English Language Arts Sample Curriculum Map (In-Progress)

UNIT of STUDY: Aspirations of freedom: readings from and about the American Revolution

TIME FRAME:One quarter
ESSENTIAL/INQUIRY QUESTION(s): How does learning history through literature differ from learning history through informational text?
EVIDENCE OUTCOMES/ ASSESSMENT
Bolded and underlined EOs indicate focused attention throughout study & assessed EOs in this unit – All EOs will be assessed sometime throughout the year. / ACTIVITIES / KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed with EOs being assessed – summative assessment(s) are listed separately & may target more than one EO.)
Assess: See group discussion summative assessment(1.1.a, 1.2.a.i –iv, 1.2.g, h)
Assess: Perform poem with peers (performance rubric) (1.1.a, 1.1.d, 1.1.e, 1.2.g, h)
Assess: Quality writing and recording demonstrating integration of writing, speaking, and technology(1.1.b,1.1.d, 1.1.e, 1.2.g, h)
Summative Assessment:
Self-guided scored group discussion (use group discussion rubric) (1.1.a, 1.2.a.i –iv)Speaking / Activity: Socratic seminars
Activity: Reader’s Theater – Paul Revere’s Ride, Longfellow
Activity: Podcast radio style commentary on novel
Activity: Regularly scheduled self-guided small group book discussions / 6-8 Revolutionary war period historical fiction and informational texts
George vs. George: The Revolution Seen from Both Sides, by Rosalyn Schanze
Declaration of Independence
Preamble to The Constitution
Federalist, No. 10, James Madison
American History textbook
“Woman’s Place in the Republic,” Linda Kerber
“Paul Revere’s Ride,” Longfellow
“Justifying Slavery in the Republic,” David Brion Davis
Various primary and secondary documents
Reading for all Purposes
Assess: Create and post a graphic representation of a summary and character analysis of the text(2.1.a, 2.1.h, 2.2.c,2.2.l)
Assess: Reread journal entries and write a synopsis reflection of the connections you made to the text while reading and journaling about it. (2.1.a,2.1.b, 2.1.c, 2.1.j, 2.2.j, 2.3.a.iv-v, 2.3.b.iv)
Summative Assessment:
Assess textual evidence used in written informative/explanatory essay (2.1.a, 2.2.a) / Activity: While reading historical fiction and informational texts use book discussions and sticky notes to analyze and track setting and character development
Activity: Exploring text, world and self to text connections, journal regularly about the novel or non-fiction text.
Writing & Composition
Assess: Use summary and analysis rubrics with an emphasis on attention to audience, purpose and organization to evaluate the six paragraphs(3.2.b.i-vi, 3.2.d, 3.2.f, 3.3.a, 3.3.g.i-iv, 3.3.i)
Summative Assessment:
Using textual evidence, write an informative/explanatory essay. Prompt (unit essential question),“How does learning history through literature differ from learning history through informational text?” (3.2.b.i-vi , 3.2.c,3.2.d, 3.2.f, 3.3.a, 3.3.g.i-iv) / Activity: Write three character development summary and three analysis paragraphs using book discussions, sticky notes and textual evidence
Activity: The summative writing assessment is designed to include information, experiences, and insights from all activities in the Aspirations of freedom study / CONTENT CONNECTIONS
American History: Revolutionary War and the formation of the United States Government
Research & Reasoning
Assess: Identify distinguishing text features of primary and secondary documents, and find and annotate examples of both
(4.1.a, 4.1.b, 4.1.d, 4.2.b)
Assess: Create an annotated timeline of the events leading up to and beyond the origin of the primary document
(4.1.a, 4.1.b,4.1.c.i-ii, 4.1.d, 4.1.h)
Summative Assessment:
None – only formative / Activity: Compare and contrast primary and secondary documents
Activity: Identify a primary document that likely influenced characters in the text and may have helped the author better understand the historical context

UNIT of STUDY:

TIME FRAME:
ESSENTIAL/INQUIRY QUESTION(s):
EVIDENCE OUTCOMES/ ASSESSMENT
Bolded and underlined EOs indicate focused attention throughout study & assessed EOs in this unit – All EOs will be assessed sometime throughout the year. / ACTIVITIES / KEY RESOURCES
List is for all activities throughout the unit
Speaking & Listening
(Formative & interim assessments are listed beside EOs being assessed – summative assessment(s) are listed separately & may target more than one EO.)
Summative Assessment:
Reading for all Purposes
Summative Assessment:
Writing & Composition
Summative Assessment: / CONTENT CONNECTIONS
Research & Reasoning
Summative Assessment: