CONTENTS

Cover

Other Books by Common Core

Title page

Copyright page

Foreword

From the Writers

Introduction

How to Use the Common Core Curriculum: English

Grade 9

Grade 9, Unit 1: Literary Elements and the Short Story

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 9, Unit 2: The Novel—Honor

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 9, Unit 3: Poetry—Beauty

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 9, Unit 4: Drama—FateThis unit, the fourth of six, uses two classic tragedies to address a new literary form for the grade level: the drama.

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Resources

Terminology

Grade 9, Unit 5: Epic Poetry—Heroism

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 9, Unit 6: Literary Nonfiction—Reflection (the Memoir, the Essay, and the Speech):

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 10

Grade 10, Unit 1: World Literature: Latin and Central America:

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 10, Unit 2: World Literature: AsiaIn this twelve-week unit, students read and discuss ancient and modern Asian literature, especially from China, India, and Japan.

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 10, Unit 3: World Literature: Africa and the Middle East

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 10, Unit 4: World Literature: Russia

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 11

Grade 11, Unit 1: The New World

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 11, Unit 2: A New Nation:

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 11, Unit 3: American Romanticism

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 11, Unit 4: A Troubled Young Nation:

Overview

Focus Standards

Suggested Student Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 11, Unit 5: Emerging Modernism

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 11, Unit 6: Challenges and Successes of the Twentieth Century

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

High School Research and the Senior Research Paper

Grade 12

Grade 12, Unit 1: European Literature: Middle Ages

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 12, Unit 2: European Literature: Renaissance and Reformation

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resources

Terminology

Grade 12, Unit 3: European Literature:Seventeenth Century

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 12, Unit 4: European Literature: Eighteenth and Early Nineteenth Century

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 12, Unit 5: European Literature: Nineteenth Century

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Grade 12, Unit 6: European Literature: Twentieth Century

Overview

Focus Standards

Suggested Objectives

Suggested Works

Sample Activities and Assessments

Additional Online Resource

Terminology

Sample Text Study

First Inaugural Address by Franklin D. Roosevelt, March 4, 1933

Appendix: Scoring Rubric

Who Is Common Core

Acknowledgments

Index of Suggested Works

End User License Agreement

Guide

Cover

Table of Contents

Grade 10

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Other Books by Common Core

The Wheatley Portfolio

Common Core Curriculum: English, Grades K–5, Second Edition

Common Core Curriculum: English, Grades 6–8, Second Edition

The Alexandria Plan

Common Core Curriculum: United states History, Grades K–2

Common Core Curriculum: World History, Grades K–2

Common Core Curriculum: United states History, Grades 3–5

Common Core Curriculum: World History, Grades 3–5

Eureka Math

Common Core Mathematics, A Story of Units: Grades K–5

Common Core Mathematics, A Story of Ratios: Grades 6–8

Common Core Mathematics, A Story of Functions: Grades 9–12

Common Core Curriculum: English, Grades 9−12

Second Edition

Cover design: Chris Clary
Cover image: Raphael (Raffaello Sanzio) (1483–1520), The School of Athens, 1510-1512, Fresco.
Photo: Scala/Art Resource, NY

Copyright © 2014 by Common Core, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Common core curriculum: English, grades 9–12. — Second edition.
pages cm. — (Common core English language arts)
Includes index.
ISBN 978-1-118-81130-6 (pbk.)
ISBN 978-1-118-81245-7 (ebk.)
ISBN 978-1-118-81246-4 (ebk.)
1. Language arts (Secondary)—Curricula—United States—States. 2. Language arts (Secondary) — Standards—United States—States.
LB1631.C657C65 2014
428.0071′273—dc23

20130454956

Printed in the United States of America
second edition
PB Printing 10 9 8 7 6 5 4 3 2 1

Foreword

Good Schools: The Salt of Society

Three hundred years ago Cotton Mather preached, “A Good School deserves to be call’d the very Salt of the Town that hath it.” Without a school “wherein the Youth may by able Masters be Taught the Things that are necessary to qualify them for future Serviceableness,” a community will founder.¹ Mather’s advice to townspeople in Puritan New England reflects one of the philosophical underpinnings of the Common Core Curriculum in English Language Arts: Schools matter. Curriculum matters. Teachers matter.

In order to determine which things should be taught, we must of course first define what it means to be serviceable in a twenty-first-century democratic society. To ensure a capable workforce and build a strong economy, high levels of literacy and numeracy are obviously essential. But what about the need for students to develop empathy and thoughtfulness? It is shortsighted to equate the value of education with economic growth. Like salt, good schools with rich curricula enhance the community by adding depth—and piquancy. Like salt, they are a preservative, ensuring that a society’s values endure.

Many of the benefits we’ve come to demand as our rights in a modern society depend on high levels of employment, but if we shift the discussion of the purpose of school from job training to preparing America’s children to lead a worthwhile life, the calculus changes. Is simply working nine to five for forty years what you most aspire to for your children? Or do you want them to have an education that invites exploration of essential questions, inspires challenges to the status quo, and somehow prepares them for what we cannot yet know? Most parents want both.

The conundrum for curriculum developers is to avoid becoming so caught up in preparing students to make a living—which starts with paying attention in kindergarten; earning good grades through elementary school, middle school, and high school; achieving competitive SAT and ACT scores; and winning a place in college or in the workplace—that we lose sight of educating students to enrich their lives.

In Not for Profit: Why Democracy Needs the Humanities, philosopher Martha Nussbaum warns that, “With the rush to profitability in the global market, values precious for the future of democracy, especially in an era of religious and economic anxiety, are in danger of getting lost.”² I share her concern. The movement to reform education primarily in order to make the United States more globally competitive seems wrongheaded and even counterproductive. Maybe I lack a competitive spirit, but I have always wanted more for my students than just coming in first. I want them to learn about and to think about the world—today’s world and yesterday’s. Nussbaum explains, “World history and economic understanding must be humanistic and critical if they are to be at all useful in forming intelligent global citizens, and they must be taught alongside the study of religion and of philosophical theories of justice. Only then will they supply a useful foundation for the public debates that we must have if we are to cooperate in solving major human problems.”³ One means of learning about the problems that have beset and continue to bedevil humanity is through the study of the humanities—literature and art, history and philosophy. This is the kind of education the Common Core Curriculum offers. I believe it is the education that every generation of citizens needs.

Unit 3 of grade 1, Life Lessons, offers young children opportunities to explore the kind of education Martha Nussbaum recommends. As they work through the unit, “Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of George Washington Carver, students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Students write narratives focused on life lessons and create informative/explanatory posters about electricity. Finally, students focus on descriptive words while studying the artwork of Georgia O’Keeffe.” This interdisciplinary approach integrates the study of science and builds students’ background knowledge. In so doing, it strengthens their reading comprehension and develops their facility with reading informational texts—a key expectation of the Common Core State Standards. It also invites children to investigate Georgia O’Keeffe’s paintings and build their cultural literacy.

Some readers of the Common Core Curriculum may argue that their students won’t read nineteenth-century novels, that twenty-first-century students raised on Twitter need a faster pace and different kinds of text. I say language arts classrooms may be the last place where young people can unplug themselves from the solipsism of Facebook postings and enter a milieu different from their own. “But my students won’t do the homework reading I assign,” teachers wail. It isn’t as though students don’t have the time. A 2010 study by the Kaiser Family Foundation reports that children ages eight to eighteen spend an average of seven-and-a-half hours daily “consuming entertainment media.”⁴ And this does not include the hour-and-a-half a day they spend texting friends. Today’s students have the time to read; many of them simply choose not to.

To those who look at the suggested works for the high school Common Core Curriculum and think, “Our students could never read those books,” I urge perusal of the primary grade curriculum. If children were immersed in rich literature and nonfiction from the first days of kindergarten and engaged in classroom conversations that encouraged them to think deeply about what they read, then negotiating Ralph Ellison’s Invisible Man in eleventh grade and Jane Austen’s Sense and Sensibility in twelfth is certainly possible. Though such books pose textual challenges for young readers, as part of a continuum and under the tutelage of an “able Master,” the work is achievable. In our effort to provide students with readings that they can relate to, we sometimes end up teaching works that students can read on their own at the expense of teaching more worthwhile texts that they most certainly need assistance negotiating.

