Download Hon English 2 Gr. 10 8-2-12 - Holmdel Township Public Schools

HOLMDEL TOWNSHIP PUBLIC SCHOOLS
CURRICULUM GUIDE
HONORS ENGLISH 2
Grade 10
Ms. Mary Beth Currie
Assistant Superintendent
Curriculum and Instruction
Ms. Melissa Caliendo
Ms. Margaret McDonald
Holmdel High School
Table of Contents
Course Description..........................................................................................................................................................................
Course Philosophy ..........................................................................................................................................................................
Course Goals ...................................................................................................................................................................................
Enduring Understandings................................................................................................................................................................
Scope and Sequence
Unit 1
Introduction to the Course, Summer Reading and the Research Paper ...............................................................
Unit 2
The New World ....................................................................................................................................................
Unit 3
The American Revolution, Argument and Oratory ..............................................................................................
Unit 4
The New England Renaissance ............................................................................................................................
Unit 5
Justice, Ethics, and Morality ................................................................................................................................
Unit 6
Literature from 1850 – 1910 ................................................................................................................................
Unit 7
Family Relationships ...........................................................................................................................................
Unit 8
The Early Twentieth Century; Depressiona dnd World War II & Postwar Era ...................................................
Unit 9
Contemporary Literature ......................................................................................................................................
Unit 10 The American Dream ...........................................................................................................................................
Required Instructional Resources ...................................................................................................................................................
Evaluation and Grading .................................................................................................................................................................
Common Core Standards – Language ...........................................................................................................................................
Common Core Standards – Reading ..............................................................................................................................................
Common Core Standards – Information Text .................................................................................................................................
Common Core Standards – Speaking Listening .............................................................................................................................
Common Core Standards – Writing ................................................................................................................................................
New Jersey Core Curriculum Content Standards – Language Arts Literacy..................................................................................
New Jersey Core Curriculum Content Standards – 21st Century Life and Career Skills ...............................................................
New Jersey Core Curriculum Content Standards – Technology Literacy ......................................................................................
Scope and Sequence Overview .......................................................................................................................................................
New Jersey Registered Holistic Scoring Rubric – GEPA/HSPA ....................................................................................................
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PROPOSED COURSE OF STUDY
HOLMDEL TOWNSHIP PUBLIC SCHOOLS
Course Title: Honors English 2
Curriculum Area: Humanities
Length of Course: Full Year
New Course
Credits: 5
X
Revision of Existing Course
X
Course Prerequisites: Honors English 1 with final grade of 80 or English 1 with a final grade of 90.
Course Description:
Honors English II is a survey of American literature. Throughout the course, the cultural and social concepts developed in American
history are used to enhance the teaching of literature. The following units/activities provide skill development in grammar as it relates
to style and usage, and in vocabulary, writing, reading, critical thinking, speaking, listening, and study techniques. Skills in visual
literacy and effective use of technology are infused throughout the year.
Course Philosophy:
The goal of the course is to provide an integrated reading and language arts curriculum to develop critical thinking, listening,
speaking, writing, and reading skills that cultivate a love of reading, writing and speaking. Through varied learning experiences, such
as recreational, silent, oral and guided reading, self-discovery activities, cooperative learning groups, teacher modeling, and whole
class lessons, students will become empowered learners. To achieve this goal, responsibility is shared among teachers, parents, and
students. This approach fosters communication and encourages the development of skills that span the curriculum.
Course Goals:
The goals of this course are to encourage students to become 21st-Century learners by developing their skills in writing, reading
literature, reading non-fiction, researching ideas, and presenting their work to an audience.
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Enduring Understandings:
Unit 1 A person should evaluate all sides of an issue in order to draw a conclusion.
Unit 2 The literature of the New World reflects an emerging American culture whose identity was deeply rooted in religious belief.
Unit 3 The use of effective argument, instrumental in securing our independence from Great Britain, remains a powerful tool in our
democracy.
Unit 4 An individual may try to make sense of his world through his relationship with nature, his intuition, and his emotions rather
than his reason alone.
Unit 5 Gender, race, class and religion are inextricably linked to how an individual exercises his personal freedom in America.
Unit 6 Literature invites us to confront truths, both pleasant and unpleasant, and its power can inspire us to work toward positive
change.
Unit 7 A person's relationship with his family is integral to the formation of his identity.
Unit 8 Literature evolves and changes as a direct result of the conflicts present in the culture.
Unit 9 American Literature continues to be enriched by the diverse heritages that constitute our culture.
Unit 10 The American Dream suggests that there is upward mobility in our society and that success is achievable through
perseverance and diligence; however, the viability of this dream is complicated by race, class, gender, religion and other factors.
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Scope and Sequence
Unit 1: Introduction to the Course, Summer Reading and the Duration: 2 - 4 weeks
Research Paper*
*Research Paper and Units to follow may be presented in any
sequence, based upon teacher discretion and text/library
availability.
Standards:
RL9-10.1, 9-10.2, 9-10.3; 9-10.4, 9-10.5, 9-10.10; RI 9-10.1, 9-10.2, 9-10.4, 9-10.5, 9.10-8, 9-10.10; W9-10.1, 9-10.4, 9-10.5, 9-10.6,
9-10.7, 9-10.8, 9-10.10; SL 9-10.1; L -10.1, 9-10.2, 9-10.3, 9-10.3, 9.10.6.
Enduring Understanding:
Essential Question(s)
Critical examination and evaluation of a text is essential in
1. How can the study of American literature improve the quality
finding answers and developing worthwhile questions for further of life for both the individual and his community?
inquiry.
2. How can outside sources serve a writer in developing his
ideas?
3. How can writing and researching improve thinking?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Respond to quick writes related to essential questions and
summer reading texts.
2. Brainstorm, draft, peer edit, and revise research paper
through Google Docs.
3. Participate in whole class and small group discussions of
texts in class.
4. Respond to online discussion prompts.
5. Research logs.
Other Evidence of Mastery (Summative): Student proficiency
(for a specific unit or multiple units) is defined for the individual
at 80% or better; for the class: 80% of the students attain the
established minimum standard; an exemplar or rubric should be
referenced and included in the Evaluation Section
Summative Assessments may include one or more of the
following:
1. Timed essay response to a prompt related to one or more
of the summer reading texts.
2. Argument of 5- 7 pp. related to a contemporary
controversial issue in American culture and supported
with outside sources.
3. Panel discussions of summer reading text.
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Knowledge: Students will know…
KNOWLEDGE AND SKILLS
Skills: Students will be able to …
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
1. Required format and use of in-text citations for a research
1. Evaluate the validity and quality of sources.
paper.
2. Paraphrase, summarize and quote source material in
2. The use of paraphrase and summary is more frequently
support of a thesis.
used and is generally more effective than direct quotation.
3. Write a research paper that adheres to MLA requirements.
3. Turnitin.com is a tool that can help the student avoid
4. Blend original thought with outside source material.
plagiarism.
5. Avoid plagiarism in consulting source material.
4. The Online Writing Lab at Purdue is an excellent source to
6. Present a counterargument fairly.
consult in writing high school and college papers.
7. Write a timed essay.
5. The elements of an argument, particularly the
counterargument.
6. Strategies for responding to timed essay prompts.
INSTRUCTIONAL PLAN
Unit#1 Sequence of instructional
Resources
Suggested Options for Differentiation
Topics*
Topic #1: Introduction to the Course
Teacher-generated handouts presenting
Students suggest rules and regulations to
course requirements and student
be incorporated in the teacher-generated
responsibilities
handouts.
Topic #2: Summer Reading
Assigned Summer Reading texts (changes
yearly)
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Topic #3: Responding to Literature
Writing About Literature:
http://owl.english.purdue.edu/owl/resource
/618/01/
Oral or digital presentation that offers a
response to the summer reading text.
A panel discussion among peers who
shared the same summer reading text.
A narrative that extends the plot of the
summer reading text.
Topic #4: The Research Process
(This topic may be pursued at any time
throughout the year)
Finding valid print and online sources
Using MLA format
Integrating sources
Organizing sources
Avoiding plagiarism
Modern Language Association Handbook
for Writing Research Papers (7th edition)
Writing a Research Paper:
http://owl.english.purdue.edu/owl/resource
/658/01/
Room for Debate:
http://www.nytimes.com/roomfordebate
(a list of contemporary controversial
topics)
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Research paper response to the National
Peace Essay Contest for High School
Students:
The National Peace Essay Contest for
High School Students:
<http://www.usip.org/ed/npec/index.html>
Oral presentation of research findings.
Unit 2: The New World
Duration: 2 weeks
Standards:
RL-9.10.1, 9.10.2, 9.10.4., 9.10.5, 9.10.10; W-9.10.3, W-9.10.4, W-9.10.5, W-9.10.6, W-9.10.10; SL-9-10.1; L-9.10.2, L-9.10.5
Enduring Understanding:
The literature of the New World reflects an emerging American
culture whose identity was deeply rooted in religious belief.
Essential Question(s):
1. How do our perceptions of ourselves, as individuals and as
members of a community, shape how we make sense of and
interact with what is new or mysterious to us?
2. How does the intended audience influence the language of a
piece of literature?
3. How can religion function as both benign and malevolent
force in society?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
Other Evidence of Mastery (Summative): Student proficiency for
learning of content and cognitive skills.
a specific unit or multiple units) is defined for the individual at 80%
or better; for the class: 80% of the students attain the established
1. Respond to choice of personal narrative prompts that require minimum standard; an exemplar or rubric should be referenced and
attention to audience, purpose and intent.
included in the Evaluation Section
2. Brainstorm, draft, peer edit, and revise personal narrative
through Google Docs.
Summative Assessments may include one or more of the
3. Craft and develop an original extended metaphor, either
following:
prose or poetry.
4. Craft and develop an analogy within prose writing.
1. Personal Narrative
5. Respond to quick writing prompts related to essential
2. Class work
questions.
3. Quiz
6. Participate in whole class and small group discussions of
texts in class.
7. Respond to online discussion prompt.
8. Engage in close reading strategies.
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KNOWLEDGE AND SKILLS
Knowledge: (Students will know. . .)
Skills: (Students will be able to. . .)
1. Relevant historical information for Early American Literature.
1. Perform a close reading.
2. Puritan plain style.
2. Write a personal narrative with a structure and content that
3. Elements of narrative structure.
attends to purpose and audience.
4. Elements of lyric poetry.
3. Write an analogy.
5. Definitions of lyric, hyperbole, paradox, analogy, and
4. Write an extended metaphor.
extended metaphor.
5. Analyze the structure and content of narrative writing and
6. Definition of myth.
lyric poetry in order to identify theme, tone and purpose.
7. Recognize Native American oral tradition as part of the
6. Recognize and interpret poetic devices in a lyric poem.
American literary tradition.
8. Vocabulary from text selections.
INSTRUCTIONAL PLAN
Unit # 2 Sequence of
Instructional Topics
Topic #1: Historical Context
Resources
Sources:
“Origins of the American Tradition to
1800” in Mirrors and Windows (pp. 1-6
IT)
Art and Identity in the British Northern
Colonies:
http://www.metmuseum.org/toah/hd/arid/h
d_arid.htm
Picturing Colonial America:
http://picturinghistory.gc.cuny.edu/item.ph
p?item_id=208
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Suggested Options for Differentiation
View art, maps and other visuals
presenting the time period.
Research the period and present in slide
presentation of art, music and text.
Topic #2: Native American Literature
Topic #2: Native American Literature
(continued)
Texts:
Select one or more of the following texts:
 The Osage Creation Account (pp.
10-11)
 “Prayer to the Pacific” by Leslie
Marmon Silko (p. 17)
 The Navajo Creation Myth (p. 12)
 “Song of the Sky” Loom” (p. 1516)
 “Coyote and the Earth Monster” (p.
21-23)
Texts (continued):
 “from The Iroquois Constitution”
(p. 25-26)
Other Resources:
“Native American Traditions” (p. 7 IT)
Native American Cultures Across the
United States:
<http://edsitement.neh.gov/lessonplan/native-american-cultures-across-us.
National Museum of the American Indian
http://nmai.si.edu/home/
Native American Art at the Newark
Museum: http://www.nativeart.net
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Listen to music of Native American
culture.
Write creatively in the persona of a Native
American.
Research and adapt a myth from Native
American culture into a short story or
poem.
Depict a text in a visual (comic strip,
painting, drawing).
Topic 3: Reading Colonial Narrative Texts
Texts:
Select one or more of the following texts:
 “A Journey Through Texas” by
Alvar Nunez Cabeza de Vaca
 “from The General History of
Virginia” by John Smith (pp. 3439)
 “The Lost Cololony of Roanoke
Island” (p. 37 IT)
 “from Plymouth Plantation” by
William Bradford (pp. 40-42)
 “from The Interesting Narrative of
the Life of Olaudah Equiano” (pp.
62-65)
Other Sources:
“Shaping the New World” (p. 27 IT)
Plimoth Plantation Living Museum:
http://www.plimoth.org/learn/justteachers#Resources for educators
Of Plymouth Plantation:
http://mith.umd.edu//eada/html/display.php
?docs=bradford_history.xml
The First Thanksgiving (Virtual Field Trip)
http://www.scholastic.com/scholastic_than
ksgiving/webcast
Historic Jamestown:
http://www.apva.org/history/
Olaudah Equiano
http://www.pbs.org/wgbh/aia/part1/1p276.
html
Olaudah Equiano
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Research the Middle Passage and write a
poem, short story or informational essay
on findings.
Rewrite a passage of one of the narratives
directed at a different audience or from a
different persona.
Create a map of the journey or settlement
based on the information supplied by the
text.
http://history.hanover.edu/texts/equiano
/equiano_contents.html
Topic #4: Writing Narrative Texts
Selecting suitable topics.
Employing narrative structure.
Use narrative readings as mentor texts for
writing.
Topic #5: Reading Colonial Poetry
Recognizing lyric poetry, hyperbole,
extended metaphor and paradox
Texts:
Select one or more of the following poems:
 “To My Dear and Loving Husband”
by Anne Bradstreet (pp. 46-48)
 “Huswifery” by Edward Taylor (pp.
50-53)
 “On Being Brought from Africa”
by Phillis Wheatley (p. 66)
Other Sources:
The Colonial Poetry of Anne Bradstreet
http://www.engr.psu.edu/mtah/articles/colo
nial_poetry.htm
Phillis Wheatley:
http://www.poetryfoundation.org/bio/philli
s-wheatley
Edward Taylor:
http://www.poetryfoundation.org/bio/edwa
rd-taylor
Write a lyric poem using the persona of a
person from one of the narratives.
Texts:
from “Sinners in the Hands of an Angry
God” by Jonathan Edwards (pp. 54-60)
“The Great Awakening” (p. 58 IT)
Excerpts from “Sinners” selection
Write an internal monologue for a Puritan
listening to the sermon.
Topic 6: Sermon
Recognizing extended metaphor.
Identifying tone as an element of
persuasion.
Tiered graphic organizers.
Narrative summary frames with sentence
starters. Selections of possible topics for a
narrative.
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Rewrite one of the poems as a narrative
text.
Imitate the style of one of the poets.
Respond to the poems by writing original
verse treating a similar theme.
Find a painting, photograph or piece of
music from a different time period that
treats a similar theme.
Other Sources:
The Jonathan Edwards Center at Yale
University:
http://edwards.yale.edu/research/majorworks/sinners-in-the-hands-of-an-angrygod
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Depict the analogies and metaphors in the
poem visually.
Write a dialogue between a contemporary
person and Edwards, debating the strength
of his argument.
Unit 3: The American Revolution, Argument and Oratory
Duration: 4 weeks
STANDARDS:
RL 9-10.1, 9-10.2, 9-10.4, 9-10.5, 9-10.10; W 9-10.1, 9-10.4, 9-10.5, 9-10.6, 9-10.8, 9-10.8, 9-10.9, 9-10.10; SL9-10.1, 9-10.2, SL 910.3, SL9-10.4; 9-10.5, 9-10.6; L 9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.6; RI 9-10.1, 9.10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.7, 910.8, 9-10.9, 9-10.10
Enduring Understanding:
Essential Question(s):
Effective argument, instrumental in securing our independence
1. How can language and structure be used to support a point
from Great Britain and civil rights throughout our history, remains
of view?
a powerful tool in our democracy.
2. How does the intended audience and topic of a work of
literature influence a writer’s rhetorical choices?
3. How has argument been used to further the cause of
liberty and freedom for disenfranchised citizens
throughout the 19th and 20th century?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.
for a specific unit or multiple units) is defined for the individual at
1. Participate in whole class and small group discussions of
80% or better; for the class: 80% of the students attain the
texts.
established minimum standard; an exemplar or rubric should be
2. Respond to online discussion prompts.
referenced and included in the Evaluation Section
3. Respond to quick writing prompts related to essential
Summative Assessments may include one or more of the
questions
following:
4. Brainstorm, draft, peer edit, and revise an argument or
speech through Google Docs.
1. Write an original argument that is supported with outside
5. Use Audacity to practice oral recitation in preparation for
sources.
Poetry Out Loud Competition.
2. Write and deliver an original speech.
6. Complete research logs.
3. Write an analysis of the use of rhetoric in a speech.
7. Participate in debates.
4. Recite a poem from memory.
8. Use rubrics to evaluate speeches and poetry recitations.
9. Engage in close reading strategies.
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KNOWLEDGE AND SKILLS
Knowledge: (Students will know. . .)
Skills: (Students will be able to. . .)
1. Characteristics of the Enlightenment.
1. Recognize the structure of argument and rhetorical
2. Definitions of terms related to the study of argument and
devices in support of a theme.
rhetoric: argument, appeal, aphorism, antithesis, epithet,
2. Employ the structure of argument and rhetorical devices in
repetition, anaphora, rhetorical question, alliteration,
expressing a theme.
parallelism.
3. Evaluate the strength of an argument within the context of
3. Elements of an effective speech.
an essay or speech.
4. Vocabulary in text selections.
4. Unit test.
5. Memorize and deliver a poem.
INSTRUCTIONAL PLAN
Unit #3 Sequence of Instructional Topics
Resources
Suggested Options for Differentiation
Topic #1: Historical Context
“The American Revolution” (p. 69)
View art, maps and other visuals
presenting the time period.
Research the period and present in slide
presentation of art, music and text.
Topic #2: Letters and Memoirs of
Revolutionary Writers
Texts:
Create original aphorisms.
Select one or more of the following texts:
 “from The Autobiography of Benjamin
Franklin” by Benjamin Franklin (pp.
70-74)
 “from Poor Richard’s Almanack” by
Benjamin Franklin (p. 75)
 “Letter to John Adams” by Abigail
Adams (pp. 101-103)
 “Letters from an American Farmer” by
Hector St. Jean de Crevecoeur (pp.
104-106)
Write personal narrative exploring family
relationship.
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Write a personal narrative detailing
experience in self-improvement.
Write in the persona of a figure from the
time period.



