LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Quarter 1
ELA 2
Portraits of Human Greatness
Unit 1: Everyday Heroes
Teacher's Choice of Extended Text: Of Mice and Men, The Old Man and the Sea,
or The Catcher in the Rye
2-3 Short Works of Fiction and 1-2 Infomational Texts
Pre-Assessment: Multiple Choice/Open Response
Extended Argumentative Essay and 1 other extended writing (Teacher Choice)
Common Interim Assessment #1: Multiple Choice/Open Response
Theme:
"Portraits of Human
Greatness"
Quarter 2
Essential Questions:
What does it mean to live a
good life?
What does it mean to be a
great person?
What is the individual's
responsibility to human
beings and society?
Unit 2: Courage and Conviction
Common Work of Fiction: In the Time of the Butterflies (2015 only)
To Kill a Mockingbird (2016 and on)
2-3 Short Works of Fiction and 1-2 Informational Texts
Extended Argumentative Essay and 1 other extended writing (Teacher Choice)
Midterm Exam: In Class Long Composition
Unit 3: The Epic Hero
Teacher's Choice of Epic Literature: Beowulf, Gilgamesh, or The Odyssey
Quarter 3
2-3 Short Works of Fiction and 1-2 Informational Texts
Extended Argumentative Essay and 1 other extended writing (Teacher Choice)
Common Interim Assessment #2: Multiple Choice/Open Response
What is a hero?
Quarter 4
Unit 4: Perseverance and Dignity
Common Extended Work of Non-Fiction: Night
2-3 Short Works of Fiction and 1-2 Informational Texts
Extended Argumentative Essay
and 1 other extended writing up to the choice of the teacher
Final Exam: In-Class Long Composition
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Quarter 1
Essential Questions
RL 1
RI 1/MA 8
RL 2
RI2
RL 3
RL AND RI 4
W1
W2 or W3
Portraits of Human Greatness
Everyday Heroes: Of Mice and Men, The Old Man and the Sea, or The Catcher in the Rye
What is one’s responsibility to fellow human beings?
How does our environment shape who we are?
How does the world prey on the weak?
Standards
Identify evidence in a classic American novel to support analysis of said novel.
Identify evidence to support analysis of short works of nonfiction and their links to the historical or social context of an extended work of classic
American fiction.
Identify how topics and themes explored and discussed in class are developed by an author over the course of a classic American novel, and short
works of related fiction.
Determine the central idea of short works of nonfiction and how those ideas relate to ideas presented in a work of classic American literature.
Analyze how a complex character develops over the course of a classic American novel, how that character interacts with other characters, and
how they contribute to the plot and overall theme of theme of the novel.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Write arguments to support claims in an analysis of a seminal work of American fiction, using valid reasoning and relevant and sufficient
evidence.
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.
OR
W4
Tier II Vocabulary
Tier III Vocabulary
Assessments
CIA: 10/26-10/30/15
Data Meeting:
11/9/15
Write narratives to develop an imagined experience or events using effective technique, well-chosen details, and well- structured event sequences.
Produce clear and coherent open responses and extended essays in which the development, organization, and style are appropriate for the task,
purpose and audience.
Compare, Comparison, Composition, Contrast (verb and noun), Contribute, Convey , Crucial, Describe, Effect, Emphasize, Establish, Evidence,
Excerpt, Explain, Figurative, Illustrate, Impact, Imply, Infer, Initial, Literal, Main Idea, Most Likely Reason, Open Response, Quotation,
Parentheses, Perceive, Predict, Refer, Relevant, Represent, Reveal, Specific, Suggest, Supporting details, Symbol, Sympathize
Character, Characteristic, Climax, Conflict, Dialect, Dialogue, Fiction, Figurative Language, Figure of Speech, Foreshadowing, Genre,
Hero/Heroine, Informational text, Irony, Main idea, Monologue, Mood, Moral, Motivation, Narrator, Narrative, Non-fiction, Novel, Plot,
Sequence of Events, Setting, Simile, Theme, Thesis, Tone, Traits
Quarter 1 ELA 2 Argumentative Essay Prompt
Common Interim Assessment #1: Multiple Choice and Open Response
Other Type of Writing (Teacher’s Choice): Extended narrative, explanatory, persuasive, etc.
Rubrics: Open Response Rubric, Argumentative Essay Rubric, Informational Essay Rubric, Oral Presentation Rubric
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
21st Century
Learning
Expectations
Texts/Resources
Portraits of Human Greatness
Academic: A1, A2, A3, A4, A5, A6
Social: S1, S2, S3, S4, S5
Choose one of the following Extended Texts:
The Catcher in the Rye by JD Salinger
Of Mice and Men by John Steinbeck
The Old Man and the Sea by Ernest Hemingway
Supplementary Short Fiction and Non-Fiction:
Everyman (15th Century Morality play
Hemingway and the Old Man by the Sea By James Leavey
Cinderella Man (film)
Aw, the World’s a Crumby Place by James Stern NY Times Article
Get a Life Holden Caufield by Jennifer Schuessler – NY Time Article
A&P by John Updike Short Story
Letter to a Child Like Me by Jose Torres Essay
Anthem by Ayn Rand
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Quarter 2
Essential Questions
RL1
RI1/MA8
RL2
RI2
RL3
RI3
RL/RI4
RI5
W1
W2 OR W3
Portraits of Human Greatness
Courage and Conviction - In the Time of the Butterflies by Julia Alvarez
What is one’s responsibility when faced with abuse of authority?
