and content.
*Examine evidence of the
alienation of “modern
man.”
Grade 11: Unit 6
Grades 9-­‐12 textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
RL.11–12.6: Determine an author's point of
view or purpose in a text in which the
rhetoric is particularly effective, analyzing
how style and content contribute to the
power, persuasiveness, or beauty of the text.
RI.11–12.1: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
W.11–12.4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
SL.11–12.5: Make strategic use of digital
media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.
L.11–12.6: 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.
*Dialect
*Disillusionment
*Flashback
*Foreshadowing
*“Great migration”
*Harlem
Renaissance
*Industrialization
*Interior
monologue
*The Lost
Generation
*Motif
*Stream of
consciousness
*Villanelle
Grade 11: Unit 6
Grade 11: Unit 6
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Essential Question
Does twentieth-century
American literature
represent a fulfillment of
America’s promise, as
discussed in Unit Four?
Suggested Student
Objectives
*Analyze the development
of the short story in post–
World War II America.
*Trace the development of
the Southern Gothic
tradition in American
literature.
*Distinguish between the
two distinct views within
the African American
literary tradition as
represented by Richard
Wright and Ralph Ellison.
*Explore the nature of
African American
literature during the Civil
Rights movement
following World War II.
*Recognize the emergence
of dynamic views
represented in literary texts
by first- and secondgeneration Americans.
*Explain how the Beat
Generation challenged
traditional forms and
subjects in literature.
*Identify multiple
postmodernist approaches
to critical analyses of
American Literature: Challenges and
Successes of the Twentieth Century
RL.11–12.5: Analyze how an author's
choices concerning how to structure specific
parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to
its overall structure and meaning as well as
its aesthetic impact.
RL.11–12.7: 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.)
RI.11–12.2: Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
W.11–12.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.11–12.3: Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
L.11–12.5: Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
Grades 9-­‐12 *Beatniks
*The Beat
Generation
*Minimalism
*Nonlinear
narratives
*Parody
*Pastiche
*Postmodernism
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening literature.
*Note the influence that
postmodernism has had on
the “common reader.”
Grade 12: Unit 1
Essential Question
How did medieval man
distinguish between the
earthly and the divine?
Suggested Student
Objectives
*Analyze how medieval
literature exhibits many
tendencies rather than a
single set of characteristics.
*Note the literary elements
(e.g., allegory, farce, satire,
and foil) in medieval
literary works and identify
characteristics of medieval
literary forms.
*Explain how literary
elements contribute to
meaning and author
intention.
*Note glimpses of the
Renaissance in certain
works of medieval
literature and art.
*Explain how medieval
literary and artistic forms
reflect the writers' and
artists' philosophical views.
*Examine the literary,
social, and religious satire
in Chaucer's Canterbury
Tales.
*Explain the role of the
Grade 12: Unit 1
European Literature: The Middle Ages
RL.11–12.5: Analyze how an author's
choices concerning how to structure specific
parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to
its overall structure and meaning as well as
its aesthetic impact.
RI.11–12.2: Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
W.11–12.1: Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
SL.11–12.4: Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range or formal and
informal tasks.
L.11–12.3(a): Apply knowledge of
language to understand how language
functions in different contexts, to make
effective choices for meaning or style, and
to comprehend more fully when reading or
listening.
Grades 9-­‐12 Grade 12: Unit 1
*Allegory
*Anonymity
*Caesura
*”Dance f death”
*Epic
*Fabliaux
*Farce
*Foil
*Framed narrative
*Hyperbole
*Icon (religious
art)
*Miracle, mystery,
and morality
*Perspective (art
and literature)
*Symbol
Grade 12: Unit 1
Poetry:
*The General
Prologue in The
Canterbury Tales
(Geoffrey Chaucer)
(E) “The Wife of
Bath's Tale” in The
Canterbury Tales
(Geoffrey Chaucer)
(E)
*“The Knight's
Tale” in The
Canterbury Tales
(Geoffrey Chaucer)
(E)
*“The Monk's Tale”
in The Canterbury
Tales (Geoffrey
Chaucer) (E)
*“The Pardoner's
Tale” in The
Canterbury Tales
(Geoffrey Chaucer)
(E)
*“The Nun's Priest's
Tale” in The
Canterbury Tales
(Geoffrey Chaucer)
(E)
*Sir Gawain and the
Green Knight
(Anonymous)
*Inferno (Cantos I–
XI, XXXI–XXXIV)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 framed narrative in
Chaucer's Canterbury
Tales, Dante's Inferno, and
other works. Compare
works of medieval
literature and art,
particularly their depiction
of character and their focus
on the otherworldly.
Grade 12: Unit 2
Essential Question
How does Renaissance
literature break with and
build on the literature of
the Middle Ages?
Suggested Student
Objectives
*Read novels, literary
nonfiction, stories, plays,
and poetry from the
Renaissance era, observing
the continuity from the
(Dante Alighieri)
*“When the leaf
sings” (Arnaut
Daniel)
*“The bitter air”
(Arnaut Daniel)
*“I see scarlet,
green, blue, white,
yellow” (Arnaut
Daniel)
*“The Ruin” in The
Exeter Book
(Anonymous)
*“The Wanderer” in
The Exeter Book
(Anonymous)
*“Lord Randall”
(Anonymous)
*“Dance of Death”
(“Danza de la
Muerte”)
(Anonymous)
Grade 12: Unit 2
European Literature: Renaissance and
Reformation
RL.11–12.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well
as other authors.)
RL.11–12.6: Analyze a case in which
grasping point of view requires
Grade 12: Unit 2
*Allusion
* Classicism
*Divine proportion
(golden ratio)
*Divine right of
kings
*Eclogue
*Epistle
*Fate
*Free will
*The Great Chain
of Being
*Humanism
Grade 12: Unit 2
Grade 12: Unit 3
Grade 12: Unit 4
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Middle Ages as well as the
departures.
*Identify and investigate
allusions to classical
literature in Renaissance
texts.
*Explain how a concept
such as symmetry or divine
proportion is expressed
both in literature and in art.
*Analyze Renaissance
conceptions of beauty and
their literary
manifestations.
*Describe how
Renaissance writers took
interest in human life and
the individual person.
*Analyze the playful,
satirical, irreverent aspects
of Renaissance literature—
in particular, the writing of
Rabelais, Boccaccio, and
Shakespeare.
*Explain how literary
forms and devices reflect
the author's philosophical,
aesthetic, or religious
views.
*Write an essay in which
they (a) compare a literary
work with a work of art;
(b) compare a Renaissance
work with a medieval
work; or (c) relate a
literary work to a
philosophical work.
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
RI.11–12.1: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
RI.11–12.2: Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
W.11–12.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
SL.11–12.4: Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range or formal and
informal tasks.
L.11–12.4: Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grades 11–12
reading and content, choosing flexibly from
a range of strategies.
Grades 9-­‐12 *Iambic
pentameter
*Iambic tetrameter
*Idyll
*Ode
Grade 12: Unit 5
Grade 12: Unit 6
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grade 12: Unit 3
Essential Question
How did 17th-century
writers regard the
relationship between
reason and emotion?
Suggested Student
Objectives
*Read literary and
philosophical works from
the seventeenth century,
with particular attention to
questions of reason and
emotion.
*Explain the idea of
reading literature as a
quest—for truth, for
beauty, and for
understanding.
*Analyze two
philosophical works of the
seventeenth century for
their treatment of an idea
related to human reason.
*Write literary and
philosophical analyses with
a focus on clarity and
precision of expression.
*Conduct research, online
and in libraries, on a
particular seventeenthcentury author, work, or
idea.
*Analyze the relationship
between reason and
emotion as illustrated in
literature of the
seventeenth century.
Grade 12: Unit 3
European Literature: 17th Century
RL.11–12.1: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
RL.11–12.7: 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.)
RI.11–12.3: Analyze a complex set of ideas
or sequence of events and explain how
specific individuals, ideas, or events interact
and develop over the course of the text.
RI.11–12.4: Determine the meaning of
words and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze how an author
uses and refines the meaning of a key term
or terms over the course of a text (e.g., how
Madison defines “faction” in Federalist No.
10). RI.11–12.6: Determine an author's
point of view or purpose in a text in which
the rhetoric is particularly effective,
analyzing how style and content contribute
to the power, persuasiveness, or beauty of
the text.
W.11–12.4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
W.11–12.5: Develop and strengthen writing
as needed by planning, revising, editing,
Grades 9-­‐12 Grade 12: Unit 3
*Aesthetics
*Allegory
*Allusion
*Argumentation
*Authorial intent
*Blank verse
*Conceit
*Dissent
*Doubt
*Dramatic irony
*Enlightenment
*Ethics
*Fate
*Free will
*”In medias res”
*Inductive
reasoning
*Metaphysical
poetry
*Paradox
*Personification
*Rationalism
*Satire
*Tragic flaw
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Explain the use of satire
as a technique to reveal
authorial intent.
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 54 of the Common Core
State Standards.)
SL.11–12.2: 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.
L.11–12.1(a,b): Demonstrate command of
the conventions of Standard English
grammar and usage when writing or
speaking.
Grade 12: Unit 4
Essential Question
What role does nature play
in 18th and early 19th
century literature?
Grade 12: Unit 4
European Literature: 18th and Early 19th
Century
RL.11–12.2: Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
RL.11–12.3: Analyze the impact of the
author's choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed).
RI.11–12.5: Analyze and evaluate the
effectiveness of the structure an author uses
Suggested Student
Objectives
*Read fiction, drama,
poetry, biography, and
autobiography from the
eighteenth and early
nineteenth centuries.
*Consider the relationship
between art and nature in
these works.
*Observe narrative
Grades 9-­‐12 Grade 12: Unit 4
*Allegory
*Allusion
*Assonance
*Defamiliarization
*Digression
*Elegy
*Grotesque
*Metaphor
*Moral imperative
*Narrative devices
*Pastoral
*Satire
*Science fiction
*Sturm und drang
*Supernatural
*Tall tale
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 digressions, idiosyncrasies,
exaggerations, and biases.
*Consider the dual role of
the narrator as a character
and as a storyteller.
*Consider the role of the
supernatural in the literary
works read in this unit.
*Write a story in which
they practice some of the
narrative devices they have
observed in this unit.
*Explore and analyze some
of the philosophical ideas
in the literary texts—
questions of free will, fate,
human conflict, and loss.
*Consider the difference
between natural and forced
language, as explained by
Wordsworth. *Consider
both the common
tendencies of works of this
period and the
contradictions, exceptions,
and outliers.
*Participate in a seminar
discussion in which a
philosophical question is
explored in relation to a
specific text.
in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
W.11–12.3: Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
W.11–12.7: Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
W.11–12.8: Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format for
citation.
L.11–12.2(a,b): Demonstrate command of
the conventions of Standard English
capitalization, punctuation, and spelling
when writing.
*Unreliable
narrator
Grade 12: Unit 5
Essential Question
How do romantic and
Victorian literature
embody the tension
between art for art’s sake
Grade 12: Unit 5
European Literature: 19th Century
RL.11–12.3: Analyze the impact of the
author's choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
Grade 12: Unit 5
*Antihero
*Adventure
*Caste systems
*Decadence
*Edwardian
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and art as a response to
social and cultural
conflict?
Suggested Student
Objectives
*Explain the tension
between art for art's sake
and art as a response to
social and cultural conflict,
as expressed in the works
of this unit.
*Closely analyze a key
passage from a novel and
comment on how it
illuminates the work as
whole.
*Contrast two works by a
single author.
*Observe common
tendencies, contradictions,
outliers, and subtleties of
the romantic and Victorian
periods in literature.
*Contrast the moral
conflicts of characters in
two works of this unit.
*Consider how the poetry
of this period reflects both
on the human psyche and
on the state of civilization.
*Analyze how the forms of
the poems in this unit
contribute to their
meanings.
*Explain how the works of
this period show signs of
early modernism.
ordered, how the characters are introduced
and developed).
RL.11–12.4: Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well
as other authors.)
RI.11–12.2: Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
W.11–12.5: Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 54 of the Common Core
State Standards.)
W.11–12.7: Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
W.11–12.8: Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
Grades 9-­‐12 *Feminism
*Foreshadowing
*Framed narrative
*Gender
*Gothic
*Horror
*Narrator
*Romanticism
*Scientific
rationalism
*Social satire
*Sprung rhythm
*Symbol
*Victorian
*Worldview
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Identify elements of
romanticism and gothic
romanticism in works of
literature.
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and over-reliance on any one
source and following a standard format for
citation.
SL.11–12.4: Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range or formal and
informal tasks.
L.11–12.5(a,b): Demonstrate understanding
of figurative language, word relationships,
and nuances in word meanings.
Grade 12: Unit 6
Essential Question
Why might the 20th century
be regarded as the Age of
Anxiety?
Grade 12: Unit 6
European Literature: 20th Century
RL.11–12.3: Analyze the impact of the
author's choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed).
RL.11–12.6: Analyze a case in which
grasping point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
RL.11–12.10: By the end of grade 12, read
and comprehend literature, including
stories, dramas, and poems, at the high end
of the grades 11–CCR text complexity band
independently and proficiently.
Suggested Student
Objectives
*Read works of the
twentieth century, focusing
on the earlier decades.
*Consider aspects of
modernism (such as
anxiety) in their historical
context.
*Explain both the
breakdown and affirmation
of form and meaning in
Grades 9-­‐12 Grade 12: Unit 6
*Absurd
*Affirmation
*Anxiety
*Dystopia
*Existentialism
*Free verse
*Modernism
*Negation
*Neologism
*Postmodernism
*Rhetorical device
*Satire
*Totalitarianism
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening modernist literature.
*Analyze dystopian
literature, considering the
problems inherent in
fashioning a perfect person
or society.
*Explain how poems in
this unit reflect on poetry
itself and its possibilities.
*Examine the implications
of modern versions of
classical works.
*Identify and explain the
musical allusions and their
meanings in twentiethcentury poetical works in
seminars.
*Pursue focused questions
in depth over the course of
one or two class sessions.
*Explain absurdist and
existential philosophy as it
applies to literature and
theatre.
RI.11–12.5: 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.
W.11–12.7: Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
W.11–12.8: Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format for
citation.
SL.11–12.1: Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on
others' ideas and expressing their own
clearly and persuasively.
L.11–12.6: 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
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 or expression.
Common Core
Prior Standard/
Essential Questions
Key Skills
Lessons / Activities
Assessment
Vocabulary
Resources and
Websites
Time
of
Year
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text.
RL.9-10.1
Introduction of the Précis (me, we, two,
you)
Reading of short stories, poetry, and novels
followed by –
Teacher led discussions
Teacher generated questions
Small group discussion
Small group generated questions
Small group discussion
Review of good sources vs. poor or ones
that are questionable
* Précises
* Written
paragraphs/
essays
* Class
discussion
* imply
* Infer
* Précise
* Cite
* Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
*Online
stories/poems/
material, ebooks
* Oral
conversations/
group work
* SSR novels &
prompts
* Timed Reading
Plus;
* Oh, Yuck! Oh,
Yikes!
All year
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text, including
determining where the
text leaves matters
uncertain.
RL.11-12.1
Review of the Précis (me, we, two, you)
Reading of short stories, poetry, and novels
followed by –
Teacher led discussions
Teacher generated questions
Small group discussion
Small group generated questions
Small group discussion
Review of good sources vs. poor or ones
that are questionable
* Précises
* Written
paragraphs/
essays
* Class
discussion
* imply
* infer
* Précises
* Cite
* www.quia.com
*www.classroomtoo
ls.net
*www.students.wee
bly.com
*Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
(11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
All year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 * Oral
conversations/
group work
* SSR novels &
prompts
POETRY
“Ode on a Grecian
Urn” by John
Keats (1820)
“Because I Could
Not Stop for
Death” by Emily
Dickinson (1890)
Shakespeare
• 18th-century
• 19th-century
• 20th-century
2. Determine a theme or
central idea of a text and
analyze in detail its
development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details;
provide an objective
summary of the text.
RL.9-10.2
http://www.ereadingworksheets.com/free
-reading-worksheets/readingcomprehension-worksheets/main-ideaworksheets/
Summarizing Graphic Organizers
Review fact vs. opinion
Teacher generated worksheets/outlines
and assignments such as before and after
T-charts and/or Venn diagrams
Teacher generated guided theme analysis
* Précises
* Written
paragraphs/
essays
* Class
discussion
* Summary
* Paraphrase
* Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
*Online
stories/poems/
material, ebooks
* Oral
conversations/
group work
* SSR journals
* Films
* Timed Reading
Plus;
2nd – 4th
qtrs
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening essay
Grades 9-­‐12 * Oh, Yuck! Oh,
Yikes!
*http://www.ereadi
ngworksheets.com/
free-readingworksheets/reading
-comprehensionworksheets/mainidea-worksheets/
Summarizing
Graphic
Organizers
2. Determine two or more
themes or central ideas of
a text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to produce a
complex account; provide
an objective summary of
the text.
RL.11-12.2
•
•
2 or more themes
in one text
Analyze how they
interact
Teacher generated worksheets/outlines
and assignments such as before and after
T-charts and/or Venn diagrams
Student written Précises
Teacher generated guided theme analysis
essay
* Précises
* Written
paragraphs/
essays
* Class
discussion
* Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
(11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral
conversations/
group work
* SSR novels &
prompts
*http://www.ereadi
ngworksheets.com/
free-readingworksheets/reading
-comprehensionworksheets/mainidea-worksheets/
2nd – 4th
qtrs
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Summarizing
Graphic
Organizers
NOVEL
• Jane Eyre by
Charlotte Brontë
(1848)
• The Great
Gatsby by F.
Scott Fitzgerald
(1925)
• Their Eyes Were
Watching God by
Zora Neale
Hurston (1937)
• The Namesake by
Jhumpa Lahiri
(2003)
• 18th-century
• 19th-century
• 20th-century
3. Analyze how complex
characters (e.g., those
with multiple or
conflicting motivations)
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
RL.9-10.3
Reading of short stories, poetry, and novels
followed by –
Teacher led discussions
Teacher generated questions
Small group discussion
Small group generated questions
Small group discussion
Graphic Organizers such as T-Charts, Venn
diagrams, 2 column organizers/notes,
foldables
* Written
paragraphs/
essays
* Class
discussion
* Character
charts
* Quia.com
quizzes
* static
* dynamic
* round
* flat
* direct vs.
indirect
characterization
* motivation
* subplot
* Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
*Online
stories/poems/
material, ebooks
* Oral
conversations/
group work
* SSR journals
* Films
2nd – 4th
qtrs
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 3. Analyze the impact of
the author’s choices
regarding how to develop
and relate elements of a
story or drama (e.g.,
where a story is set, how
the action is ordered, how
the characters are
introduced and
developed).
RL.11-12.3
• Analyze author’s
choices
o Setting
o Plot order
o Development of
characters
Author's Purpose Worksheets and Lessons
Reading of short stories, poetry, and novels
followed by –
Teacher led discussions
Teacher generated questions
Small group discussion
Small group generated questions
Small group discussion
Graphic Organizers such as T-Charts, Venn
diagrams, 2 column organizers/notes,
foldables
Cinderella – multiple versions from various
cultures; look at reasons for differences
Grades 9-­‐12 * Timed Reading
Plus;
* Oh, Yuck!
* Understanding
Literature, EMC
Masterpiece Series,
2nd edition, 2005.
(11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral
conversations/
group work
* SSR novels &
prompts
* Written
paragraphs/
essays
* Class
discussion
* Character
charts
* Quia.com
quizzes
DRAMA
A Raisin in the
Sun by Lorraine
Hansberry (1959)
American
dramatist
Craft and Structure RL.9-10.4-6
4. Determine the meaning
of words and phrases as
they are used in the text,
including figurative and
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the
RL.9-10.4
Teacher Think-Aloud
Me, We, Two, You
Letter to friend vs. letter to Grandma vs.
letter to future boss
Word Surgery activities (i.e. e = out,
jacio/ject = throw or hurl; eject = throw
* Quia.com
quizzes
* Tests
*Comprehension
checks through
whole class and
small group
discussion
* Written work
* connotation
* denotation
* formal
language vs.
* informal
language
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
* Online
stories/poems/
material, ebooks
* Cloze activities
* Greek/Latin root
All
year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening language evokes a sense
of time and place; how it
sets a formal or informal
tone).
4. Determine the meaning
of words and phrases as
they are used in the text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone,
including words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful.
(Include Shakespeare as
well as other authors.)
out)
Grades 9-­‐12 (essays or
paragraphs)
word
vocabulary list
* Oral conversations/
group work
* Timed Reading Plus;
* Oh, Yuck!
Teacher generated assignments for
connotation vs. denotation (i.e. My
you’ve lost weight! You look {skinny,
thin,
scrawny, emaciated}.)
RL.11-12.4
•
•
•
•
•
Analyze how
words used in
context
Figurative
language
Connotation
Meaning
Tone
Me, We, Two, You (higher level)
Letter to friend vs. letter to future
employer
Review Word Surgery activities (i.e. e =
out,
jacio/ject = throw or hurl; eject = throw
out)
Teacher generated assignments for
connotation vs. denotation (i.e. My
you’ve lost weight! You look {skinny,
thin,
scrawny, emaciated}.)
• Context
• Figurative
language
• Connotation
• Meaning
• Tone
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005. (11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
* SSR novels &
prompts
Review of 8 count words
NONFICTION
• Common Sense by
Thomas Paine
(1776)
• The Federalist
Papers
• Walden by Henry
David Thoreau
(1854)
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 • “Society and
Solitude” by
Ralph Waldo
Emerson (1857)
• “The Fallacy of
Success” by G. K.
Chesterton (1909)
• Black Boy by
Richard Wright
(1945)
• “Politics and the
English
Language” by
George Orwell
(1946)
• “Take the Tortillas
Out of Your
Poetry” by
Rudolfo Anaya
(1995)
• 18th-century
• 19th-century
• 20th-century
5. Analyze how an
author’s choices
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
RL.9-10.5
5. Analyze how an
author’s choices
concerning how to
RL.11-12.6
Author's Purpose Worksheets and Lessons
Teacher-created “What-If” lesson
* Classroom
reading and
writing projects
Teacher-created “The Time Machine”
Lesson
Teacher-created “Change One Thing”
Lesson
Author's Purpose Worksheets and Lessons
Teacher-created “What-If” lesson
* Classroom
reading and
writing projects
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
* Online
stories/poems/
material, ebooks
* Oral conversations/
group work
* SSR journals
* Films
* Understanding
Literature, EMC
Masterpiece Series, 2nd
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening structure specific parts of
a text (e.g., the choice of
where to begin or end a
story, the choice to
provide a comedic or
tragic resolution)
contribute to its overall
structure and meaning as
well as its aesthetic
impact.
•
•
•
Analyze structure
Analyze type of
ending
How do these fit
into the bigger
picture
Teacher-created “The Time Machine”
Lesson
Teacher-created “Change One Thing”
Lesson
Grades 9-­‐12 edition, 2005. (11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
* SSR novels &
prompts
Seminal U.S.
Documents
• U.S. Supreme
Court majority
opinions and
dissents
• Premises,
purposes, and
arguments in
works of public
advocacy (e.g.,
The Federalist)
• Presidential
addresses
• The Declaration of
Independence
• Preamble to the
Constitution
• Bill of Rights
• Lincoln’s Second
Inaugural Address
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 6. Analyze a particular
point of view or cultural
experience reflected in a
work of literature from
outside the United States,
drawing on a wide reading
of world literature.
6. Analyze a case in
which grasping point of
view requires
distinguishing what is
directly stated in a text
from what is really meant
(e.g., satire, sarcasm,
irony, or understatement).
RL.9-10.6
RL.11-12.6
•
•
Grades 9-­‐12 * Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
* Online
stories/poems/
material, ebooks
* Oral conversations/
group work
* Films
* Folk tales and myths
* “Lather and Nothing Else”
* “The Necklace”
* the Jewish experience: see
http://www.uen.org/Lessonplan/previ
ew.cgi?LPid=22508
* Asian Literature: see
http://resources.primarysource.org/c
ontent.php?pid=268883&sid=223052
2
• Hamlet
• Macbeth
• Exemplars
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005. (11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
* SSR novels &
prompts
Point of view
Satire, sarcasm,
irony
Prior Standard/
“I Can” Statements
Key Skills
Lessons / Activities
Assessment
Vocabulary
Resources and
Websites
Integration of Knowledge and Ideas RL.9-10.7-9
7. Analyze the
representation of a subject
or a key scene in two
different artistic mediums,
including what is
emphasized or absent in
each treatment (e.g.,
RL.9-10.7
Class discussion of musicians who do
covers of old songs….
* Starry Night – painting vs. song
interpretation, VanGogh.pps
“Vincent”
* Everly Bros. Song of Barbara Allen vs.
Poem
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
*Online stories/poems/
material, eBooks
Time
of
Year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 * Breughel’s Landscape with the Fall of
Icarus
* 2 scenes from Romeo & Juliet (1969 &
DiCaprio verisons) and West Side Story
Auden’s “Musée des
Beaux Arts” and
Breughel’s Landscape
with the Fall of Icarus).
7. 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.)
RL.11-12.7
8. Not applicable to
literature.
8. Not applicable to
literature.
9. Analyze how an author
draws on and transforms
source material in a
specific work (e.g., how
Shakespeare treats a
theme or topic from Ovid
or the Bible or how a later
author draws on a play by
Shakespeare).
9. Demonstrate
knowledge of eighteenthnineteenth- and earlytwentieth-century
foundational works of
RL.9-10.8
•
Analyze two or
more
interpretations
of the same text
Hamlet (11th): NFS vs. film version
Macbeth (12th): Graphic novel vs. NFS vs.
film version
Trifles (11th): short story vs. script
Streetcar Named Desire (12th): Play vs.
movie version
* 5 versions of
“To Be or Not
To Be”
soliloquy from
Hamlet.
* C&C essay
re: Streetcar
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005. (11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
* SSR novels &
prompts
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
*Online stories/poems/
material, ebooks
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005. (11th)
* Material from
RL.11-12.8
RI.9.9
* Pyramus and Thisbe & Romeo and
Juliet and MSND
RL.11-12.9
•
Analyze how two
or more texts
•
•
Early American literature
Examplars
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening American literature,
including how two or
more texts from the same
period treat similar themes
or topics.
10. By the end of grade 9,
read and comprehend
literature, including
stories, dramas, and
poems, in the grades 9–10
text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
By the end of grade 10,
read and comprehend
literature, including
stories, dramas, and
poems, at the high end of
the grades 9–10 text
complexity band
independently and
proficiently.
* Encounter a diverse
range of engaging and
culturally sensitive text
and media that motivate
the desire to be literate.
* Read-both
independently and
collaboratively-print, nonprint, and multi-modal
•
•
•
•
from the same
period treat
similar topics
17th-Century
18th-century
19th-century
20th-century
RI.9-10.10
projects
Range of Reading and Level of Text Complexity RL.9-10.10
Teacher
* from exemplars based on class needs
generated
quizzes;
quia.com;
MAPs tests
Grades 9-­‐12 Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
* SSR novels &
prompts
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
*Online stories/poems/
material, ebooks
* Greek/Latin root
word
vocabulary list
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening works proficiently and
critically to be media
literate.
10. By the end of grade
11, read and comprehend
literature, including
stories, dramas, and
poems, in the grades 11–
CCR text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
By the end of grade 12,
read and comprehend
literature, including
stories, dramas, and
poems, at the high end of
the grades 11–CCR text
complexity band
independently and
proficiently.
* Encounter a diverse
range of engaging and
culturally sensitive text
and media that motivate
the desire to be literate.
* Read - both
independently and
collaboratively - print,
non-print, and multimodal works proficiently
and critically to be media
literate.
RL.11-12.10
* from exemplars based on class needs
Teacher
generated
quizzes;
quia.com;
MAPs tests
Grades 9-­‐12 * Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
*Online stories/poems/
material, ebooks
* Greek/Latin root
word
vocabulary list
NOVEL
• Jane Eyre
• The Great Gatsby
DRAMA
• A Raisin in the
Sun by Lorraine
Hansberry (1959)
American
dramatist
• Our Town
• The Importance
of Being Earnest
• Hamlet
• Death of a
Salesman
Informational Text
Key Ideas and Details RI.9-10.1-3
1. Cite strong and
RI.9-10.1
* Teacher led discussions
* Chap quizzes,
*http://www.readwork
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening thorough textual evidence
to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text, including
determining where the
text leaves matters
uncertain.
* Small groups discussions
* Pairs/individual assignment, review
“The Necklace”
“The Black Cat”
“Lather and Nothing Else”
Others/Exemplars as appropriate for
particular class
RI.11-12.1
•
•
•
Cite evidence
Analyze explicit
meaning
Analyze
inferential
evidence
* Teacher led discussions
* Small groups discussions
* Pairs/individual assignment, review
Non-Fiction iBook
Others/Exemplars as appropriate for
particular class
Grades 9-­‐12 tests,
comprehension
checks; reading
and writing
projects
s.org/books/passages
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005.
*Online stories/poems/
material
* Oral conversations/
group work, ebooks
* Research materials
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
* Understanding
Literature, EMC
Masterpiece Series, 2nd
edition, 2005. (11th)
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
POETRY
•
•
“Ode on a
Grecian Urn”
by John Keats
(1820)
“Because I
Could Not
Stop for
Death” by
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 •
•
•
•
2. Determine a central
idea of a text and analyze
its development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details;
provide an objective
summary of the text.
RI.9-10.2
2. Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.2
* Teacher led discussions
* Small groups discussions
* Pairs/individual assignment, review
“The Necklace”
“The Black Cat”
“Lather and Nothing Else”
Others/Exemplars as appropriate for
particular class
•
•
Analyze two or
more central ideas
Analyze how they
build on each
other
* Teacher led discussions
* Small groups discussions
* Pairs/individual assignment, review
“Trifles”
“Streetcar Named Desire”
Others/Exemplars as appropriate for
particular class
Emily
Dickinson
(1890)
Shakespeare
18th-century
19th-century
20th-century
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
*Online stories/poems/
material, ebooks
* Oral conversations/
group work
* Research materials
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
NOVEL
•
Jane Eyre by
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 •
•
•
•
•
•
3. Analyze how the author
unfolds an analysis or
series of ideas or events,
including the order in
which the points are
made, how they are
introduced and developed,
and the connections that
are drawn between them.
RI.9-10.3
3. Analyze a complex set
of ideas or sequence of
events and explain how
specific individuals, ideas,
or events interact and
develop over the course of
RI.11-12.3
•
Analyze a set of
ideas or events
* Teacher led discussions
* Small groups discussions
* Pairs/individual assignment, review
“The Necklace”
“The Black Cat”
“Lather and Nothing Else”
Others/Exemplars as appropriate for
particular class
* Teacher led discussions
* Small groups discussions
* Pairs/individual assignment, review
“Trifles”
Charlotte
Brontë (1848)
The Great
Gatsby by F.