Topic #2 (continued)
“Benjamin Franklin: Scientist and
Inventor” (p. 76-77 IT)
“Loyalists in the American Revolution” (p.
107 IT)
Other Sources:
Benjamin Franklin:
http://www.pbs.org/benfranklin/
John Adams:
http://millercenter.org/president/adams
Abigail Adams:
http://www.gale.cengage.com/free_resourc
es/whm/bio/adams_a.htm
Correspondence Between Abigail and John
Adams:
http://www.masshist.org/digitaladams/aea/l
etter/
Topic #3: Elements of an Effective Speech
"Fifty Aphorisms and Ten Second Essays"
by James Richardson
Texts:
Select one or more of the following texts:
 “Inaugural Address” (pp. 10281030) by John F. Kennedy
 "The Kennedy Assassination" (pp.
1030 IT)
 “Speech in the Virginia
Convention” by Patrick Henry (p.
80-83)
16
Film a rendition of excerpts from a famous
speech.
Present a panel discussion of a speech
viewed in class.
Topic #4: Rhetoric of the Revolution
Create a digital presentation on the use of
rhetoric in a speech from the period.
Texts:
Select one or more of the following texts:
 The Declaration of Independence by
Thomas Jefferson (pp. 93-96)
 “from Common Sense” by Thomas
Paine (p. 87)
 “The Crisis” by Thomas Paine (p. 8889)
Adapt one of the essays into a children's
book.
Other Sources:
Primary Documents in American History:
http://www.loc.gov/rr/program/bib/ourdocs
/DeclarInd.html
Topic #5: Analyzing Rhetoric and
Argument
Texts:
Select two or more selections from the
following list:
 “The Gettysburg Address” by
Abraham Lincoln (p. 298)
 “The Second Inaugural Address”
by Abraham Lincoln (p. 298)
 “I Will Fight No More Forever” by
Chief Joseph (p. 441-442)
 “I Am the Last of My Family” by
Cochise (p. 443)
 “Aint I a Woman?” by Sojourner
Truth (p. 465-466)
 “Keeping the Thing Going While
Things Are Stirring” by Sojourner
Truth (p. 462-463)
17
Assume the persona of the supporting or
opposing side of an issue and debate the
speech with a peer.
Evaluate a contemporary work of fiction in
relation to Faulkner's advice to writers.
Adapt Dr. King's letter into a short speech.

“Woman's Right to Suffrage” by
Susan B. Anthony (p. 473-475)
 “The Emancipation for Women” by
Maria Eugenia Echenique (p. 478)
 “The Destructive Male” by
Elizabeth Cady Stanton (pp. 470473)
 “A Day That Will Live in Infamy”
“Inaugural Address” by Franklin
Delano Roosevelt (p. 722-734)
 "from No Ordinary Time" by Doris
Kearns Goodwin (pp. 725 - 727)
 "World War II Recruitment
Posters" (p. 731 - 733 IT)
 “Nobel Prize Acceptance Speech”
by William Faulkner (pp. 780-782)
 “Letter from Birmingham Jail” by
Martin Luther King, Jr. (10601064)
 "Dr. King Arrested at Birmingham
Jail" by Foster Hailey (pp. 10661068 IT)
Other Sources:
American Rhetoric: 100 Top Speeches
http://www.americanrhetoric.com/newtop1
00speeches.htm
18
Topic #6: Writing an Argument
Sources:
The University of North Carolina at
Chapel Hill: The Writing Center
http://writingcenter.unc.edu/handouts/argu
ment/
Logic in Argumentative Writing
http://owl.english.purdue.edu/owl/resource
/659/01/
19
Work with peers to present an authentic
argument to the School Board or SBA.
Unit 4: The New England Renaissance
Duration: 4 weeks
Standards:
RL 9-10.1, 9-10.2, RL 9-10.4, 9-10.5, RL9-10.10; W 9-10.1, W9-10.2, W9-10.3, W9-10.4, W9-10.5, W9-10.6, W9-10.10; SL9-10.1,
SL9-10.2, SL 9-10.4, SL-10.5, SL 9-10.6; L9-10.1, L9-10.2, L9-10.3, L9-10.4, L9-10.5, L9-10.6
Enduring Understanding:
An individual may try to make sense of his world through his
relationship with nature, his intuition, and his emotions rather
than his reason alone.
Essential Question(s):
1. How can we exercise our individual will within the
constraints of a society?
2. How can Nature be enjoyed as a source of imaginative and
intellectual stimulation within a society that is
increasingly more focused on technology?
3. How can we use our instincts and emotions to inform us
about our world and our choices?
1.
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.
(for a specific unit or multiple units) is defined for the individual
1. Respond to writing prompts related to the essential
at 80% or better; for the class: 80% of the students attain the
questions for the unit.
established minimum standard; an exemplar or rubric should be
2. Using Google Docs, brainstorm, draft, peer edit, and
referenced and included in the Evaluation Section.
revise an essay responding to one of the poems or essays
Summative Assessments may include one or more of the
from the unit.
following:
3. Participate in whole class and small group discussions of
the texts.
1. Unit test.
4. Respond to online writing prompts.
2. Individual or group project that applies the tenets of
5. Perform close readings of passages of poetry and prose.
Transcendentalism within a presentation that exploits
technology.
3. Personal essay responding to a prompt related to a tenet of
Transcendentalism.
4. Analytical essay on poetry or prose selections.
20
5. Narrative essay presenting student's experiment in living a
tenet of Transcendentalism.
6. Research writing or presentation comparing another
American philosophy to Transcendentalism.
KNOWLEDGE AND SKILLS
Knowledge: Students will know…
Skills: Students will be able to …
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
1. Definition and function of poetic devices and forms:
blank verse, free verse, meter, alliteration, assonance,
consonance, tone, rhyme, couplet, mood and
personification.
2. Characteristics and cultural importance of
Transcendentalism as a literary movement and philosophy.
3. Features of Anti-Transcendentalism.
4. Features of Gothic fiction.
5. Elements of short story: theme, conflict, exposition,
climax ad foreshadowing.
6. Vocabulary from text selections.
7. Adaptation of the Faust legend.
21
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
1. Analyze an essay.
2. Analyze the structural elements and devices of a short
story.
3. Interpret the use of poetic devices in support of tone and
theme in poetry.
4. Recognize aspects of Transcendentalism within prose and
poetry.
5. Evaluate the tenets and appreciate the contemporary
relevance of Transcendentalism.
6. Recognize the influence of Gothic literature upon
contemporary culture.
Unit#4 Sequence of instructional
Topics*
Topic #1: Historical Context
Topic #2: The Fireside Poets
INSTRUCTIONAL PLAN
Resources
Suggested Options for Differentiation
Mirrors and Windows: (pp. 121-126 IT)
American Philosophy:
http://www.iep.utm.edu/american/
View art, maps and visuals related to the
period.
“Fireside Poets” (p. 127 IT)
Texts:
Select one or more of the following
selections from The Fireside Poets:
 “Thanatopsis” by William Cullen
Bryant (pp. 128-132)
 “Old Ironsides” by Oliver Wendell
Holmes (p. 137-138)
 “Stanzas on Freedom” by James
Russell Lowell (p. 139-141)
 “The Tide Rises, the Tide Falls” by
Henry Wadsworth Longfellow (pp.
142-147)
 “A Psalm of Life” by Henry
Wadsworth Longfellow (pp. 144-147)
 “from ‘Snow-Bound’” by John
Greenlief Whittier (p. 148-152)
 “The Hudson River School” (p. 131
IT)
Other Sources:
A Brief Guide to the Fireside Poets:
http://www.poets.org/viewmedia.php/prm
MID/5654; Tips on Reciting Poetry:
http://www.poetryoutloud.org/poems-andperformance/tips-on-reciting
Work cooperatively to present a visual
depiction as well as an oral interpretation
of a Fireside poem.
22
Research art that corresponds to the theme
or tone depicted in a Fireside poem.
Memorize part or all of a poem for
recitation.
Set one of the poems to music.
Find a contemporary song with a similar
theme or tone to that of a Fireside poem.
Create an annotated poster of a poem or
selection from a poem.
Topic #3: Transcendentalism
“Transcendentalism” (pp. 153-155)
Texts:
 Select representative essays and
poems from the following list:
 “from Nature” by Ralph Waldo
Emerson (pp. 156-161)
 “The Rhodora” by Ralph Waldo
Emerson (pp. 162)
 “Concord Hymn” by Ralph Waldo
Emerson (pp. 165-167)
 “from Walden” by Henry David
Thoreau (pp. 168-178)
 “The Present” by Annie Dillard
(pp. 179-180)
 “from Civil Disobedience” by
Henry David Thoreau (pp. 184190)
 “from Self-Reliance” by Ralph
Waldo Emerson (pp. 190-192)
 “Letter to Sophia Ripley” by
Margaret Fuller (pp. 195-196)
 “Irish Immigration” (p. 173 IT)
23
Develop an original concept for a business
or school that adheres to principles of
Transcendentalism.
Create a photo essay or computergenerated art that illustrates the concept
presented in Transcendentalism.
Topic #4: Anti-Transcendentalism
Write a short play in which a
Transcendentalist is in dialogue with an
Anti-Transcendentalist.
Texts:
Select one or both of the following:
 “The Minister’s Black Veil” by
Nathaniel Hawthorne (pp. 244-253) Create a web page or poster that delineates
the differences between Transcendentalism
 “Loomings from Moby Dick” by
and Anti-Transcendentalism.
Herman Melville (254-259)
Other Sources:
Transcendentalism:
http://plato.stanford.edu/entries/transcendn
talism/
Thoreau Society:
http://www.thoreausociety.org/_resources_
works.htm
Emerson:
http://public.wsu.edu/~campbelld/amlit/em
erson.htm
Hawthorne in Salem:
http://www.hawthorneinsalem.org/
The Melville Society:
http://melvillesociety.org/
24
Topic #5: American Gothic
“American Gothic” (p. 197 IT)
Create a short horror film or story board
for one of the Gothic selections.
Texts:
Select representative stories and poems
from the following list:
 “The Devil and Tom Walker” by
Washington Irving (pp. 198-208)
 “The Raven” by Edgar Allan Poe
(pp. 210-215)
 “Alone” by Edgar Allan Poe (p.
216)
 “Letter to John Allan” by Edgar
Allan Poe (pp. 217-218)
 “The Fall of the House of Usher”
(pp. 221-236)
 “Death of Edgar Allan Poe” by
H.A. Murena (pp. 241)
 “Illustrations of Poe's Stories” (p.
215 IT)
 “Detective Stories” (p. 231 IT)
 “The Influence of Poe” (p. 243 IT)
Other Sources:
The Edgar Allan Poe Society of Baltimore:
http://www.eapoe.org/
25
Write and perform a monologue from a
character or author of Gothic literature.
Write a horror story.
Identify contemporary fiction that draws
upon the Gothic tradition and present
findings orally or in writing.
Unit 5: Justice, Ethics and Morality
Duration: 3 weeks
Choose one or more of the following texts: The Crucible, Grapes
of Wrath, Ethan Frome, Scarlet Letter, The Narrative of the Life
of Frederick Douglass, Grapes of Wrath, Great Gatsby, The
Things We Carried, To Kill a Mockingbird, Piano Lesson, The
Buddha in the Attic, Fist, Stick, Knife, Gun
Standards:
RL.9-10.1, RL.9-10.2, RL.9-10.5, RI.9-10.5, W.9-10.1, W.9-10.2, W.9-10.3, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.9, SL.9-10.1,
SL.9-10.3, SL.9-10.4, L.9-10.1
Enduring Understanding:
Gender, race, religion, and class are inextricably linked to how an
individual exercises his personal freedom in America.
Essential Question(s):
1. How do the politics of gender, race, religion, and/or class
influence an individual’s choices?
2. How does an individual negotiate his personal desires
with a community’s sense of morality when they are in
conflict?
3. How does one establish and maintain a personal code of
ethics while participating as a member of a community?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Quick writes on prompts related to essential questions.
2. Panel discussions or mock trials related to content,
structure, and language of the text.
3. Close readings of passages from the text.
4. Writing responses that incorporate vocabulary from the
text.
5. Reading check quizzes.
6. Argumentative essay.
7. Brainstorm, draft, peer edit, and revise an argumentative
Other Evidence of Mastery (Summative): Student proficiency
(for a specific unit or multiple units) is defined for the individual
at 80% or better; for the class: 80% of the students attain the
established minimum standard; an exemplar or rubric should be
referenced and included in the Evaluation Section
Summative Assessments may include one or more of the
following:
1. Argumentative essay
2. Unit Test
3. Informational writing: research-based writing about a law
26
essay through Google Docs.
8. Research on laws or other ethical issues.
or ethical issue
4. Narrative: use narrative strategies to write about a time
when you or a character were in a difficult situation.
KNOWLEDGE AND SKILLS
Knowledge: Students will know…
1. Historical context of the text to be studied.
2. How to look at a conflict from multiple perspectives.
3. Culturally significant definitions of justice, ethics and
morality.
Unit# Sequence of instructional Topics*
Skills: Students will be able to …
1. Write an argumentative essay that develops an original
thesis.
2. Recognize the cultural conflict in matters of justice.
3. Draw significant conclusions about theme and moral
through close reading strategies.
4.
INSTRUCTIONAL PLAN
Resources
Unit# Sequence of instructional Topics*
Topic #1:
Introduction of Justice, Ethics and
Morality
Topic #2:
Historical context
Presentation of historical background for
chosen literature.
Topic #3:
Understanding Multiple Points of View
The Crucible, Grapes of Wrath, Ethan
Frome, Scarlet Letter, The Narrative of the
Life of Frederick Douglass, Grapes of
Wrath, Great Gatsby, The Things We
Carried, Inherit the Wind, To Kill a
Mockingbird, Piano Lesson, The Buddha
in the Attic
Newspaper articles (print or online)
Informational Writing: Research a
particular law, time period in judicial
history, or practice in court system to better
understand justice and ethics in America.
Create a timeline of events
Graphic Organizers
Narrative Writing: Rewrite a controversial
scene from the text in another character’s
point of view to understand perspective.
Study of current nonfiction articles from
different newspapers or sources about
27
point of view and bias.
Topic #4
Textual Analysis and Close Reading
Close Reading Texts and Avoiding Pitfalls:
http://owl.english.purdue.edu/owl/resource
/616/01/
Student-produced performances of scenes.
Adaption of text as drama (consider mock
trial).
Adaptation of portion of text in another
medium.
Topic #5
Developing an original thesis and writing
an argumentative essay
Mentor Texts: Opinion pieces in NYT
"Developing the Thesis." Dartmouth
Writing Center:
<http://www.dartmouth.edu/~writing/mater
ials/student/ac_paper/develop.shtml
28
Graphic Organizer
Essay map
Student-created outline
Unit 6: Literature from 1850-1910
Duration: 4 weeks
Standards:
RL9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9.10-7, 9-10.10; W9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.6, 9-10.7, 9-10.8, 9-10.10;SL9-10.1, 9-10.4; L9-10.1, 9-10.2, 9.10.3, 9.10.4, 9.10.5, 9-10.6
Enduring Understanding:
Enduring Understanding: Literature invites us to confront truths,
both pleasant and unpleasant, and its power can inspire us to
work toward change.
Essential Question(s):
1. How can we reconcile our past treatment of
disenfranchised Americans with our conception of the
United States as a nation of freedom and liberty?
2. How can we harness the power of poetry in the
improvement of ourselves and our world?
3. How does our environment and heredity impact our
destiny?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Brainstorm, draft, peer edit, and revise a narrative,
informational piece and/or analytical essay on Google
Docs.
2. Craft and develop original thesis statements.
3. Respond to quick writing prompts related to essential
questions.
4. Participate in whole class and small group discussions of
texts.
5. Recite poetry on Audacity program.
6. Write research logs that note findings relevant to the unit.
7. Respond to poetry exercises.
8. View and compare the presentation of a theme depicted in
a painting related to a theme in a work by an author in the
unit.
29
Other Evidence of Mastery (Summative): Student proficiency
(for a specific unit or multiple units) is defined for the individual
at 80% or better; for the class: 80% of the students attain the
established minimum standard; an exemplar or rubric should be
referenced and included in the Evaluation Section
Summative Assessments may include one or more of the
following:
1. Unit test.
2. Reading check quizzes.
3. Analytical essay developing an original thesis on a poem
or a compare/contrast essay on two pieces of literature.
4. Oral recitation and interpretation of a poem.
5. Informational writing or oral presentation based upon
research on the history or other topic relevant to the unit.
9. Respond to online writing prompts.
Knowledge: Students will know…
6. Write an original short story based upon information
gleaned from research about a disenfranchised group
during this period.
KNOWLEDGE AND SKILLS
Skills: Students will be able to …
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
1.
2.
3.
4.
5.
6.
7.
8.
Historical context of the period.
Characteristics of slave narrative.
Features of literature of Realism and Naturalism.
Elements of poetry: speaker, stanza, rhyme (slant, internal
and end), metaphor, extended metaphor, alliteration,
onomatopoeia, personification, assonance, meter, free
verse, catalog, and enjambment.
Vocabulary in context.
Influence of Dickinson and Whitman upon future
generations of poets.
Definition of irony and allusion.
Features of Magical Realism.
Unit# 6 Sequence of instructional
Topics*
Topic #1: Historical Context
st
Reference to New Jersey Core Curriculum Content Standards, New Jersey 21
Century Life & Career Skills, New Jersey Technology Literacy, Common Core
State Standards for Math, and Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects for this unit.
1. Perform a close reading.
2. Write an analytical essay that supports a theme with
specific textual references.
3. Incorporate poetic devices in an original poem.
4. Analyze the structure and content of short story
5. Recognize and interpret poetic devices in metered and free
verse poetry.
6. Recognize the use of magical realism.
7. Compare the depiction of a painting and a work of
literature.
8. Use narrative techniques in the creation of a short story.
INSTRUCTIONAL PLAN
Resources
Mirrors and Windows: pp.269-275
“Mathew Brady: Civil War Photographer”
(pp. 339- 341 IT)
Suggested Options for Differentiation
View art, maps and other visuals
presenting the time period.
Research the period and present in slide
presentation of art, music and text.
30
Topic #2: Slavery and the Civil War
Select one or more texts from among the
following selections related to slave
narratives:
 “from the Narrative of the Life of
Frederick Douglass” by Frederick
Douglass (pp. 276 – 280)
 “Frederick Douglass” by Robert
Hayden (p. 281)
 “from Incidents in the Life of a
Slave Girl” by Harriet Jacobs (pp.
310-313)
 “The Underground Railroad” (p.
282 IT)
Select one or more texts from the
following selections related to literature of
the Civil War:
 “An Occurrence at Owl Creek
Bridge” by Ambrose Bierce (p.
286-295)
 “Letter to Mrs. Bixby” by Abraham
Lincoln (pp. 299-300)
 “At the Public Market: Charleston,
South Carolina” by Jane Kenyon
(P. 307-308)
The Civil War Images
http://www.pbs.org/civilwar/images/
The Devil’s Dictionary by Ambrose Bierce
http://www.gutenberg.org/ebooks/972
Slave Songbook
http://www.youtube.com/watch?v=1JtD_Y
pyXYU
31
Listen to spirituals.
View artistic depictions of slavery.
Research slave conditions or a military
maneuver and incorporate into a poem or
short story.
View film adaptation of “An Occurrence at
Owl Creek Bridge.”
Topic #3: Lyric Poets
“Lyric Poets” (pp. 315-317 IT)
Select two or more selections by and
related to Walt Whitman:
 “from Preface to Leaves of Grass:
by Walt Whitman (pp. 318-321)
 “from I Hear America Singing” by
Walt Whitman (p. 322)
 “from Song of Myself” by Walt
Whitman (pp. 326-332)
 “By the Bivouac’s Fitful Flame” by
Walt Whitman (p. 336-)
 “Beat! Beat! Drums!” by Walt
Whitman (pp. 337 - 338)
 “Ode to Walt Whitman” by Pablo
Neruda (pp. 344-347)
 “Matthew Brady: Civil War
Photographer” (p. 339-341 IT)
Other Sources:
Walt Whitman Museum
http://www.waltwhitman.org/
Walt Whitman Archive
http://www.whitmanarchive.org/
32
Choreograph a poem so that the text is
accompanied by movement.
Write a poetic dialogue between Whitman
and Dickinson.
Write a poem about contemporary America
in the voice and style of Whitman.
Create an annotated poster that blends the
poetic text with interpretive analysis and
visual elements.
View or read excerpts from Belle of
Amherst by William Luce.
Texts:
Select two or more selections by and
related to
Emily Dickinson:
 “Much Madness is divinest Sense:
by Emily Dickinson (p. 350)
 “I heard a Fly buzz-when I died”
by Emily Dickinson (p. 351)
 “Because I could not stop for
Death—” by Emily Dickinson (pp.
352-353)
 “This is my letter to the World” by
Emily Dickinson (pp. 354)
 “Battle for the Belle of Amherst”
by Daniel Terdiman (355-356)
 “There’s a certain Slant of light—”
by Emily Dickinson (pp. 358)
 “My life closed twice before its
close—” by Emily Dickinson (pp.
358)
 “The Soul selects her own Society”
by Emily Dickinson (pp. 359)
 “Battle for the Belle of Amherst”
by Daniel Terdiman (p. 355-356
IT)
Other Sources:
Emily Dickinson Museum
http://www.emilydickinsonmuseum.org/
33
Topic #4: Realism and Naturalism
“Realism and Naturalism” (pp. 373-379
IT)
Select representative poems and short
stories from the following list:
 “The Notorious Jumping Frog of
Calaveras County” by Mark Twain
(pp. 381-386)
 “How to Tell a Story” by Mark
Twain (387-389)
 “from Life on the Mississippi” by
Mark Twain (pp. 394-398)
 “The Outcasts of Poker Flat” by
Bret Harte (pp. 403-411)
 “Richard Cory” by Edwin
Arlington Robinson (p. 415)
 “Miniver Cheevy” by Edwin
Arlington Robinson (p. 416)
 “To Build a Fire” by Jack London
(p. 419-480)
 “How to Build a Campfire” by
USDA Forest Service (p. 431-432
IT)
 “Do not weep, maiden for war is
kind” by Stephen Crane (p. 436)
 “A Man Said to the Universe: by
Stephen Crane” (p. 437)
Other Texts:
The Mark Twain Museum
< http://www.marktwainhouse.org/>
34
Create an illustrated timeline that follows
the plot of a short story.
Apply Twain’s advice to the writing of an
original story.
Topic #5: The Native American Experience Select representative texts from the
following list:






Research a Native American tribe and
present an oral telling of one of its myths.
“I am the Last of My Family” by
Cochise (pp. 443-444)
“from Black Elk Speaks” by
Nicholas Black Elk and John G.
Neihardt (p. 447-454)
“I Tried to Be Like My Mother” by
Pretty Shield (pp. 457-458)
“Broken Promises” (pp. 442 IT)
Other Sources:
“The Native American Experience”
pp. 439)
Native American Cultures Across the
United States:
<http://edsitement.neh.gov/lessonplan/native-american-cultures-across-us
National Museum of the American Indian
<http://nmai.si.edu/home/>
Native American Art at the Newark
Museum: http://www.nativeart.net
Topic #6: The Struggle for Equality
(Note: See Unit 3 for speeches and
arguments from this period.)
 “Struggling for Equality” (pp. 459461)
 Select representative texts from the
following list:
 “Letter to Elizabeth Cady Stanton”
35
Assume the persona of Booker T.
Washington or W.E. B. DeBois and engage
in a debate.
Assume the persona of a suffragette and
engage in a debate with the opposition.
by Susan B. Anthony (pp. 475-476)
 “The Story of an Hour” by Kate
Chopin (pp. 481-485)
 “from Songs of Gold Mountain” by
Anonymous (pp. 488-490)
 “We Wear the Mask: by Paul
Laurence Dunbar” (p. 493)
 “from Up from Slavery” by Booker
T. Washington (pp. 495-496)
 “from The Souls of Black Folk: by
W.E. B. DuBois (pp. 497 – 498)
 “Booker T. and W.E.B.” by Dudley
Randall (pp. 508-509)
 “Ida B. Wells” (p. 486 IT)
 “Jim Crow Laws” (p. 500 IT)
 “Elizabeth Freeman” (pp. 505 IT)
Other Sources:
The Women’s Rights Movement:
http://utc.iath.virginia.edu/abolitn/wmhp.ht
ml
Booker T. and W.E.B.:
http://www.pbs.org/wgbh/pages/frontline/s
hows/race/etc/road.html
36
Unit 7: Family Relationships
Duration: 2-4 weeks
Choose from one or more of the following texts: Grapes of
Wrath, American Dream, Death of a Salesman, How to Kill a
Mockingbird, The Crucible, Ethan Frome, Scarlet Letter, Long
Day's Journey Into Night, Daisy Miller, Glass Menagerie,
Ordinary People, Piano Lesson, The Buddha in the Attic
Standards:
RL.9-10.1, RL.9-10.2, RL.9-10.3, RI.9-10.3, W.9-10.1. W.9-10.3, W.9-10.4, W.9-10.5, W.9-10.6, SL.9-10.1, L.9-10.1, L.9-10.2
Enduring Understanding:
Family relationships are an integral part of shaping a person’s
identity.
Essential Question(s):
1. How does an individual negotiate his personal desires with his
family’s needs when they are in conflict?
2. How much do we owe our families?
3. How do your family relationships impact the relationships you
have with others?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Quick writes on prompts related to essential questions.
2. Panel discussions related to content, structure, and
language of the text.
3. Close readings of passages from the text.
4. Writing responses that incorporate vocabulary from the
text.
5. Reading check quizzes.
6. Argumentative essay.
7. Brainstorm, draft, peer edit, and revise an argumentative
essay through Google Docs.
Other Evidence of Mastery (Summative): Student proficiency (for
a specific unit or multiple units) is defined for the individual at 80%
or better; for the class: 80% of the students attain the established
minimum standard; an exemplar or rubric should be referenced and
included in the Evaluation Section
Summative Assessments may include one or more of the
following:
1. Unit Test
2. Argumentative essay
3. Narrative writing about family relationships
37
Knowledge: Students will know…
KNOWLEDGE AND SKILLS
Skills: Students will be able to …
1. Historical context of the text being studied.
2. How complex family constructions and dynamics
affect the actions of others.
3. Construction of communities around common beliefs
and values.
1. Write an argumentative essay that develops an original thesis.
2. Understand how relationships with others influence the action
of the individual.
3. Draw significant conclusions about theme and moral through
close reading strategies.
INSTRUCTIONAL PLAN
Unit# 7: Sequence of instructional
Topics*
Topic #1:

Introduction to family relationships 

Topic #2:
Historical Context
Presentation of historical context for
chosen piece of literature.
Topic #3:
Influence of secondary characters on
the actions of the protagonist and plot.
Resources
Suggested Options for Differentiation
Picture books about different family
constructions
Excerpts from memoirs
“This I Believe” essays connected to family
(http://thisibelieve.org/)
Student-crafted narratives about family life.
Creation of family tree
Grapes of Wrath, American Dream, Death of a
Salesman, How to Kill a Mockingbird, The Crucible,
Ethan Frome, Scarlet Letter, Long Day's Journey Into
Night, Daisy Miller, Glass Menagerie, Ordinary
People, Piano Lesson, The Buddha in the Attic
Create a timeline

Mentor Text option: Tangerine by
Edward Bloor (introduction)

Selected excerpts from chosen text
38
Interview with family member of another
generation.
Graphic Organizers
Student generated research on time period
Character analysis of secondary characters:
 Character mapping
 Direct and indirect characterization

Construction of family tree/relationship map
Topic #4:
Textual analysis and close reading
Topic #5:
Developing an original thesis and
writing an argumentative essay