How do social and political structures shape who we are?
How does spirituality shape individuals in society?
Standards
Independently identify evidence from In the Time of the Butterflies to support original analysis of and insights about the novel.
Independently identify evidence to support original analysis of short works of nonfiction and make insightful links between their content and the
historical or social context of In the Time of the Butterflies.
Independently identify the main theme of In the Time of the Butterflies, and analyze in detail its development over the course of the novel.
Independently determine the central ideas of short works of nonfiction, how the author develops those ideas, and how they relate to In the Time of
the Butterflies.
Analyze how complex characters develop over the course of In the Time of the Butterflies, how that character interacts with other characters, and
how they contribute to the plot and overall theme of the novel.
Analyze how an author unfolds a series of events in a short work of non-fiction, including the order in which points are made, how they are
introduced and developed, and the connections that are drawn between them
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Analyze in detail how the author’s ideas are developed and refined over the course of a short work of non-fiction, with specific focus on particular
sentences and paragraphs.
Write arguments to support claims in an analysis of In the Time of the Butterflies, using valid reasoning and relevant and sufficient evidence.
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.
OR
W4
Tier II Vocabulary
Tier III Vocabulary
Assessments
Midterms: 1/19-
Write narratives to develop an imagined experience or events using effective technique, well-chosen details, and well- structured event sequences.
Produce clear and coherent open responses and extended essays in which the development, organization, and style are appropriate for the task,
purpose and audience.
(reinforce terms from Unit 1 plus): Alternatives, Anecdote, Author’s Purpose, Analyze, Assess, Clarify, Conclusions, Context, Defend, Define,
Develop, Essay, Essential, Evaluate, Judge, Justify, Influence, Maintain, Observe, Outline, Persuasive technique, Persuasion, Point of view,
Position, Prejudice, Reflect, Relationship, Single out, Striking, Summarize, Valid
(reinforce terms from Unit 1 plus): Allusion, Biography, Cognate, Connotation, Denotation, Environment, Idiom, Imagery, Memoir, Metaphor,
Poetry, Stanza, Transition, Voice
Other Type of Writing (Teacher’s Choice): Extended narrative, explanatory, persuasive, etc.
Common Midterm Prompt
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
1/22/16
Data Meeting: 2/1/16
21st Century
Learning
Expectations
Texts/Resources
Portraits of Human Greatness
Argumentative Essay #2 Prompt
Rubrics: Open Response Rubric, Argumentative Essay Rubric, Informational Essay Rubric, Oral Presentation Rubric
Academic: A1, A2, A3, A4, A5, A6
Social: S1, S2, S3, S4, S5
Common Extended Text:
In the Time of the Butterflies by Julia Alvarez
Supplementary Short Fiction and Non-Fiction:
Letter from a Birmingham Jail By Martin Luther King, Jr.
How it Feels to be Colored Me by Zora Neale Hurston- Short Story
Eleven by Sandra Cisneros – Short Story
How to Tame a Wild Tongue by Gloria Anzaldua – Essay
The Story of My Body by Judith Ortiz Cofer – Essay
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Quarter 3
Essential Questions
RL1
RI1/MA8
RL2
RI2
RL3
RL/RI4
W1
W2 OR W3
Portraits of Human Greatness
The Epic Hero: Gilgamesh, The Odyssey, or Beowulf
What are the characteristics of the classic hero archetype and how do these characteristics influence society today?
What is the power of the human will?
When does a positive personality trait become a flaw?
Standards
Independently identify multiple pieces of evidence in a play or epic poem to support original analysis and to respond to prompts about the work.
Independently identify evidence to support original analysis of short works of nonfiction, and make insightful links between their content and the
historical or social context of a work of drama or an epic poem.
Determine the theme of an extended work of drama or an epic poem and how it develops over the course of the text.
Independently determine the central ideas of short works of nonfiction, how the author develops those ideas, and how they relate to a work of
drama or epic poetry.
Independently analyze how complex characters develop over the course of a work of drama or epic poetry, and how that character development
relates to elements of drama or epic poetry.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Write arguments to support claims in an analysis of a work related to the epic genre, using valid reasoning and relevant and sufficient evidence.
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.
OR
W4
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event
sequences
Produce clear and coherent open responses and extended essays in which the development, organization, and style are appropriate for the task,
purpose and audience.
Tier II Vocabulary
Tier III Vocabulary
(reinforce terms from Units 1 & 2 plus): Aspect, Atmosphere, Focus, Function, Inconsistencies
(reinforce terms from Units 1 & 2 plus): Allegory, Alliteration, Allusion, Envy, Epic, Fate & Free Will, Foreshadowing, Hubris,
Mood, Muse, Myth, Paradox, Personification, Repetition, Tragic Flaw, Hubris, Hyperbole, Point of View, Resolution
Assessments
CIA: 4/4-4/8/16
Data Meeting:
4/25/16
21st Century
Learning
Expectations
Other Type of Writing (Teacher’s Choice): Extended narrative, explanatory, persuasive, etc.