Scott
Fitzgerald
(1925)
Their Eyes
Were
Watching
God by Zora
Neale
Hurston
(1937)
The
Namesake by
Jhumpa
Lahiri (2003)
18th-century
19th-century
20th-century
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
*Online stories/poems/
material
* Oral conversations/
group work
* Research materials
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening the text.
•
Explain how they
interact and
develop
Grades 9-­‐12 Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
“Streetcar Named Desire”
Others/Exemplars as appropriate for
particular class
•
DRAMA
A Raisin in the Sun by
Lorraine Hansberry
(1959) American
dramatist
•
•
•
18th-century
19th-century
20th-century
Craft and Structure RI.9-10.4-6
4. Determine the meaning
of words and phrases as
they are used in a text,
including figurative,
connotative, and technical
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone (e.g.,
how the language of a
court opinion differs from
that of a newspaper).
4. Determine the meaning
of words and phrases as
they are used in a text,
including figurative,
connotative, and technical
meanings; analyze how an
author uses and refines the
RI.9-10.4
RI.11-12.4
•
•
Determine
diction à meaning
How an author
All reading – literature, non-fiction,
exemplars
All reading – literature, non-fiction,
exemplars
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
*Online stories/poems
/materials
*Cloze activities
* Greek/Latin root
word
vocabulary list
* Oral conversations/
group work
*http://www.readwork
s.org/books/passages
(11th)
* Online
stories/poems/
material (12th)
* Oral conversations/
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening meaning of a key term or
terms over the course of a
text (e.g., how Madison
defines faction in
Federalist No. 10).
uses key term
Grades 9-­‐12 group work
NONFICTION
• Common Sense by
Thomas Paine
(1776)
• The Federalist
Papers
• Walden by Henry
David Thoreau
(1854)
• “Society and
Solitude” by Ralph
Waldo Emerson
(1857)
• “The Fallacy of
Success” by G. K.
Chesterton (1909)
• Black Boy by
Richard Wright
(1945)
• “Politics and the
English Language”
by George Orwell
(1946)
• “Take the Tortillas
Out of Your
Poetry” by Rudolfo
Anaya (1995)
• 18th-century
• 19th-century
• 20th-century
5. Analyze in detail how
an author’s ideas or
claims are developed and
RI.9-10.5
All reading – literature, non-fiction,
exemplars
* Chap quizzes,
tests,
comprehension
*http://www.readwork
s.org/books/passages
*Online stories/poems/
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening refined by particular
sentences, paragraphs, or
larger portions of a text
(e.g., a section or chapter).
5. 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.
checks; reading
and writing
projects
RI.11-12.5
•
•
•
Effectiveness of
structure
Analyze the
argument
Evaluate
effectiveness of
the argument
All reading – literature, non-fiction,
exemplars
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
Grades 9-­‐12 material
* Oral conversations/
group work
* Research materials
*http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
SEMINAL U.S.
DOCUMENTS
• U.S. Supreme
Court majority
opinions and
dissents
• Premises, purposes,
and arguments in
works of public
advocacy (e.g., The
Federalist)
• Presidentialaddress
es
• The Declaration of
Independence
• Preamble to the
Constitution
• Bill of Rights
• Lincoln’s Second
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Inaugural Address
6. Determine an author’s
point of view or purpose
in a text and analyze how
an author uses rhetoric to
advance that point of view
or purpose.
RI.9-10.6
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
6. Determine an author’s
point of view or purpose
in a text in which the
rhetoric is particularly
effective, analyzing how
style and content
contribute to the power,
persuasiveness, or beauty
of the text.
RI.11-12.6
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
•
•
Determine
author’s point
Analyze how style
and content help
an author
communicate the
point
*http://www.readwork
s.org/books/passages
*Online stories/poems/
material
* Oral conversations/
group work
* Research materials
*http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
INDEPENDENT
READING
Note: CCSS
repeatedly stresses the
need for students to be
able to read
independently.
Integration of Knowledge and Ideas RI.9-10.7-9
7. Analyze various
accounts of a subject told
in different mediums (e.g.,
a person’s life story in
both print and
multimedia), determining
which details are
emphasized in each
RI.9-10.7
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
*Online stories/poems/
material
* Oral conversations/
group work
* Research materials
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening account.
7. 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.
RI.11-12.7
•
Integrate multiple
sources of
information in
order to solve a
problem
8. Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is
valid and the evidence is
relevant and sufficient;
identify false statements
and fallacious reasoning.
RI.9-10.8
8. Delineate and evaluate
the reasoning in seminal
U.S. texts, including the
application of
constitutional principles
RI.11-12.8
•
Evaluate
reasoning in U.S.
* MLA &/or
APA papers
* Research
projects using
PPT,
Keynote, etc.
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
Grades 9-­‐12 *http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
*http://www.readwork
s.org/books/passages
*Online stories/poems/
material
* Oral conversations/
group work
* Research materials
* Propaganda pieces
from various
times/countries
* Online speech texts
(united streaming,
Youtube)
* Magazine and TV
ads
* Twisting Arms
* Teacher generated
material
*Machinists union
recruiting film
* Speech texts
Get help from Mr.
Green for this!!!
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions
and dissents) and the
premises, purposes, and
arguments in works of
public advocacy (e.g., The
Federalist, presidential
addresses).
9. Analyze seminal U.S.
documents of historical
and literary significance
(e.g., Washington’s
Farewell Address, the
Gettysburg Address,
Roosevelt’s Four
Freedoms speech, King’s
“Letter from Birmingham
Jail”), including how they
address related themes
and concepts.
9. Analyze seventeenth-,
eighteenth-, and
nineteenth-century
foundational U.S.
documents of historical
and literary significance
(including The
Declaration of
Independence, the
Preamble to the
Constitution, the Bill of
Rights, and Lincoln’s
Second Inaugural
Address) for their themes,
purposes, and rhetorical
features.
•
Grades 9-­‐12 texts
Evaluate
premises,
purposes, and
arguments
RI.9.9
*Online materials
Get help from Mr.
Green for this!!!
RI.11-12.9
*Online materials
Get help from Mr.
Green for this!!!
•
•
•
•
Analyze 17th-19th
century
foundational texts
Analyze themes
Analyze purposes
Analyze rhetorical
features
Range of Reading and Level of Text Complexity RI.9-10.10
10. By the end of grade 9,
RI.9-10.10
* Chap quizzes,
*http://www.readwork
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening read and comprehend
literary nonfiction in the
grades 9–10 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
By the end of grade 10,
read and comprehend
literary nonfiction at the
high end of the grades 9–
10 text complexity band
independently and
proficiently.
* Read-both
independently and
collaboratively-print, nonprint, and multi-modal
works proficiently and
critically to be media
literate.
10. By the end of grade
11, read and comprehend
literary nonfiction in the
grades 11-12 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
By the end of grade 12,
read and comprehend
literary nonfiction at the
high end of the grades 1112 text complexity band
independently and
proficiently.
* Read-both
independently and
collaboratively- print,
Lexile Level
9th: 1030-1100
10th: 1100-1190
RI.11-12.10
Lexile Level
11th: 1130-1210
12th: 1210-1300
Grades 9-­‐12 tests,
comprehension
checks; reading
and writing
projects
s.org/books/passages
* Online
stories/poems/
material
* Greek/Latin root
word
vocabulary list
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
*http://www.readwork
s.org/books/passages
* Material from
Timeless Voices,
Timeless Themes:
World Masterpieces,
Prentice-Hall, 2004
* Online
stories/poems/
material (12th)
* Oral conversations/
group work
*SSR Novels &
prompts
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening non-print, and multimodal works proficiently
and critically to be media
literate.
*Literacy Learning KS.LL.1-5
*1. Engage in literacy
learning through
collaborative and
community effort and in
an integrated fashion,
rather than as discreet
skills in isolation.
*1. Engage in literacy
learning through
collaborative and
community effort and in
an integrated fashion,
rather than as discreet
skills in isolation.
*2. Use meta-cognitive
strategies to monitor
literacy learning progress.
