Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
Summer School American Literature and Composition (Grade 11) Curriculum Map
Overview of the Course: The major purpose of this 60-hour course is for students (including English learners and students with disabilities) to analyze complex and
sophisticated American literary (variety of genres) and informational texts to reflect the diverse voice of America from the colonial period to the present day. The
intended curriculum for this semester course focuses on analytical writing (Informative/Explanatory), integrating skills of reading, writing, speaking, and listening.
Students are expected to write shorter, on-demand essays that will lead to a culminating writing task, developed and written in the fourth week of the semester.
Focus on Language Needs: A vital consideration for instruction is the inclusion of Integrated English Language Development (ELD). The new CA ELA/ELD framework
clearly defines the need for our English learners to receive intentional ELD support within the context of the grade-level English classroom. English language
development must be strategically designed to support students’ engagement “in activities in which they listen to, read, analyze, interpret, discuss, and create a variety of
literary and informational text types about language. Through these experiences they develop an understanding of how language is a complex and dynamic resource for
making meaning, and they develop language awareness, including an appreciation for their primary language as a valuable resource in its own right and for learning
English” (ELA/ELD Framework, Ch. 2, pg. 81).
Organization of This Curriculum Map: The map is headed by an essential question relating to argument and a culminating writing task. The body of the map is
organized around clusters of concepts and skills that will support students in mastery of the focus Common Core State Standards identified for American Literature and
Composition Summer School. The scope and sequence consists of Common Core Guiding Questions that frame for students some of the key concepts related to the
Standards, and Instructional Guiding Questions that narrows focus onto discrete skills and concepts students need in order to answer the Common Core Guiding Questions.
In order to provide flexibility of instructional design for teachers, and to accommodate the range of adopted texts currently in use across the district, specific lessons
have not been included for this scope and sequence.
2015 Summer School Standards At-A-Glance: American Literature and Composition
Instructional
Window
Reading Informational
1, 2, 3, 4, 6, 9, 10
FOCUS STANDARDS
Reading Literature
Language
1, 2, 3, 4, 6, 9, 10
1a, 1b, 2b,4a, 5a, 5b, 6
The Focus Standards are written out on pp. 8-10.
Writing
1, 2, 4, 7, 9
Speaking & Listening
1, 2, 3,4, 6
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
Essential Question: How does American literature reflect the evolving voices of its people?
CULMINATING WRITING TASK
After reading several informational and literary texts, write an essay in which you identify and describe a common thread in the American literary voice and how it is
reflected in three different texts. Support your discussion with evidence from the texts.
CCSS Guiding Questions
Instructional Guiding Question
Cluster A
Text: short story and visual text
On-Demand Essay: How does voice highlight the theme (s) in a text?
1. How does tracing the development of a theme help me better understand the
text? (RL11-12.1, RL11-12.2)
1.1 How does identifying, discussing, and analyzing themes in American literature
provide me insight into American society?
1.2 How do I recognize the literary clues that help me to trace the theme in a text?
2. How does recognizing the impact of specific words in a text help me better
understand the development of a theme (s)? (RL11-12.1, RL11-12.2, RL11-12.4)
2.1 How do I recognize the impact of the author’s word choice in a text?
2.2 How do specific words (diction) in a text act as literary clues to help me
understand and trace the identified theme in a text?
3. How does the writer use voice to shape the audience’s understanding of a text?
(RL11-12.1, RL11-12.2, RL11-12.4, RL11-12.6)
4. How do my peers help me better understand the connection between voice and
theme? (SL11-12.1, RL11-12.2, RL11-12.1, RL11-12.4, RL11-12.6)
3.1 How do I recognize and trace the voices in a text?
3.2 What is the role of the narrator’s voice in a text?
3.3 How do I identify the point of view of the narrator?
3.4 How does point of view shape a narrator’s voice?
3.5 How does diction (word choice) shape a narrator’s voice?
3.6 How does syntax shape a narrator’s voice?
3.7 How does the author use tone to amplify a narrator’s voice?
3.8 How does the voice of a third person narrator shape my understanding of the
theme of the text?
4.1 How do I work in a group to identify, trace and clarify the narrator’s voice in a
text, paying close attention to diction, syntax, tone, and any other literary clues?
4.2 As a group, how do we discuss and come to a consensus in identifying evidence
of the narrator’s voice in the text?
4.3 How can I work with my peers to connect the theme in the text with the
narrator’s voice?
