english language arts iv grade: 12 · english language arts iv grade: 12 prerequisite: ela iii...
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APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
ENGLISH LANGUAGE ARTS IV
GRADE: 12
Prerequisite: ELA III
Credits: 5.00
ABSTRACT
This course presents an overview of world literature that includes works from the Renaissance as well as selections from the eras of Romanticism and Realism. A cumulative review of reading, writing, speaking, viewing, and listening is stressed throughout the course. Students will read and analyze a challenging arrangement of short stories, excerpts, essays, articles, novels and poetry. Students will recognize the importance of understanding the structure of language and apply this comprehension to written and verbal expression. Reinforcement in the basics of grammar, usage, sentence structure, and mechanics is included. Writing in this curriculum provides a cumulative review of narrative, informative, and persuasive styles as well as a review of the rules for editing and revising.
2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)
Common Core RL.12.1-10 RI.12.1-10 W.12.1-10 SL.12.1-6 L.12.1-6
Technology 8.1 8.2
21st Century Life and Careers 9.1.12.A.1-4
Common Core RL.12.1-10 RI.12.1-10 W.12.1-10 SL.12.1-6 L.12.1-6
Technology 8.1 8.2
21st Century Life and Careers 9.1.12.A.1-4
Common Core RL.12.1-10 RI.12.1-10 W.12.1-10 SL.12.1-6 L.12.1-6
Technology 8.1 8.2
21st Century Life and Careers 9.1.12.A.1-4
3 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3
9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3
9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3
ENDURING UNDERSTANDINGS: (Students will Understand that . . .)
• Computer applications can be used to organize information and solve
problems. • Literature can be used to
explore human relationships, new ideas, and aspects of culture.
• Novels are representations of social
reality and vary by historic time periods and
parts of the world. • An author’s use of words
creates tone and mood. • An author’s attitude
toward social issues can be revealed in texts.
• Word choice has an influence on the impact of
rhetorical devices. • Use of rubrics can improve
oral presentations. • Sensory images can be
used to evoke the writer’s meaning
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
• How can personal tragedy impact the behavior of a character?
• How do words convey precise meaning?
• How can reading texts help us explore human
• How does the setting of a story have an impact on its plot?
• How do words convey precise meaning?
• How can reading texts help us explore
• Are we victims of fate, or do we choose our own
destiny? • How do religious beliefs
shape the behaviors of literary figures?
• What are the consequences
4 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
relationships?
relationships?
of excessive pride?
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• Benchmark assessment after each act of Shakespearean play
• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film criticism
• Benchmark assessment after each act of A Doll’s House
• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film criticism
• Benchmark assessment after each episode of Greek tragedies
• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film Criticism
OTHER EVIDENCE: • Do Now Questions • Do Now Questions • Do Now Questions
5 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
(Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
• Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Computer-Technology
Based Projects • Peer/Teaching
Conferencing • Teacher Observations • Class Assignments • Class Participation • Individualized Instruction
as per Identified Student Needs
• Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Computer-Technology
Based Projects • Peer/Teaching
Conferencing • Teacher Observations • Class Assignments • Class Participation • Individualized Instruction
as per Identified Student Needs
• Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Computer-Technology
Based Projects • Peer/Teaching
Conferencing • Teacher Observations • Class Assignments • Class Participation • Individualized Instruction
as per Identified Student Needs
RESOURCES:
• Elements of Writing (Level: Complete Course)
• World Masterpieces
• Elements of Writing (Level: Complete Course)
• World Masterpieces
• Elements of Writing (Level: Complete Course)
• World Masterpieces • Oedipus Rex
6 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
• Excerpts from Ancient Chinese, Indian, and Biblical texts within textbook
• Hamlet • News ELA for non-
fiction reading comprehension
• Dictionaries • Thesauri • Grammar/ mechanics/
usage worksheets • Videotapes/DVDs:
grammar, literature, writing
• Novels from approved reading lists
• Computer Lab • Media center • Online
tutorial/Educational websites
• District website
• A Doll’s House • News ELA for non-
fiction reading comprehension
• Dictionaries • Thesauri • Grammar/ mechanics/
usage worksheets • Videotapes/DVDs:
grammar, literature, writing
• Novels from approved reading lists
• Computer Lab • Media center • Online
tutorial/Educational websites
• District website • Writing prompts • State assessment
workbooks • Supplemental materials
• Antigone • News ELA for non-fiction
reading comprehension • Dictionaries • Thesauri • Grammar/ mechanics/
usage worksheets • Videotapes/DVDs:
grammar, literature, writing
• Novels from approved reading lists
• Computer Lab • Media center • Online tutorial/Educational
websites • District website • Writing prompts • State assessment
workbooks • Supplemental materials
7 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
• Writing prompts • State assessment
workbooks • Supplemental materials
STAGE 3: LEARNING PLAN
What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.
SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Students will read and analyze poetry, short stories and novels by authors of the world.
• Students will create graphic organizers as a way of organizing information about literary elements.
• Students will use context clues to determine the definitions of vocabulary words in the novels that
• Students will read and analyze poetry, short stories and novels by authors of the world.
• Students will create graphic organizers as a way of organizing information about literary elements.
• Students will use context clues to determine the definitions of vocabulary words in the novels that
• Students will read and analyze poetry, short stories and novels by authors of the world.
• Students will create graphic organizers as a way of organizing information about literary elements.
• Students will use context clues to determine the definitions of vocabulary words in the novels that
8 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
they read. • Students will discuss the
intended meaning in the works that they read.
• Students will write responses that include reactions to what they have read.