*2. Use meta-cognitive
strategies to monitor
literacy learning progress.
*3. Engage in five
essential components of
reading (phonemic
awareness, phonics,
fluency, vocabulary, and
comprehension) at all
grade levels based on
individual student needs.
*3. Engage in five
essential components of
reading (phonemic
awareness, phonics,
* Chap quizzes,
tests,
comprehension
checks; reading
and writing
projects
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening fluency, vocabulary, and
comprehension) at all
grade levels based on
individual student needs.
*4. Engage in strategic
and coherent focus on
literacy learning across all
content areas with shared
literacy responsibility
from all Kansas educators.
*4. Engage in strategic
and coherent focus on
literacy learning across all
content areas with shared
literacy responsibility
from all Kansas educators.
*5. Develop the literacy
skills presented
throughout these
standards in both
academic and
career/technical education
contexts.
*5. Develop the literacy
skills presented
throughout these
standards in both
academic and
career/technical education
contexts.
Common Core
1. Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant
Essential Questions
W.9-10.1a-e
Lessons / Activities
Assessment
Text Types and Purposes W.9-10.1-3
* Persuasive reading and writing unit
- Précis
* Teacher developed propaganda lesson
- Analytical
* Twisting Arms
paragraphs
* Advertising and/or political project
- Analysis of
Grades 9-­‐12 Vocabulary
Resources and
Websites
* 6 Trait resources
* Various editorials
online (current and
classic)
* Persuasive materials
Time
of
Year
2nd qtr
and sufficient evidence.
a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and
create an organization that
establishes clear
relationships among
claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and
counterclaims fairly,
supplying evidence for
each while pointing out
the strengths and
limitations of both in a
manner that anticipates
the audience’s knowledge
level and concerns.
c. Use words, phrases,
and clauses to link the
major sections of the text,
create cohesion, and
clarify the relationships
between claim(s) and
reasons, between reasons
and evidence, and
between claim(s) and
counterclaims.
d. Establish and maintain
a formal style and
objective tone while
attending to the norms and
conventions of the
discipline in which they
are writing.
e. Provide a concluding
statement or section that
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening * Learn to develop a Précis
types of
arguments
Grades 9-­‐12 used in reading section
as well, including * Research materials
* Propaganda pieces
from various
times/countries
* Online speech texts
(united streaming,
YouTube)
* Magazine and TV
ads
* Twisting Arms
* Teacher generated
material
*Machinists union
recruiting film
* Speech texts
* Twisting Arms
* MBC Bundle:
Propaganda
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening follows from and supports
the argument presented.
1. Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant
and sufficient evidence.
a. Introduce precise,
knowledgeable claim(s),
establish the significance
of the claim(s),
distinguish the claim(s)
from alternate or opposing
claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons,
and evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out
the strengths and
limitations of both in a
manner that anticipates
the audience’s knowledge
level, concerns, values,
and possible biases.
c. Use words, phrases,
and clauses as well as
varied syntax to link the
major sections of the text,
create cohesion, and
clarify the relationships
between claim(s) and
reasons, between reasons
W.11-12.1a-e
ARGUMENTATION
•
•
•
•
•
Establish claims
Distinguish from
opposing claims
Introduce
counterclaims
Support with
evidence
Use transitions
* Persuasive reading and writing unit
* Teacher developed propaganda lesson
* Twisting Arms
* Advertising and/or political project
* Write a well-developed Précis
- Précis
- Analytical
paragraphs
- Analysis of
types of
arguments
- MLA paper
Grades 9-­‐12 * 6 Trait resources
* Various editorials
online (current and
classic)
* Persuasive materials
used in reading section
as well, including * Research materials
* Propaganda pieces
from various
times/countries
* Online speech texts
(united streaming,
YouTube)
* Magazine and TV
ads
* Twisting Arms
* Teacher generated
material
*Machinists union
recruiting film
* Speech texts
* Twisting Arms
* MBC Bundle:
Propaganda
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and evidence, and
between claim(s) and
counterclaims.
d. Establish and maintain
a formal style and
objective tone while
attending to the norms and
conventions of the
discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from and supports
the argument presented.
2. Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
a. Introduce a topic;
organize complex ideas,
concepts, and information
to make important
connections and
distinctions; include
formatting (e.g.,
headings), graphics (e.g.,
figures, tables), and
multimedia when useful to
aiding comprehension.
b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete
details, quotations, or
W.9-10.2a-f
All writing lessons from paragraphs to
short essays to MLA papers
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening other information and
examples appropriate to
the audience’s knowledge
of the topic.
c. Use appropriate and
varied transitions to link
the major sections of the
text, create cohesion, and
clarify the relationships
among complex ideas and
concepts.
d. Use precise language
and domain-specific
vocabulary to manage the
complexity of the topic.
e. Establish and maintain
a formal style and
objective tone while
attending to the norms and
conventions of the
discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented
(e.g., articulating
implications or the
significance of the topic).
2. Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
W.11-12.2a-f
EXPLANATORY
ESSAYS
•
•
Introduce topic
Develop by
extended
All writing lessons from paragraphs to
short essays to MLA papers
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening a. Introduce a topic;
organize complex ideas,
concepts, and information
so that each new element
builds on that which
precedes it to create a
unified whole; include
formatting (e.g.,
headings), graphics (e.g.,
figures, tables), and
multimedia when useful to
aiding comprehension.
b. Develop the topic
thoroughly by selecting
the most significant and
relevant facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audience’s knowledge
of the topic.
c. Use appropriate and
varied transitions and
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships among
complex ideas and
concepts.
d. Use precise language,
domain-specific
vocabulary, and
techniques such as
metaphor, simile, and
analogy to manage the
complexity of the topic.
e. Establish and maintain
a formal style and
•
•
•
•
definitions and
details
Use quotes or
examples
Use transitions
Use metaphor,
simile, analogy
Formal style,
objective tone
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening objective tone while
attending to the norms and
conventions of the
discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented
(e.g., articulating
implications or the
significance of the topic).
3. Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences.
a. Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth
progression of
experiences or events.
b. Use narrative
techniques, such as
dialogue, pacing,
description, reflection,
and multiple plot lines, to
develop experiences,
events, and/or characters.
c. Use a variety of
techniques to sequence
W.9-10.3a-f
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening events so that they build
on one another to create a
coherent whole.
d. Use precise words and
phrases, telling details,
and sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or characters.
e. Provide a conclusion
that follows from and
reflects on what is
experienced, observed, or
resolved over the course
of the narrative.
* Create-both
independently and
collaboratively-technical,
non-print, digital, and
multi-modal versions of
text types and purposes
outlined in standards 1,
2,and 3.
3. Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences.
a. Engage and orient the
reader by setting out a
problem, situation, or
observation and its
significance, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth
W.11-12.3a-e
NARRATIVE ESSAYS
•
•
•
•
•
•
•
Set out a problem
Establish POV
Introduce
character
Use dialogue and
plotlines
Sequence events
Use telling details
Use sensory
language
Grades 9-­‐12 progression of
experiences or events.
b. Use narrative
techniques, such as
dialogue, pacing,
description, reflection,
and multiple plot lines, to
develop experiences,
events, and/or characters.
c. Use a variety of
techniques to sequence
events so that they build
on one another to create a
coherent whole and build
toward a particular tone
and outcome (e.g., a sense
of mystery, suspense,
growth, or resolution).
d. Use precise words and
phrases, telling details,
and sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or characters.
e. Provide a conclusion
that follows from and
reflects on what is
experienced, observed, or
resolved over the course
of the narrative.
* Create-both
independently and
collaboratively-technical,
non-print, digital, and
multi-modal versions of
text types and purposes
outlined in standards 1,
2,and 3.
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Production and Distribution of Writing W.9-10.4-6
4. Produce clear and
W.9-10.4
All writing lessons from paragraphs to
coherent writing in which
short essays to MLA papers
the development,
organization, and style are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1–3 above.)