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Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
5. How does organizing my understandings from my readings, discussion, and
analysis help me prepare for an on-demand essay? (W11-12.1, W11-12.4, W1112.9)
6. How do I effectively capture my analysis of a text in an on-demand essay? (W1112.2, W11-12.4, W11-12.9,)
7. How do I trace two or more central ideas in a visual text? (RI11-12.1 or RL1112.1, RI11-12.2 or RL11 -12.2)
8. How do I analyze how two or more central ideas in a visual text interact and
build on one another? (RI11-12.1 or RL11-12.1, RI11-12.2 or RL11 -12.2)
Cluster B
Texts: US Historical document and Poetry
On-Demand Essay(example): Write your own Declaration of Independence
Group Writing Task (example): Write a Preamble to your group Declaration of
Independence
1. How do I use feedback from a reader (s) to help me better improve my writing?
(reviewing essay written in Cluster A) (W11-12.5)
2. How do foundational U.S. historical documents reflect iconic American central
ideas and voice? (RL11-12.2)
Instructional Window: Summer (60 hours)
5.1 How do I make sense of the on-demand prompt in order to organize my
readings, discussion notes, and analysis of the text?
5.2 How do I select the strongest and most relevant evidence from my readings,
discussion notes, and analysis to clearly communicate my central idea?
5.3 How do I best organize my ideas and evidence to ensure that my audience
clearly understands my central idea?
61. How do I develop an opening to my essay that briefly introduces the text,
summarizes the central theme, and presents my thesis statement?
6.2 How do I take my ideas and evidence to develop an on-demand essay?
6.3 How do I ensure that my central idea and evidence is clearly supported with
reasoning and elaboration?
6.4 How do I use transitions to control the development of my central idea?
6.5 How do I use various phrases and clauses to convey specific meanings in my
essay?
6.6 Where do I place citations and/or quotes to best support my ideas?
6.7 How do I briefly conclude my essay, reinforcing my thesis?
7.1 How do specific details in an image help me see a central idea in a visual text?
7.2 How does viewing an image, using different lenses (points of view) help me
identify and discuss a variety of ideas in a visual text?
8.1 How do I determine the relationship between identified central ideas in a single
visual text?
8.2 How does the relationship between the central ideas in the image help me
develop a greater understanding of the visual text?
1.1 How do I reflect on my own writing in order to improve?
1.2 How do I ask clarifying questions on the feedback I receive?
2.1 How do I recognize the literary clues that help me trace the central idea in a
foundational U.S. historical document?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
3. How did writers use text structure to shape central ideas and purpose in
foundational U.S. documents? (RI11- 12.1, RI11 -12.2, RI11-12.5, RI11-12.6, RI1112.9)
Instructional Window: Summer (60 hours)
3.1 How do I identify text structure in a foundational US historical document?
3.2 How do these text structures communicate the central idea and purpose in a
foundational US historical document?
4. How did writers use rhetoric to shape voice in foundational U.S. documents?
(RI11-12.1, RI11-12.2, RI11-12.4, RI11-12.6)
4.1 How do I recognize and trace rhetorical devices in a foundational U.S. historical
document?
4.2 How does diction (word choice) shape the writer’s voice?
4.3 How does syntax shape the writer’s voice?
4.4 What impact do these rhetorical devices have on voice?
5. How do I collaborate with my peers to create a document that models a
foundational U.S. document (e.g. Preamble to the Declaration of Independence)?
(SL11-12.1, SL11-12.4,W11-12.2, W11-12.4)
5.1 How do I work in a group to identify, trace, and clarify the speaker’s voice in a
foundational U.S. historical document, paying close attention to the use of rhetoric,
diction, and syntax?
5.2 As a group, how do we discuss and come to a consensus in identifying evidence
of a speaker’s voice in a foundational U.S. historical document.
5.3 How can I work with my peers to connect the central idea in a foundational U.S.
historical document with the voice of that text?
5.4 How do I work with my peers to prepare and present our model document?
6. How do I constructively listen and provide feedback to my peers on their group
presentation? (SL11-12.3)
6.1 How do I work with my class to establish strong criteria to evaluate a group’s
presentation?
6.2 How do I effectively listen to a presentation and evaluate it using an established
criterion?
7. How do I develop a document modeled after a foundational U.S. document?
(W 11-12.2, L9-10.1a, L11-12.6)
7.1 How do I determine the central purpose and goal for my document?
7.2 How do I structure a document modeled after a foundational U.S. historical
document?