We need to remind ourselves that curriculum should be aimed at what Lev Vygotsky calls students’ zone of proximal development. Writing in 1962, Vygotsky said, “the only good kind of instruction is that which marches ahead of development and leads it.”⁵ Classroom texts should pose intellectual challenges for readers and invite them to stretch and grow. Students also need books that feed their personal interests and allow them to explore “the road not taken.” Reading a broad range of books makes students stronger readers and, over time, stronger people. Rigor versus relevance doesn’t need to be an either-or proposition. With artful instruction by able masters, students can acquire the literacy skills they need—not only to meet the Common Core State Standards, but also to meet the challenges this brave new world is sure to deal them.

Reading literature also helps students explore hypothetical scenarios and consider the ramifications of what might prima facie seem to be a good or profitable idea. Consider the Common Core Curriculum’s final grade 7 unit, Literature Reflects Life: Making Sense of Our World. Addressing Common Core Reading Standard RL.7.6, “Analyze how an author develops and contrasts the points of view of different characters or narrators in a text,” the curriculum recommends that students read Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde. This nineteenth-century novella invites young readers to reflect on their own conflicting natures and offers a cautionary tale regarding experimentation. When we consider how best to prepare tomorrow’s doctors, scientists, programmers, and engineers for the twenty−first century, it seems to me that reading stories about investigations that go very wrong is quite a good idea.

Later in his sermon, Cotton Mather states that “the Devil cannot give a greater Blow to the Reformation among us, than by causing Schools to Languish under Discouragements.” The Common Core Curriculum offers hope to discouraged teachers. It offers a plan for developing young minds, a plan that is both rigorous and more relevant than ever before. It may seem odd to be taking guidance from a seventeenth-century Puritan, but I know I couldn’t say it better. “Where schools are not vigorously and Honourably Encouraged, whole Colonies will sink apace into a Degenerate and Contemptible Condition, and at last become horribly Barbarous. If you would not betray your Posterity into the very Circumstances of Savages, let Schools have more Encouragement.” Amen.

Carol Jago
Associate Director of the California Reading and Literature Project at
UCLA; Former President of the National Council of Teachers
of English; and Trustee, Common Core, Inc.

Notes

1 Cotton Mather, “The Education of Children,” http://www.spurgeon.org/~phil/mather/edkids.htm.

2 Martha Nussbaum, Not for Profit: Why Democracy Needs the Humanities (Princeton, NJ: Princeton University Press, 2010), 6.

3 Ibid., 94.

4 Ulla G. Foehr, Victoria J. Rideout, and Donald F. Roberts, “Generation M²: Media in the Lives of 8- to 18-Year-Olds” (Menlo Park, CA: Kaiser Family Foundation, January 2010), http://www.kff.org/entmedia/8010.cfm.

5 Lev Vygotsky, Thought and Language, trans. Eugenia Hanfmann and Gertrude Vakar (Cambridge, MA: MIT Press, 1962), 104.

From the Writers

To My Fellow Teachers:

Creating this curriculum has been, by far, the most exciting project I have been part of in my twenty-two-year teaching career. As a classroom teacher, I (like many of you) have hung on to the pendulum as it has swung back and forth from prescriptive, mandatory educational initiatives to long periods with no guidance at all—always trying to find a way to provide students with a rich and rigorous education. The curriculum presented us with a perfect opportunity to strike a new balance.

We have brought excellent literary and informational texts alive in new ways by pairing them with the skills and expectations in the Common Core State Standards (CCSS). This curriculum offers terrific new choices to teachers who wish to use the CCSS to create classes that are rich not just with great literature and literary nonfiction but also with art, history, mythology, and science.

If you were to peek into my fifth-grade classroom, you would see me enjoying the difference this curriculum makes. I see poetry brought into a new light with the guidance of our sample lesson plans. I am amazed by students who are working hard to read a book like Walk Two Moons because they have been lured by the study of a complex plot and the enticing “coming of age” genre. Teaching has become fun again!

We have worked as a team. Cyndi Wells wrote the units for the fourth and fifth grades, providing a seamless entry into the middle grades’ curricula. Ruthie Stern masterfully wrote the sample lesson plans, giving the curriculum articulated lessons aligned vertically as the standards progress from kindergarten toward college and career readiness.

And so we—along with all those who wrote, critiqued, wrote again, revised, rewrote, and edited—give this gift to you! And we can’t wait to see it interpreted in classrooms by creative teachers, with new twists and turns, evolving into an even richer and more rigorous curriculum that suits your students, your school, and your community.