Student-produced performances of scenes.
Selected excerpts from chosen text
Adaption of text as drama (consider mock
Close Reading Texts and Avoiding Pitfalls:
http://owl.english.purdue.edu/owl/resource/61 trial).
6/01/
Adaptation of portion of text in another
medium.
Mentor text: NYT opinion articles
Modeling of writing strategies:
 Thesis workshop
Student exemplars
 Peer conferences
 Teacher conferences
"Developing the Thesis." Dartmouth Writing
Center:
<http://www.dartmouth.edu/~writing/material
s/student/ac_paper/develop.shtml
39
Unit 8: The Early Twentieth Century; Depression and World
Duration: 2-3 weeks
War II & Postwar Era
Standards:
RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, RI.9-10.1, RI.9-10.2, RI.9-10.3, W.9-10.1, W.9-10.2, W.9-10.4, W.9-10.5,
SL.9-10.1, L.9-10.1, L.9-10.2
Enduring Understanding:
Literature evolves and changes as a direct result of the conflicts
present in the culture.
Essential Question(s):
1. How do the events in history influence the style and
language of a text?
2. How does a cultural shift in values and ideas get reflected
in the literature of the time period?
3. How has the image of America changed in these texts
compared with texts from earlier time periods?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
Other Evidence of Mastery (Summative): Student proficiency
(for a specific unit or multiple units) is defined for the individual
at 80% or better; for the class: 80% of the students attain the
established minimum standard; an exemplar or rubric should be
referenced and included in the Evaluation Section
Summative Assessments may include one or more of the
following:
1. Respond to quick writing prompts related to essential
questions.
2. Brainstorming, drafting, revising and peer editing
information writing through Google Docs.
3. Student completed graphic organizer on historical
contexts.
4. Compare/contrast craft elements.
1.
2.
3.
4.
40
Unit Quiz
Response to open-ended questions
Informational writing
Compare/contrast analysis
Knowledge: Students will know…
1.
2.
3.
4.
5.
KNOWLEDGE AND SKILLS
Skills: Students will be able to …
Relevant historical context for literature
Distinctions in authors’ craft moves
Change in narrative style
Definitions of active/passive voice, colloquial language
Use of hyphens, ellipses and italics to create emphasis and
meaning.
Unit# 8: Sequence of instructional
Topics*
Topic #1:
1. Determine the correlation between historical context and
craft choices of the writer.
2. Use the structure of informational writing.
3. Paraphrase research into informational writing.
4. Differentiate between active and passive voice.
5. Use hyphens, ellipses and italics to create emphasis and
meaning.
INSTRUCTIONAL PLAN
Resources
See historical introduction notes in the
textbook.
Introduction to historical background for
literature
Topic #2:
Modernism/Common Life
Select representative texts from the

following lists:
Narrative/Short stories:
The Sun Also Rises (540) or For Whom the
Bell Tolls (547)
Poetry:
 “The Love Song of J. Alfred
Prufrock” by T.S. Eliot (575)
 “In a station of the Metro” by Ezra
Pound (557)
“The River-Merchant’s Wife” by
Ezra Pound (558)
41
Unit# Sequence of instructional Topics*

Student research on significant
events for informational writing
 Timeline of major events
 KWL chart
 View images and art of the time
period.
Study multiple works from the same writer
to understand craft and style.


Topic #3:
Harlem Renaissance
“Petals” by Amy Lowell (564)
“Mid-Day” by Hilda Doolittle
(565)
 “This is Just to Say” by William
Carlos Williams (571)
“The Red Wheelbarrow” by
William Carlos Williams (570)
 “The Dance” by William Carlos
Williams (572)
 “Ars Poetica” by Archibald
MacLeish (587)
“Poetry” by Marianne Moore (585)
 “somewhere i have never travelled,
gladly beyond” by e.e. cummings
(591)
 “Birches” by Robert Frost (614)
“Mending Wall” by Robert Frost
(618)
“The Death of a Hired Man” by
Robert Frost (620)
 “Chicago” by Carl Sandburg (628)
“Grass” by Carl Sandburg (635)
Nonfiction:
 “The Artist’s Reward” by Dorothy
Parker (551)
 “A Few Don’ts by an Imagiste” by
Ezra Pound (560)
Select representative texts from the
following list:
Poetry:
 “I, Too, Sing America” by
Langston Hughes (644)
42

Determine how relevant historical
information surrounding race
relationships creates similarities
and/or differences in writing.
Topic #4:
“The Negro Speaks of Rivers” by
Langston Hughes (642)
 “America” by Claude McKay (649)
 “A Black Man Talks of Reaping”
by Arna Bontemps (650)
 “Go Down, Death” by James
Weldon Johnson (657)
“My City” by James Weldon
Johnson (656)
 “Any Human to Another” by
Countee Cullen (664)
 “Storm Ending” by Jean Toomer
(666)
Nonfiction:
 from The Big Sea by Langston
Hughes (645)
 from Black Manhattan by James
Weldon Johnson (659)
 from Dust Tracks on a Road by
Zora Neale Hurston (668)
INSTRUCTIONAL PLAN (continued)
Select representative texts from the
following list:

Compare/contrast between works
by the same author or works by
different authors.

Study of art and posters from the
time period to understand the
economic and political tensions.

Precise language used in readings
as a mentor for student writing.

Discuss purpose/use of colloquial
language in reading materials.
The Depression through World War II
Narrative/Short stories:
 “The Chrysanthemums” by John
Steinbeck (710)
 “The Jilting of Granny Weatherall”
by Katherine Anne Porter (760)
 “A Rose for Emily” by William
Faulkner (777)
 “Darl” from As I Lay Dying by
43
Topic #5:
Postwar
William Faulkner (782)
 “The Son” by Horacio Quiroga
(789)
 “A Worn Path” by Eudora Welty
(794)
 “Portrait of a Girl in Glass” by
Tennessee Williams (808)
 Poetry:
 “The Death of the Ball Turret
Gunner” by Randall Jarrell (729)
 Nonfiction:
 from Let Us Now Praise Famous
Men by Jages Agee with Walker
Evans(694)
 from No Ordinary Time by Doris
Kearns Godwin (725)
 World War II Recruitment Posters
(IT) (731)
 “Is Phoenix Jackson’s Grandson
Really Dead?” by Eudora Welty
(802)
INSTRUCTIONAL PLAN (continued)
Select representative texts from the

following list:
Narrative/Short Stories:
 “The Life You Save May Be Your 
Own” by Flannery O’Connor (834)
 “The Magic Barrel” by Bernard
Malamud (849)
 On the Road by Jack Kerouac (990)
Poetry:
 “One Art” by Elizabeth Bishop
44

Study the difference between active
and passive voice.
Author’s craft moves in text can be applied
in student writing: hyphens, ellipses, and
italics to create emphasis and meaning.
Compare/contrast previous literature to the
beat writers.
(865)
 “Farewell to a Traveler” by Gabriela
Mistral (868)
 “Midway” by Naomi Long Madgett
(980)
 “A Supermarket in California” by
Allen Ginsberg (995)
 “Riprap” by Gary Snyder and “Pine
Tree Tops” by Gary Snyder (10011002)
 “Constantly risking absurdity” by
Lawrence Ferlinghetti (1005)
Nonfiction:
 “Once More to the Lake” by E.B.
White (871)
 from Black Boy by Richard Wright
(976)
 “U.S. Supreme Court Decision:
Brown v. Board of Ed (IT) (982)
45
Unit 9: Contemporary Literature
Duration: 2-3 weeks
Standards:
RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.9, RI.9-10.1, RI.9-10.6, W.9-10.1, W.9-10.3, W.9-10.4, W.9-10.5,
SL.9-10.1, L.9-10.1, L.9-10.2, L.9-10.3
Enduring Understanding:
American Literature continues to be enriched by the diverse
heritages that constitute our culture.
Essential Question(s):
1. How have events in contemporary history changed
American literature?
2. How do issues of race, gender, sexuality, class, and age
present themselves in contemporary literature?
3. What trends have been upheld or broken as the political
climate of the country changes?
EVIDENCE OF STUDENT LEARNING
Other Evidence of Mastery (Summative): Student proficiency (for a
specific unit or multiple units) is defined for the individual at 80% or
better; for the class: 80% of the students attain the established minimum
standard; an exemplar or rubric should be referenced and included in
the Evaluation Section
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Respond to quick writing prompts related to essential
questions.
2. Brainstorming, drafting, revising and peer editing
narrative/poetry writing through Google Docs.
3. Student completed graphic organizer on historical
contexts.
4. Compare/contrast craft elements.
Summative Assessments may include one or more of the
following:
1.
2.
3.
4.
Unit Quiz
Response to open-ended questions
Narrative/poetry writing
Sociological Critique
5. Compare/contrast analysis
46
KNOWLEDGE AND SKILLS
Knowledge: Students will know…
Skills: Students will be able to …
1. Create a thesis and defend a sociological critique of a
1. Sociological Critical perspective.
piece of literature.
2. How contemporary historical events influence writers.
2. Evaluate the tension between writer’s voice/background
3. Perspective of multicultural writers.
and content.
3. Write from the first person perspective to reflect on
current events.
INSTRUCTIONAL PLAN
Unit# 9: Sequence of instructional
Resources
Unit# Sequence of instructional Topics*
Topics*
Topic #1:
Select representative texts from the
 Historical background on time
following list:
period.
Global Tensions and Political Challenges
 Make connections to works of art
Narrative/Short Stories:
from the time period or pieces that
 “Game” by Donald Barthelme
are connected to the literature.
(1053)
 Find a piece of artwork and write a
 “The Rockpile” by James Baldwin
poem about the scene using the
(1071)
Confessional poems as mentor
texts.
 “The Handsomest Drowned Man in
the World” by Gabriel Garcia
Marquez (1122)
 “Son” by John Updike (1128)
47
Poetry:
 “At the Bomb Testing Site” by
William Stafford (1035)
“Traveling Through the Dark” by
William Stafford (1036)
 “Camouflaging the Chimera” (1047)
and “Monsoon Season” by Yusef
Komunyaka
 “To Black Women” by Gwendolyn
Brooks (1090)
“The Explorer” by Gwendolyn
Brooks (1091)
 “Hunger in New York City” by
Simon Ortiz (1114)
 “The Writer” by Richard Wilbur
(1118)
“Boy at the Window” by Richard
Wilbur (1120)
 Confessional Poets:
“The Starry Night” by Anne Sexton
(1134)
“Morning Song” by Sylvia Plath
(1140)
“Mirror” by Sylvia Plath (1141)
 “Commander Lowell” by Robert
Lowell (1144)
Nonfiction:
 “Letter from Birmingham Jail”
(1060) by Martin Luther King, Jr.
“Dr. King Arrested at Birmingham”
by Foster Hailey (1066)
 from On James Baldwin by Toni
48
Topic #2:
Morrison (1080)
 from Report from Part One by
Gwendolyn Brooks (1088)
from The Woman Warrior by
Maxine Hong Kingston (1093)
from The Way to Rainy Mountain
by N. Scott Momaday (1105)
Select representative texts from the
following list:

American Heritage: Multicultural Writers
Narrative/Short Stories:
 “Daughter of Invention” by Julia
Alvarez (1184)
Poetry:
 “Though We May Feel Alone” by
Alice Walker (1166)
“Dream” by Alice Walker (1168)
 “What Is Supposed to Happen” by
Naomi Shihab Nye (1196)
 “The Latin Deli: An Ars Poetica”
Judith Ortiz Cofer (1199)
 “Wingfoot Lake” by Rita Dove
(1203)
 “Thinking Back” by Claribel
Alegria (1227)
 “A Story” by Li-Young Lee (1229)
 “What For” by Garrett Hongo
(1231)
 “Defining the Grateful Gesture” by
Yvonne Sapia (1234)
Nonfiction:
 “My Mother’s Blue Bowl” by Alice
49



Choose one of the pieces of
literature from the unit and write a
sociological critique creating an
original thesis.
Study author’s voice and tone.
Look at the conflict of the speakers
in terms of identities, particularly
those who are multicultural writers
and feel tension between their
mother culture and America.
Study how direct and indirect
characterization help to reveal
themes and messages in a work of
literature.
Topic #3
Walker (1170)
 “The Names of Women” by Louise
Erdrich (1177)
 “Mother Tongue” by Amy Tan
(1207)
 “Straw Into Gold: The
Metamorphosis of the Everyday”
by Sandra Cisneros (1218)
Select representative texts from the

following list:
Contemporary America
Poetry:

 “So This is Nebraska” by Ted
Kooser (1249)
 “Man Listening to Disc” by Billy
Collins (1272)
“The Blues” by Billy Collins
(1275)
 “Couplet: Old-Timers’ Day, Fenway
Park, 1 May 1982” by Donald Hall
(1280)
“Letter in Autumn” by Donald Hall
(1281)
“Let Evening Come” by Jane
Kenyon (1286)
 “Learning to Love America” by
Shirley Geok-lin Lim(1290)
Nonfiction:
 from Great Plains (1240)
“Seeing” from Dakota: A Spiritual
Geography by Ian Frazier (1246)
 “Throughput” from Fast Food
50
Write a poem or short story from your
perspective about a recent event in
American history.
Independently read contemporary titles of
fiction and nonfiction of student choice.
Nation by Erich Schlosser (1254)
“On the Mall” by Joan Didion
(1261)
 “A Quilt of a Country” by Anna
Quindlen (1292)
51
Unit 10: The American Dream
Choose one or more of the following texts: Grapes of Wrath,
Great Gatsby, The American Dream, Death of a Salesman, The
Things We Carried, Piano Lesson, The Buddha in the Attic, Fist,
Stick, Knife, Gun
Duration: 2-4 weeks
Standards:
RL9-10., RL9-10.2, RL 9.10.3, RL-10.4, RL9-10.5, RL9-10.7, RL9-10.10, W.9-10.4, W9-10.5, W9-10.6, W9-10.10, SL-9.10.1, L910.1, L9-10.2, L9.10-4, L-9.10.5, L-910.6
Enduring Understanding:
The American Dream suggests that there is upward mobility in
our society and that success is achievable through perseverance
and diligence; however, the viability of this dream is complicated
by race, class, gender, religion and other factors.
Essential Question(s):
1. How can one achieve the American dream today?
2. How do race, class, gender, religion and/or other factors
influence the journey toward and access to the American
Dream?
EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student
learning of content and cognitive skills.
1. Quick writing responses related to essential questions.
2. Panel discussions related to the content, structure and
language in the text.
3. Close readings of passages from the text.
4. Writing responses that incorporate vocabulary from the
text.
5. Brainstorm, draft, peer edit, and revise an analytical essay
through Google Docs.
52
Other Evidence of Mastery (Summative): Student proficiency
for a specific unit or multiple units) is defined for the individual at
80% or better; for the class: 80% of the students attain the
established minimum standard; an exemplar or rubric should be
referenced and included in the Evaluation Section.
Summative Assessments may include one or more of the
following:
1. Unit test.
2. Analytical essay or timed writing essay rubric.
3. Panel discussion response.
KNOWLEDGE AND SKILLS
Knowledge: (Students will know. . .)
1. Historical context of text to be studied.
2. Definition of critical stance.
3. Expressions of and commentary upon the American
Dream through different texts and points of view.
4. Vocabulary from selections.
Unit #10 Sequence of Instructional
Topics
Topic #1: Introduction of the American
Dream
Topic #2: Historical context and other
background
Presentation of background for selected
literature.
Topic #3: Critical Lenses
Presentation of critical lenses.
Model readings of criticism through
various lenses.
Skills: (Students will be able to. . .)
1. Apply a critical lens in interpreting a text.
2. Write an analytical essay that develops an original thesis.
3. Recognize the cultural importance of The American
Dream.
4. Organize and draft an essay under time constraints in
preparation for AP and/or SAT writing.
INSTRUCTIONAL PLAN
Resources
Sources:
Library of Congress site for The American
Dream:
<www.loc.gov/teachers/classroommaterial
s/lessons/american-dream>
Federal Resources for Educational
Excellence: Teaching and Learning
Resources from Federal Agencies entry for
The American Dream
<www.free.ed.gov/keywords.cfm?keyword
_id=24>
Texts:
The Grapes of Wrath, Great Gatsby, The
American Dream, Death of a Salesman,
The Things We Carried, Piano Lesson, The
Buddha in the Attic
Sources:
Internet Encyclopedia of Philosophy: An
Academic Peer-Reviewed Source
http://www.iep.utm.edu/literary/
53
Suggested Options for Differentiation
Interview family members and document
their responses to questions related to the
pursuit of The American Dream.
View art, maps and other visuals
presenting the time period.
Listen to music reflective of the time
period in which the text was written.
Topic #4: Textual Analysis
Literary Theory and Schools of Criticism
at the Online Writing Lab at Purdue
University
http://owl.english.purdue.edu/owl/resource
/722/01/
Yale Video Course: Literary Theory with
Paul H. Fry
http://www.academicearth.org/courses/liter
ary-theory
Critical Encounters in High School
English: Teaching Literary Theory to
Adolescents by Deborah Appleman
(Teachers College Press 2000)
Literary Theory: An Introduction by Terry
Eagleton (University of Minnesota Press,
1983)
Close Reading Texts and Avoiding Pitfalls:
http://owl.english.purdue.edu/owl/resource
/616/01/
Student-produced performances of scenes.
Adaption of text as drama.
Adaptation of portion of text in another
medium.
Topic #5: Developing an Original Thesis
"Developing the Thesis." Dartmouth
Series of guided writing prompts designed
Writing Center:
to scaffold creation of original thesis
<http://www.dartmouth.edu/~writing/mater statements.
ials/student/ac_paper/develop.shtml
Topic #6: Review of Analytical Essay
Structure for Out of Class or Timed
Prompts
What Makes a Good Literature Paper?
http://owl.english.purdue.edu/owl/resource
/618/01/
54
Modified essays requiring a different
number of textual references or treatment
of fewer literary elements.
Opportunity to revise/rewrite essay
responses.
Required Instructional Resources
Textbook:
Mirrors and Windows: Connecting with Literature (American Tradition)
Supplemental Readings:
The Things We Carried by Tim O’Brien
The Crucible by Arthur Miller
Grapes of Wrath by John Steinbeck
Ethan Frome by Edith Wharton
Scarlet Letter by Nathaniel Hawthorne
The Narrative of the Life of Frederick Douglass by Frederick Douglass
Great Gatsby by F. Scott Fitzgerald
To Kill a Mockingbird by Harper Lee
The American Dream by Edward Albee
Death of a Salesman by Arthur Miller
Long Day's Journey Into Night by Eugene O’Neill
Daisy Miller by Henry James
Glass Menagerie by Tennessee Williams
Ordinary People by Judith Guest
The Buddha in the Attic by Julie Otsuka
Piano Lesson by August Wilson
Fist, Stick, Knife, Gun by Geoffrey Canada
Supplemental materials:
Magazines:
o
Time
o
Newsweek
o
The New Yorker
Software:
o
Microsoft Word or similar word processing software
o
Microsoft PowerPoint or similar electronic slide show production software
o
Internet Explorer or similar web browsing software
55
o
o
o
o
Windows MovieMaker or similar digital video editing software
Moodle or similar web-based educational communication and resource provider
Google Docs and Sites
Kurzwiel reading tool
Evaluation and Grading
Student grades are based on quizzes, tests, individual and group projects and presentations, writing assignments, homework
completion, and participation in class. Writing assessments are based on the NJ Holistic Scoring Rubric (see attached) and the 6+1
Writing Traits currently implemented in grades 1-8.
Common Core Standards – Language Gr. 9-10
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Use parallel structure.*
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
o Use a colon to introduce a list or quotation.
o Spell correctly.
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.
o 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.
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 flexibly from a range of strategies.
o 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.
o Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
o 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.
56
o 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).
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
o Analyze nuances in the meaning of words with similar denotations.
L.9-10.6. 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.
Core Curriculum Content Standards – Reading Gr. 9-10
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.9-10.2. 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.
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.9-10.5. 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.9-10.6. 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.
RL.9-10.7. 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., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.8. (Not applicable to literature)
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).
RL.9-10.10. 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.
57
Common Core Standards – Information Text Gr. 9-10
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.9-10.2. 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.9-10.3. 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.9-10.4. 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).
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.9-10.6. 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.
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.
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 Birmingham Jail”), including how they address related
themes and concepts.
RI.9-10.10. By the end of grade 9, 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.
Common Core Standards – Speaking-Listening Gr. 9-10
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.
o 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.
58
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
o Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
o 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.
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.
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.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core Standards – Writing Gr. 9-10
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.
o 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.
o 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.
o 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.
o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
o Provide a concluding statement or section that follows from and supports the argument presented.
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.
o 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.
59
o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
o Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
o Use precise language and domain-specific vocabulary to manage the complexity of the topic.
o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
o 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).
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
o 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.
o Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
o Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
o Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
o Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
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.
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.9-10.7. 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.9-10.8. 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.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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o Apply grades 9–10 Reading standards to literature (e.g., “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]”).
o 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”).
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.
New Jersey Core Curriculum Content Standards - Language Arts Literacy
Standard
Strand
Standard
Strand
Standard
Strand
3.1 (Reading) All Students Will Understand And Apply The Knowledge Of Sounds, Letters, And Words
In Written English To Become Independent And Fluent Readers, And Will Read A Variety Of Materials
And Texts With Fluency And Comprehension.
A. Concepts about Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
3.2 (Writing) All Students Will Write In Clear, Concise, Organized Language That Varies In Content And
Form For Different Audiences And Purposes.
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
3.3 (Speaking) All Students Will Speak In Clear, Concise, Organized Language That Varies In Content
And Form For Different Audiences And Purposes.
A. Discussion
B. Questioning (Inquiry) and Contributing
61
Standard
Strand
Standard
Strand
C. Word Choice
D. Oral Presentation
3.4 (Listening) All Students Will Listen Actively To Information From A Variety Of Sources In A Variety
Of Situations.
A. Active Listening
B. Listening Comprehension
3.5 (Viewing And Media Literacy) All Students Will Access, View, Evaluate, And Respond To Print,
Nonprint, And Electronic Texts And Resources.
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
New Jersey Core Curriculum Content Standards - 21st-Century Life and Career Skills
Standard
Strand
Standard
Strand
9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and workers
in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
B. Creativity and Innovation
C. Collaboration, Teamwork, and Leadership
D. Cross-Cultural Understanding and Interpersonal Communication
E. Communication and Media Fluency
F. Accountability, Productivity, and Ethics
9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and
financial responsibility related to financial planning, savings, investment, and charitable giving in the global
economy.
A. Income and Careers
B. Money Management
C. Credit and Debt Management
D. Planning, Saving, and Investing
E. Becoming a Critical Consumer
F. Civic Financial Responsibility
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Standard
Strand
Standard
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
G. Risk Management and Insurance
9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage
in the process of career awareness, exploration, and preparation in order to navigate the globally competitive
work environment of the information age.
A. Career Awareness
B. Career Exploration
C. Career Preparation
9.4 Career and Technical Education: All students who complete a career and technical education program
will acquire academic and technical skills for careers in emerging and established professions that lead to
technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career
clusters, see the Career Clusters Table.)
A. Agriculture, Food, & Natural Resources Career Cluster
B. Architecture & Construction Career Cluster
C. Arts, A/V Technology, & Communications Career Cluster
D. Business, Management & Administration Career Cluster
E. Education & Training Career Cluster
F. Finance Career Cluster
G. Government & Public Administration Career Cluster
H. Health Science Career Cluster
I. Hospitality & Tourism Career Cluster
J. Human Services Career Cluster
K. Information Technology Career Cluster
L. Law, Public Safety, Corrections, & Security Career Cluster
M. Manufacturing Career Cluster
N. Marketing Career Cluster
O. Science, Technology, Engineering, & Mathematics Career Cluster
P. Transportation, Distribution, & Logistics Career Cluster
63
New Jersey Core Curriculum Content Standards – Technology Literacy
Standard
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand
A. Technology Operations and Concepts
B. Creativity and Innovation
C. Communication and Collaboration
D. Digital Citizenship
E. Research and Information Literacy
F. Critical Thinking, Problem Solving, and Decision-Making
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and the designed world, as they relate to the individual,
global society, and the environment.
Standard
Strand
A. Nature of Technology: Creativity and Innovation
B. Design: Critical Thinking, Problem Solving, and Decision-Making
C. Technological Citizenship, Ethics, and Society
D. Research and Information Fluency
E. Communication and Collaboration
F. Resources for a Technological World
G. The Designed World
64
Scope and Sequence
1
2
Unit 1: Intro
to Course
10
Unit 3:
American
Revolution
and Rhetoric
19
11
3
4
Unit 1: Research Paper
(floating unit)
12
13
20
21
22
29
30
6
Unit 2: New World
14
Unit 4: New England Renaissance
Unit 6: Literature from 1850-1910
28
Unit 8:
Early 20th
Century
Literature
5
7
15
16
17
Unit 5: Justice, Ethics and Morality
23
32
Unit 9: Contemporary Literature
24
25
33
26
Submitted by: Melissa Caliendo and Margaret McDonald
18
Midterm
Exam
27
Unit 8: Early 20th Century
Literature
34
35
Unit 10: American Dream
Date: August 2, 2012
Board of Education Curriculum and Instruction Committee:
Approved
Date: September 10, 2012
Board of Education:
Approved
Date: September 19, 2012
65
9
Unit 3: American Revolution and Rhetoric
Unit 7: Family and Relationships
31
8
36
Final Exam
New Jersey Registered Holistic Scoring Rubric - GEPA/HSPA
Tests Specifications p. 23
In Scoring,
consider the grid
of written
language
Inadequate Command
Limited Command
Partial Command
Adequate Command
Strong Command
Superior Command
Score
1
2
3
4
5
6
 May lack opening
and/or closing
 May lack opening  May lack opening  Generally has opening  Opening and closing  Opening and closing
and/or closing
and/or closing
and/or closing
 Minimal response to
topic; uncertain focus
 Attempts to focus
 May drift or shift
focus
 Usually has single  Single focus
focus
 Single focus
 Single, distinct focus
 Sense of unity and
 Unified and coherent
coherence
 Well-developed
 Key ideas developed
.
 No planning evident;
disorganized
 Attempts
organization
 Few, if any,
transitions between
ideas
 Some lapses or
 Ideas loosely
flaws in organization connected
 May lack some
 Transition evident
transitions between
ideas
 Logical progression
of ideas
 Moderately fluent
 Attempts
compositional risks
 Logical progression of
ideas
 Fluent, cohesive
 Compositional risks successful
.
 Details random,
inappropriate, or barely
apparent
 Details lack
elaboration, i.e.,
highlight paper
 Repetitious details  Uneven development
of details
 Several
unelaborated details
 Details appropriate
and varied
 Details effective, vivid,
explicit, and/or pertinent
Usage
 No apparent control
 Severe/
numerous errors
 Numerous errors
 Errors/ patterns of  Some errors that do not  Few errors
errors may be
interfere with meaning
evident
 Very few, if any, errors
 Excessive
monotony/ same
structure
 Numerous errors
 Little variety in
syntax
 Some errors
 Some errors that do not  Few errors
interfere with meaning
 Very few, if any, errors
 No consistent pattern  Few errors
of errors
 Some errors that do not
interfere with meaning
 Very few, if any, errors
Content &
Organization
Sentence Construc-  Assortment of
tion
incomplete and/or
incorrect sentences
Mechanics
 Errors so severe they
detract from meaning
 Numerous serious  Patterns of errors
errors
evident
66
New Jersey Registered Holistic Scoring Rubric - GEPA/HSPA –
Tests Specifications p. 23
Content & Organization







Communicates intended message to intended audience
Relates to topic
Opening and closing
Focused
Logical progression of ideas
Transitions
Appropriate details and information
Usage





Tense formation
Subject-verb agreement
Pronouns usage/agreement
Word choice/meaning
Proper modifiers
Sentence Construction
 Variety of type, structure, and length
 Correct construction
Mechanics
 Spelling
 Capitalization
 Punctuation
67
Non-Scorable Responses
NR = No Response Student wrote too little to allow reliable judgment of his/her writing.
NonScorable
Responses
OT = Off Topic/
Off Task
Student did not write on the assigned topic/task, or the student attempted to copy the prompt.
NE = Not English
Student wrote in a language other than English.
WF = Wrong
Format
Student refused to write on the topic, or the writing task folder was blank.
68