7.3 How can I identify and integrate effective rhetorical elements similar to a
foundational U.S. historical document in order to strengthen my own document?
7.4 How do I use parallel structure to shape the voice I want to use in this
document?
7.5 How do I ask for and receive meaningful feedback to support the development
of my writing task?
8. How does poetry help me to better understand central themes related to
American society? (RL11-12.1, RL11-12.2)
8.1 How can poetry be used to tell the story of American society?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
9. How does diction shape the narrative voice and theme(s) in a poem? (RL11-12.1,
RL11-12.2, RL11-12.4, L11-12.5a)
Instructional Window: Summer (60 hours)
9.1 How does a poet’s word choice help me identify a theme(s) in a poem?
9.2 How does a poet’s word choice help me identify the voice in a poem?
10. How does structure and syntax shape the narrative voice and theme(s) in a
poem? (RL11-12. 1, RL11-12.2)
10.1 How does the structure (e.g., free verse, sonnet, haiku, etc.) shape the voice
and theme(s) in a poem?
10.2 How does the poetic syntax shape the voice and the theme(s) in the poem?
11. How do I work with my peers to define a “common thread” in the voice of two
different poems and support my findings with evidence from the text? (SL11-12.1,
RL11-12.1, RL11-12.2, RL11-12.4, RL11-12.6)
11.1 What is the meaning behind the phrase, “common thread?”
11.2 How do I compare two poems to identify similar characteristics in the voice of
the poetry?
11.3 How do I work with my peers to compare and contrast voice and theme in
two different poems using evidence from the text to support the analysis?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
Cluster C
Text: Speech
On-Demand Essay: On-demand essay analyzing the voice in a speech
**Reminder: Provide students with opportunity to review teacher feedback to
essay written in the previous week (see CCSS Guiding Question #1 in Cluster B)
1.1 What are the characteristics of spoken texts?
1. How do speeches differ from other types of written texts? (RI11 -12.5)
2.1 How does purpose impact a speaker’s choice of rhetoric?
2. How does a speakers use rhetoric to express their point of view and to create a
strong impact with their audience? (RI11-12.1, RI11-12.2, RI11 -12.4, SL11-12.3)
3. How does a speaker use diction, syntax, and punctuation to define and
strengthen their voice? (RI11-12.1, RI11-12.2, RI11 -12.4)
4. How do I effectively capture my analysis of voice in a speech in an on-demand
essay? (W11-12.2, W11 -12.4, W11 – 12.9, L9-10.1b)
Preparation for Culminating Writing Task:
5. How do I collaborate with my peers to describe a “common thread” in the voice
of three different texts and support my findings with evidence from the text? SL1112.1, R11-12.1, R11-12.2, Rll-12.4, Rll-12-6)
3.1 How does the audience for a speech affect the speaker’s choice of diction, and
syntax?
4.1 How do I develop an opening to my essay that briefly introduces the text,
summarizes the central theme, and presents my thesis statement?
4.2 How do I take my ideas and evidence to develop an on-demand essay?
4.3 How do I ensure that my central idea and evidence is clearly supported with
reasoning and elaboration?
4.4 How do I make sure my transitions control the development of my central idea?
4.5Where do I make sure that my citations and/or quotes best support my ideas?
4.6 How do I briefly conclude my essay, reinforcing my thesis?
5.1 How can I identify common elements of voice in a variety of American texts—
nonfiction, short story, speeches, poetry?
5.2 How do the common elements of voice found in historical U.S. foundational
documents compare with the common elements of voice found in literary works?
5.3 How can these two sets of elements be synthesized to derive a “common
thread” of an American voice?
5.4 How do I work with my peers to organize our findings and analysis into notes
that I can use later in developing my essay?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
Cluster D
Texts: Three texts from clusters A-C
Writing Task: Course culminating task (see page 2)
**Reminder: Provide students with opportunity to review teacher feedback to
essay written in the previous week (see CCSS Guiding Question #1 in Cluster B)
1. How do I analyze textual evidence to determine and develop a thesis statement
that accurately captures the writing task and is inclusive of the three texts? ( W1112.2, W11-12.9, RI11-12.1, RI11-12.2, RI11-12.4, RI11 -12.6, RL11-12.1, RL11-12.2,
RL11-12.4, RL11 -12.6,)
2. How do I determine the most compelling textual evidence to support my thesis?
(W11-12.2, W11-12.9)
3. How do I organize and structure my essay to clearly express to the reader my
analysis and understanding of the texts? (W11-12.2, W11-12.4, W11-12.9)
4. How do I clearly and effectively show how the textual evidence supports my
thesis? (W11-12.2, W11-12.4, W11-12.9)
5. How do I ensure that my introduction and conclusion align and strengthen my
thesis and analysis? (W11-12.2, W11-12.4)
6. How do I help my peers develop and strengthen their essays in the revision
process? (W11-12.5)
1.1 How can I be sure that I clearly understand all the elements of the culminating
writing task?