Common Interim Assessment #2: Multiple Choice and Open Response
Common Argumentative #3 Essay Prompt
Rubrics: Open Response Rubric, Argumentative Essay Rubric, Informational Essay Rubric
Academic: A1, A2, A3, A4, A5, A6
Social: S1, S2, S3, S4, S5
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Texts/Resources
The Odyssey of Homer
Gilgamesh
Beowulf
Portraits of Human Greatness
Ithaka by C. P. Cavafy
Goodbye, Darkness: A Memoir of the Pacific War (William Manchester)
(excerpts)
Odysseus in America: Combat Trauma and the Trials of Homecoming
(Jonathan Shay) (excerpts)
Operation Homecoming: Iraq, Afghanistan, and the Home Front in the Words
of U.S. Troops and Their Families (Andrew Carroll, ed.)
Poetics (Aristotle) (excerpt on comedy and tragedy)
Soldier’s Heart: Reading Literature Through Peace and War at West Point
(Elizabeth D. Samet)
The Gold of Troy (Robert Payne)
The Hero with a Thousand Faces (Joseph Campbell)
Unbroken: A World War II Story of Survival, Resilience, and Redemption
(Laura Hillenbrand)
Endymion (John Keats) (EA) (excerpts)
The Aeneid (Virgil)
The Lotus-Eaters (Alfred, Lord Tennyson)
The Theban Plays: Oedipus and Antigone
The Song of Hiawatha (Henry Wadsworth Longfellow)
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Portraits of Human Greatness
Quarter 4
Essential Questions
Perseverance and Dignity: Night by Elie Wiesel
What role does faith play in times of adversity?
As members of society, should we defer to authority, or be guided by our own morality?
Standards
RL1
RI1/MA8
RL2
RI2
RL3
Independently identify multiple pieces of evidence in short stories and poems that relate to themes and main ideas identified in the memoir Night.
Independently cite multiple pieces of strong and thorough evidence that support insightful, original analysis of ideas presented in Night.
Identify themes in short literary texts that directly relate to topics and ideas developed in Night.
Determine the central idea of Night and analyze how the events of the book contribute to the development of this central idea.
Independently analyze how a real-life character in Night develops and changes over the course of the text, how that character interacts with other
characters, and how they contribute to the plot and overall theme of memoir.
Independently analyze how Wiesel unfolds a series of events in Night, including the order in which points are made, how they are introduced and
developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Analyze in detail how Wiesel’s ideas are developed and refined by particular sentences, paragraphs, and larger portions of Night.
Write arguments to support claims in an analysis of the memoir Night, using valid reasoning and relevant and sufficient evidence.
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.
RI3
RL/RI4
RI5
W1
W2 OR W3
OR
W4
Tier II Vocabulary
Tier III Vocabulary
Assessments
Finals: 6/7-6/10/16*
21st Century
Learning
Expectations
Write narratives to develop an imagined experience or events using effective technique, well-chosen details, and well- structured event sequences.
Produce clear and coherent open responses and extended essays in which the development, organization, and style are appropriate for the task,
purpose and audience.
(reinforce terms from Units 1-3 plus): Assume, Atrocity, Bias, Distinguish, Elaborate, Justice, Propaganda
(reinforce terms from Units 1-3 plus): Foreshadowing, Holocaust, Memoir, Motif, Genocide, Style, Symbolism, Character Development, Internal
Conflict/External Conflict, Narrator
Other Type of Writing (Teacher’s Choice): Extended narrative, explanatory, persuasive, etc.
Common Final Essay Prompt
Argumentative #4 Essay Prompt
Rubrics: Open Response Rubric, Argumentative Essay Rubric, Informative Essay Rubric, Oral Presentation Rubric
Academic: A1, A2, A3, A4, A5, A6
Social: S1, S2, S3, S4, S5
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LAWRENCE HIGH SCHOOL ELA 2 CURRICULUM MAP 2015-2016
Texts/Resources
Required Extended Text:
Night by Elie Wiesel
Portraits of Human Greatness
Supplementary Texts:
The Terrible Things (Short Fiction) Elie Wiesel Photograph at Buchenwald
(Photography)
“First They Came For…” by Martin Niemoeller (Poetry) Polish Boy With his
Arms Up (Photography)
Excerpt from The Diary of Anne Frank (Non-Fiction)
The Sower by Thomas Hart Benton (Art)
“To the Little Polish Boy Standing with his Arms Up” by Peter Fischl (Poetry)
Unable to Work by David Olière (Art)
Elie Wiesel Nobel Prize Speech (Non-Fiction)
Food of the Dead for the Living by David Olière (Art)
Schindler’s List (Film) Gassing by David Olière (Art)
The Pianist (Film) Normal Life in Flossenburg by Ferman Van Horen
Video of Elie Wiesel and Oprah at Auschwitz (Video Interview)
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