* Strengthen writing craftboth independently and
collaboratively-through a
recursive writing and
revision process and the
use of the common
vocabulary of the 6-Trait
model.
4. Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1–3 above.)
* Strengthen writing craftboth independently and
collaboratively-through a
recursive writing and
revision process and the
use of the common
vocabulary of the 6-Trait
model.
5. Develop and strengthen
W.11-12.4
•
All writing lessons from paragraphs to
short essays to MLA papers
Produce clear
writing
All writing lessons from paragraphs to
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach,
focusing on addressing
what is most significant
for a specific purpose and
audience. (Editing for
conventions should
demonstrate command of
Language standards 1–3
up to and including grades
11-12).
5. Develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach,
focusing on addressing
what is most significant
for a specific purpose and
audience. (Editing for
conventions should
demonstrate command of
Language standards 1–3
up to and including grades
9–10).
6. Use technology,
including the Internet, to
produce, publish, and
update individual or
shared writing products in
response to ongoing
feedback, including new
arguments or information.
6. Use technology,
including the Internet, to
produce, publish, and
update individual or
short essays to MLA papers
W.11-12.5
•
•
All writing lessons from paragraphs to
short essays to MLA papers
Edit writing
Demonstrate
command of
language
standards (all)
W.9-10.6
Most writing lessons from paragraphs to
short essays to MLA papers
W.11-12.6
Most writing lessons from paragraphs to
short essays to MLA papers
•
Use technology
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening shared writing products,
taking advantage of
technology’s capacity to
link to other information
and to display information
flexibly and dynamically.
to produce or
update writing
products
Research to Build and Present Knowledge W.9-10.7-9
7. Conduct short as well
W.9-10.7
Several writing lessons from paragraphs
as more sustained research
to short essays to MLA papers – includes
projects to answer a
• Shakespeare lessons
question (including a self• Other lessons re: literature from
generated question) or
other cultures and or times to
solve a problem; narrow
provide background
or broaden the inquiry
•
Individual lessons from
when appropriate;
exemplars
synthesize multiple
sources on the subject,
demonstrating
understanding of the
subject under
investigation.
7. Conduct short as well
as more sustained research
projects to answer a
question (including a selfgenerated question) or
solve a problem; narrow
or broaden the inquiry
when appropriate;
synthesize multiple
sources on the subject,
demonstrating
understanding of the
subject under
investigation.
8. Gather relevant
information from multiple
authoritative print and
digital sources, using
W.11-12.7
RESEARCH PROJECTS
•
•
•
Answer a
questions
Solve a problem
Synthesize
multiple sources
W.9.10.8
Several writing lessons from paragraphs
to short essays to MLA papers – includes
• Shakespeare lessons
• Other lessons re: literature from
other cultures and or times to
provide background
• Individual lessons from
exemplars
MLA or APA units and other, small
teacher-generated lessons focused
specifically on analyzing sources
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening advanced searches
effectively; assess the
strengths and limitations
of each source in terms of
the task, purpose, and
audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and
overreliance on any one
source and following a
standard format for
citation.
8. Gather relevant
information from multiple
authoritative print and
digital sources, using
advanced searches
effectively; assess the
usefulness of each source
in answering the research
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following
a standard format for
citation.
9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
a. Apply grades 9–10
Reading standards to
literature (e.g., “Analyze
how an author draws on
and transforms source
W.11-12.8
•
•
•
MLA or APA units and other, small
teacher-generated lessons focused
specifically on analyzing sources
Print and digital
Integrate info
smoothly
Avoid plagiarism
W.9-10.9a-b
MLA or APA units and other, small
teacher-generated lessons focused on
literature
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening material in a specific work
[e.g., how Shakespeare
treats a theme or topic
from Ovid or the Bible or
how a later author draws
on a play by
Shakespeare]”).
b. Apply grades 9–10
Reading standards to
literary nonfiction (e.g.,
“Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is
valid and the evidence is
relevant and sufficient;
identify false statements
and fallacious
reasoning”).
9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
a. Apply grades 11–12
Reading standards to
literature (e.g.,
“Demonstrate knowledge
of eighteenth-, nineteenthand early-twentiethcentury foundational
works of American
literature, including how
two or more texts from the
same period treat similar
themes or topics”).
b. Apply grades 11–12
Reading standards to
literary nonfiction (e.g.,
•
•
•
•
Draw evidence
from literary or
informational
texts
18th-early 20thcentury texts
How two or more
texts convey
similar topics
Evaluate
reasoning
MLA or APA units and other, small
teacher-generated lessons focused on
literature
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-­‐12 “Delineate and evaluate
the reasoning in seminal
U.S. texts, including the
applicationof
constitutional principles
and use of legal reasoning
[e.g., in U.S. Supreme
Court Case majority
opinions and dissents) and
the premises, purposes,
and arguments in works of
public advocacy (e.g., The
Federalist, presidential
addresses]”).
Range of Writing W.9-10.10
10. Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of tasks,
purposes, and audiences.
10. Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of tasks,
purposes, and audiences.
W.9-10.10
All writing lessons from paragraphs to
short essays to MLA papers
Teacher generated
W.11-12.10
All writing lessons from paragraphs to
short essays to MLA papers
Teacher generated
Write routinely over shortand long-term
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Common Core
1. Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners on grades
9–10 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly and
persuasively.
a. Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research
on the topic or issue to
stimulate a thoughtful,
well-reasoned exchange
of ideas.
b. Work with peers to set
rules for collegial
discussions and decisionmaking (e.g., informal
consensus, taking votes on
key issues, presentation of
alternate views), clear
goals and deadlines, and
individual roles as needed.
c. Propel conversations
by posing and responding
to questions that relate the
current discussion to
Essential Questions
SL.9-10.1a-d
Lessons / Activities
Assessment
Comprehension and Collaboration SL.9-10.1-3
All group assignments and projects in
* Teacher
literature, non-fiction, technical reading
generated
and writing
rubric
* Success of
assignment
completion
* Classmate
complete
rubric
Grades 9-­‐12 Vocabulary
Resources and
Websites
Teacher generated
Time
of
Year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
d. Respond thoughtfully
to diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or
justify their own views
and understanding and
make new connections in
light of the evidence and
reasoning presented.
1. Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners on grades
11-12 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly and
persuasively.
a. Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research
on the topic or issue to
stimulate a thoughtful,
well-reasoned exchange
of ideas.
•
•
•
•
•
•
•
•
•
Talk about issues
relevant to 11thgrade topics,
texts, and issues
Do small- and
large-group
discussions
Come to
discussions
prepared
Base your ideas
on evidence
Work with peers
Ask and answer
questions
Probe reasoning
Challenge ideas
Resolve
contradictions
All group assignments and projects in
literature, non-fiction, technical reading
and writing
* Teacher
generated
rubric
* Success of
assignment
completion
* Classmate
complete
rubric
Grades 9-­‐12 Teacher generated
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening b. Work with peers to
promote civil, democratic
discussions and decisionmaking, set clear goals
and deadlines, and
establish individual roles
as needed.
c. Propel conversations
by posing and responding
to questions that probe
reasoning and evidence;
ensure a hearing for a full
range of positions on a
topic or issue; clarify,
verify, or challenge ideas
and conclusions; and
promote divergent and
creative perspectives.
d. Respond thoughtfully
to diverse perspectives;
synthesize comments,
claims, and evidence
made on all sides of an
issue; resolve
contradictions when
possible; and determine
what additional
information or research is
required to deepen the
investigation or complete
the task.
2. Integrate multiple
sources of information
presented in diverse media
or formats (e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
source.
SL.9-10.2
Assignments and projects in literature,
non-fiction, technical reading and
writing
* Teacher
generated
rubric
* Success of
assignment
completion
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 2. Integrate multiple
sources of information
presented in diverse media
or formats (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.
SL.11-12.2
3. Evaluate a speaker’s
point of view, reasoning,
and use of evidence and
rhetoric, assessing the
stance, premises, links
among ideas, word choice,
points of emphasis, and
tone used.
3. Evaluate a speaker’s
point of view, reasoning,
and use of evidence and
rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
Assignments and projects in literature,
non-fiction, technical reading and
writing
* Teacher
generated
rubric
* Success of
assignment
completion
SL.9-10.3
Assignments and projects in literature,
non-fiction, technical reading and
writing
* Teacher
generated
rubric
* Success of
assignment
completion
SL.11-12.3
Assignments and projects in literature,
non-fiction, technical reading and
writing
* Teacher
generated
rubric
* Success of
assignment
completion
Assignments and projects in literature,
non-fiction, technical reading and
writing
Presentations
to the class
and/or small
group
•
•
•
•
•
•
Integrate multiple
sources of
information in
order to solve
problems
Evaluate
credibility
Note
discrepancies
Evaluate a
speaker’s POV
Evaluate use of
evidence
Evaluate rhetoric
Presentation of Knowledge and Ideas SL.9-10.4-6
4. Present information,
findings, and supporting
evidence clearly,
concisely, and logically
such that listeners can
follow the line of
SL.9-10.4
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening reasoning and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
task.
4. Present information,
findings, and supporting
evidence, conveying a
clearand distinct
perspective, such that
listeners can follow the
line of reasoning,
alternative or opposing
perspectives are
addressed, and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
a range or formal and
informal tasks.
5. Make strategic use of
digital media (e.g.,
textual, graphical, audio,
visual, and interactive
elements) in presentations
to enhance understanding
of findings, reasoning, and
evidence and to add
interest.
5. Make strategic use of
digital media (e.g.,
textual, graphical, audio,
visual, and interactive
elements) in presentations
to enhance understanding
of findings, reasoning, and
evidence and to add
Assignments and projects in literature,
non-fiction, technical reading and
writing
Presentations
to the class
and/or small
group
SL.9-10.5
Assignments and projects in literature,
non-fiction, technical reading and
writing
Rubric
SL.11-12.5
Assignments and projects in literature,
non-fiction, technical reading and
writing
Rubric
SL.11-12.4
•
•
•
•
Present
information and
findings
Convey clear
perspective
Organize ideas
Make strategic
use of media to
enhance findings
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening interest.
6. Adapt speech to a
variety of contexts and
tasks, demonstrating
command of formal
English when indicated or
appropriate. (See grades
9–10 Language standards
1 and 3 for specific
expectations.)
6. Adapt speech to a
variety of contexts and
tasks, demonstrating
command of formal
English when indicated or
appropriate. (See grades
11-12 Language standards
1 and 3 for specific
expectations.)
Common Core
1. Demonstrate command
of the conventions of
standard English grammar
and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
SL.9-10.6
Assignments in literature, non-fiction,
technical reading and writing
Rubric
SL.11-12.6
Assignments in literature, non-fiction,
technical reading and writing
Rubric
•
Grades 9-­‐12 Adapt speech to
contexts
Assessment
Essential Questions
Lessons / Activities
L.9-10.1a-b
Conventions of Standard English L.9-10.1-2
Assignments and projects in literature, nonRubrics
fiction, technical reading and writing
Vocabulary
Resources and
Websites
Time
of
Year
Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening noun, relative, adverbial)
to convey specific
meanings and add variety
and interest to writing or
presentations.
1. Demonstrate command
of the conventions of
standard English grammar
and usage when writing or
speaking.
a. Apply the
understanding that usage
is a matter of convention,
can change over time, and
is sometimes contested.
b. Resolve issues of
complex or contested
usage, consulting
references (e.g., MerriamWebster’s Dictionary of
English Usage, Garner’s
Modern American Usage)
as needed.
2. Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
a. Use a semicolon (and
perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
b. Use a colon to
introduce a list or
quotation.
c. Spell correctly.
2. Demonstrate command
Assignments and projects in literature, nonfiction, technical reading and writing
Rubrics
L.9-10.2a-b
Assignments and projects in literature, nonfiction, technical reading and writing
Rubrics
L.11-12.2a-b
Assignments and projects in literature, non-
Rubrics
L.11-12.1a-b
•
Use standard
English when
writing or
speaking
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
a. Observe hyphenation
conventions.
b. Spell correctly.
fiction, technical reading and writing
•
•
•
Demonstrate
conventions
Use hyphens
correctly
Spell correctly
Knowledge of Language L.9-10.3
3. Apply knowledge of
language to understand
how language functions in
different contexts, to
make effective choices for
meaning or style, and to
comprehend more fully
when reading or listening.
a. Write and edit work so
that it conforms to the
guidelines in a style
manual (e.g., MLA
Handbook, Turabian’s
Manual for Writers)
appropriate for the
discipline and writing
type.
3. Apply knowledge of
language to understand
how language functions in
different contexts, to
make effective choices for
meaning or style, and to
comprehend more fully
when reading or listening.
a. Vary syntax for effect,
consulting references
(e.g., Tufte’s Artful
L.9-10.3a
Assignments and projects in literature, nonfiction, technical reading, writing, listening
L.11-12.3a
Assignments and projects in literature, nonfiction, technical reading, writing, listening
•
•
Vary syntax
Apply
understanding of
syntax to text
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Sentences) for guidance as
needed; apply an
understanding of syntax to
the study of complex texts
when reading.
Vocabulary Acquisition and Use L.9-10.4-6
4. Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grades 9–10 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence) as
a clue to the meaning of a
word or phrase.
b. Identify and correctly
use patterns of word
changes that indicate
different meanings or
parts of speech (e.g.,
analyze, analysis,
analytical; advocate,
advocacy).
c. Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word
or determine or clarify its
precise meaning, its part
of speech, or its
etymology.
L.9-10.4a- d
Assignments and projects in literature, nonfiction, technical reading, writing, listening
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening d. Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by checking
the inferred meaning in
context or in a dictionary).
4. Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grades 11-12 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence) as
a clue to the meaning of a
word or phrase.
b. Identify and correctly
use patterns of word
changes that indicate
different meanings or
parts of speech (e.g.,
conceive, conception,
conceivable).
c. Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word
or determine or clarify its
precise meaning, its part
of speech, its etymology,
or its standard usage.
d. Verify the preliminary
L.11-12.4a- d
•
Clarify meaning
of words
Assignments and projects in literature, nonfiction, technical reading, writing, listening
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening determination of the
meaning of a word or
phrase (e.g., by checking
the inferred meaning in
context or in a dictionary).
5. Demonstrate
understanding of
figurative language, word
relationships, and nuances
in word meanings.
a. Interpret figures of
speech (e.g., euphemism,
oxymoron) in context and
analyze their role in the
text.
b. Analyze nuances in
the meaning of words
with similar denotations.
5. Demonstrate
understanding of
figurative language, word
relationships, and nuances
in word meanings.
a. Interpret figures of
speech (e.g., hyperbole,
paradox) in context and
analyze their role in the
text.
b. Analyze nuances in
the meaning of words
with similar denotations.
6. Acquire and use
accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the
college and career
L.9-10.6a-b
Assignments and projects in literature, nonfiction, technical reading, writing, listening
L.11-12.6a-b
Assignments and projects in literature, nonfiction, technical reading, writing, listening
•
•
•
L.9-10.6
Understand
figurative
language
Interpret figures
of speech
Analyze nuance
Assignments and projects in literature, nonfiction, technical reading, writing, listening
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
6. Acquire and use
accurately general
academic and domainspecific 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.
L.11-12.6
•
Use academic
language
Assignments and projects in literature, nonfiction, technical reading, writing, listening
Grades 9-­‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Knowledge
Grades 9-­‐12 Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall,
Recite, Sequence, Tell, Write
Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret,
Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Application
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play,
Select, Show, Transfer, Use
Analysis
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram,
Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,
Synthesis
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize,
Perform, Plan, Produce, Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify,
Predict, Prioritize, Prove, Rank, Rate, Select,