Lorraine Griffith
Fifth-grade teacher, Asheville, North Carolina
Lead writer, kindergarten through third grade
Common Core Curriculum: English

To My Fellow Teachers:

The development of this curriculum has enlivened my professional life and rekindled my interest in teaching in remarkable ways. As you well know, developing curriculum is far from easy: it is a never-ending, iterative, and sometimes frustrating process. It can be joyful, though, when you collaborate with wise and cheerful colleagues who only want the best for students. If you are also free to select only the finest literature and literary nonfiction, developing curriculum becomes an inspirational assignment. Finally, if you are open to new technologies, creating a content-rich ELA curriculum is great fun. Technology allows us to consider provocative ways for students to experience and convey their appreciation for classic and contemporary literature and nonfiction; it also offers amazing new ways for students to create and share their original work. We had the liberty to do all these things.

After wrestling with various formats and levels of detail, we have struck what we think is a helpful balance for you in this curriculum, which are designed to jump-start your own implementation of the CCSS. By providing suggested texts and sample activities, we offer guidance but not prescription. We also provide links to a variety of related and background materials for the thematic units—so you don’t have to spend so much time doing that research independently. Links to interviews with authors and footage of poets reading their poetry are among the many embellishments we offer to make your job easier. We also reference related works of visual art, music, and film to help you enhance teaching and learning in your classrooms.

I am profoundly grateful for the definitive contributions of my fellow high school curriculum drafters. Diana Senechal laid the groundwork for the grade 10 and 12 curriculum, which focus on world and European literature. She provided terrific guidance about great works (both old and new) from other countries and cultures, some of which may be new to teachers, but which will no doubt enthuse teachers and students alike. Carol Jago, Melissa Mejias, Leslie Skelton, and Ruthie Stern all provided essential critiques and helped shape the core of many of the units. My colleagues who worked on the elementary and middle school curriculum, Lorraine Griffiths and Cyndi Wells, offered much-needed perspective and inspiration, particularly on the inclusion of digital resources and differentiation.

What an amazing learning experience this has been, and I firmly believe that in order to be great teachers, we must be eager students! We hope you will share your experiences with us as you use the curriculum so we may continue to refine them over time.

Sheila Byrd Carmichael
Education Policy Consultant
Project Coordinator and Writer, Grades 9–12,
Common Core Curriculum: English

To My Fellow Teachers:

For years we have been deluged with reform initiatives from on high that claimed they would improve student achievement. Few have actually brought progress. I joined the Common Core team of teachers out of conviction that the Common Core State Standards (CCSS) would make a difference and have a positive impact on our work in the classroom. The standards provide a framework for composing a rich, well-planned curriculum that guides our instruction.

Classroom teachers know that imaginative planning is at the heart of any successful lesson. The seventy-six sample lesson plans (SLPs), one for each of the units, are instructional road maps. The purpose of each SLP is to demonstrate how to create the necessary link between the literary and informational texts and the CCSS. The SLPs vary in focus and content—from a novel or selection of poems to a play or informational text. Each has a clear topic, a set of objectives, and suggested activities, as well as helpful guides for differentiated instruction. Consider these plans as a place to start. Use them directly or as a model for developing your own lessons.

Writing the curriculum and the SLPs has been both intellectually rewarding and joyful to us as classroom teachers. I hope you find that working with these volumes becomes equally joyful and useful in your own classrooms.

Dr. Ruthie Stern
High school teacher, New York City
Lead writer, sample lesson plans
Common Core Curriculum: English

Introduction

Few educators or policymakers would have guessed, even a year or so ago, that nearly all states would jettison their standards and embrace new, largely uniform standards for the teaching of ELA and math. Fewer still would have expected all of this to happen as quickly as it has.

The wide adoption of the Common Core State Standards (CCSS) is an unprecedented event at the national level—and, more important, at the school level, where its implications are profound. For educators in most states, the CCSS raise the bar for what students should know and be able to do. If you are reading this, you are probably responsible for implementing the CCSS in your school, district, or state. You will find that the CCSS-ELA contain explicit guidance about the reading, writing, speaking, listening, and language skills students are expected to master. Almost any single standard in the CCSS illustrates this. Here’s one of the reading standards from seventh grade:

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!