1.2 How do I organize my notes from the texts I have analyzed to assemble
evidence of a “common thread” of voice in American literature?
1.3 What are the shared elements of voice in the texts I have analyzed? What
common message do they suggest?
2.1 How will the balance of evidence from informational and fictional texts
contribute to my reader’s understanding of the “common thread” of voice in
American literature?
3.1 Within each of these genres, how should I organize my evidence to most clearly
present my interpretation for the reader?
4.1 How can I make sure that my reader understands why I chose each piece of
evidence to support my thesis?
4.2 How do I decide where to use the words of the original text to create the most
powerful impact for my reader?
4.3 How do I ensure that my reader’s understanding of my thesis deepens as each
piece of evidence is introduced?
4.4 How can I craft elaboration that continuously strengthens the relationship
between my evidence and my thesis?
5.1 How does my introduction preview my analysis of the American voice?
5.2 How does my introduction signal the purpose of my essay to the reader?
5.3 How does my conclusion reinforce but not restate my thesis?
6.1 What are the best questions to ask my peers to help them see where their work
seems unclear as we revise?
6.2 How can I help my peers ensure that their essay is aligned to the culminating
task prompt?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
7. How do I address the feedback from my peers and teacher to improve my essay
during the revision process? (W11-12.2, W11-12.5)
Instructional Window: Summer (60 hours)
7.1 How can I judge the validity of my peer’s review of my work? How can I use the
teacher’s expertise to help clarify the revisions I am considering?
8. How do I make sure that I have accurately and correctly cited textual? (W1112.2,)
8.1 How can I be sure that I have observed the conventions of citation? How do I
ensure that my use of attributive tags and parenthetical notes flow smoothly to
facilitate to my reader’s understanding
9. How does a Works Cited page help my reader to better understand my essay and
accept the validity of my writing? (W11-12.2)
9.1 How do I make sure that the sources for my citations are correctly organized on
my Works Cited page?
10. How do I final edit of my paper, checking for correct punctuation and
grammatical accuracy in order to finalize publication of my essay? (W11-12.2,
W11-12.5)
10.1 How do I use various online and text tools, i.e., Spell Check, Grammar Check,
MLA Handbook, and other online resources, to help me edit my essay?
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
Reading Informational
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.
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 Determining 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.
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 feature.
RI – 11.12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11 – CCR text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Reading Literature
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 – 11-12.2 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/archetypes 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 at least one play by
Shakespeare and one play by an American dramatist.)
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 – 11-12.6 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 – 11-12.9 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.
RL – 11-12.10 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.
Writing
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.
W – 11- 12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
selection, organization, and analysis of content.
W – 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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 – 11-12.9 Draw evidence from literary or informational to support analysis, reflection, and research. a) Apply grades 11-12 Reading standards to literature (e.g.,
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).
W – 11-12.10 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 discipline-specific tasks, purposes, and audiences.
Language
L – 9-10.1* 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, adjective, adverbial, participle, prepositional, absolute) and clauses (independent, dependent,; noun, relative, adverbial) to
convey specific meanings and add variety and interest to writing or presentations.
L – 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
b) Spell correctly
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.
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.
L – 11 -12.5 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.
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
*Due to the nature of a summer credit recovery course, grades 9-10 Language standards are addressed to ensure that students are exposed to more explicit grammar
and language usage instruction.
Speaking and Listening
SL - 11.1 Initiate and participate effectively in a range 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
SL - 11.2 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.
SL - 11.3 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.
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Secondary Literacy/English Language Arts
Grade 11
Instructional Window: Summer (60 hours)
SL - 11.4 Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and
distinct perspective and a logical argument, such as 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 of formal and informal tasks. Use appropriate eye contact adequate
volume, and clear pronunciation.
SL - 11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language
standards 1 and 3 for specific expectations).