• Students will critique rough drafts using the New Jersey Registered Holistic Scoring Rubric.
• Students will edit their written pieces before submission individually or in groups.
• Students will construct essays that identify and analyze literary aspects.
• Students will critique rough drafts for errors in sentence structure, grammar and usage,
they read. • Students will discuss the
intended meaning in the works that they read.
• Students will write responses that include reactions to what they have read.
• Students will critique rough drafts using the New Jersey Registered Holistic Scoring Rubric.
• Students will edit their written pieces before submission individually or in groups.
• Students will construct essays that identify and analyze literary aspects.
• Students will critique rough drafts for errors in sentence structure, grammar and usage,
they read. • Students will discuss the
intended meaning in the works that they read.
• Students will write responses that include reactions to what they have read.
• Students will critique rough drafts using the New Jersey Registered Holistic Scoring Rubric.
• Students will edit their written pieces before submission individually or in groups.
• Students will construct essays that identify and analyze literary aspects.
• Students will critique rough drafts for errors in sentence structure, grammar and usage,
9 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
punctuation, capitalization and spelling.
• Students will write for a variety of purposes and audiences.
• Students will alternate roles in group projects.
• Students will analyze, evaluate, and modify group processes.
• Students will study poetry that uses a variety of literary devices and then create original poetry that incorporates those devices.
• Students will use a rubric to prepare for and evaluate oral presentations.
• Students will compare and contrast messages
punctuation, capitalization and spelling.
• Students will write for a variety of purposes and audiences.
• Students will alternate roles in group projects.
• Students will analyze, evaluate, and modify group processes.
• Students will study poetry that uses a variety of literary devices and then create original poetry that incorporates those devices.
• Students will use a rubric to prepare for and evaluate oral presentations.
• Students will compare and contrast messages
punctuation, capitalization and spelling.
• Students will write for a variety of purposes and audiences.
• Students will alternate roles in group projects.
• Students will analyze, evaluate, and modify group processes.
• Students will study poetry that uses a variety of literary devices and then create original poetry that incorporates those devices.
• Students will use a rubric to prepare for and evaluate oral presentations.
• Students will compare and contrast messages from a variety of historic time periods.
• Students will read articles
10 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
from a variety of historic time periods.
• Students will read articles in to determine if authors are biased or not.
• Students will read articles to identify how current aspects of culture are similar or different from those in selected literature.
• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout the year.
• Students will study and discuss political cartoons,
from a variety of historic time periods.
• Students will read articles in to determine if authors are biased or not.
• Students will read articles to identify how current aspects of culture are similar or different from those in selected literature.
• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout the year.
• Students will study and discuss political cartoons,
in to determine if authors are biased or not.
• Students will read articles to identify how current aspects of culture are similar or different from those in selected literature.
• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout the year.
• Students will study and discuss political cartoons, satiric writings, and humorous editorials.
• Students will analyze adaptations of literature.
• Students will use the
11 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
satiric writings, and humorous editorials.
• Students will analyze adaptations of literature.
• Students will use the Internet to research information relevant to class discussion or to a class assignment.
• Students will evaluate behavior choices of characters within Hamlet while listening to select scenes of the play.
• Students will listen to scenes of Hamlet and then summarize and make predictions.
satiric writings, and humorous editorials.
• Students will analyze adaptations of literature.
• Students will use the Internet to research information relevant to class discussion or to a class assignment.
• Students will evaluate behavior choices of characters within A Doll’s House while listening to select scenes of the play.
• Students will listen to scenes of A Doll’s House and then summarize and make predictions.
Internet to research information relevant to class discussion or to a class assignment.
• Students will evaluate behavior choices of characters within Oedipus while listening to select scenes of the play.
• Students will listen to scenes of Oedipus and then summarize and make predictions.
12 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)
• Language skills • Analytical skills • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing
responses • Applicable career options
are discussed as they arise throughout the course.
• Usage of apps such as Subtext
Differentiated Instruction: ELL:
• Language skills • Analytical skills • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing
responses • Applicable career options
are discussed as they arise throughout the course.
• Usage of apps such as Subtext
Differentiated Instruction: ELL:
• Language skills • Analytical skills • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing
responses • Applicable career options
are discussed as they arise throughout the course.
• Usage of apps such as Subtext
Differentiated Instruction: ELL:
• Encourage support from
13 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
• Encourage support from native language speakers who are more proficient in English
• Extend time for completing assignments
• Enlist parental support • Pair with student of
native language • *ELL Students-
Instruction will be based on language proficiency.
Special Education:
• Modifications as dictated in the student’s IEP
• Collaboration with resource teacher and parent
• Positive reinforcement • Use cooperative grouping • Provide written and oral
• Encourage support from native language speakers who are more proficient in English
• Extend time for completing assignments
• Enlist parental support • Pair with student of
native language • *ELL Students-
Instruction will be based on language proficiency.
Special Education:
• Modifications as dictated in the student’s IEP
• Collaboration with resource teacher and parent
• Positive reinforcement • Use cooperative grouping • Provide written and oral
native language speakers who are more proficient in English
• Extend time for completing assignments
• Enlist parental support • Pair with student of native
language • *ELL Students- Instruction
will be based on language proficiency.
Special Education:
• Modifications as dictated in the student’s IEP
• Collaboration with resource teacher and parent
• Positive reinforcement • Use cooperative grouping • Provide written and oral
instructions in a variety of ways
14 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
Unit 1: Shakespeare/Ancient Texts
10 Weeks
Unit 2: Realism 10 Weeks
Unit 3: Greek Tragedy 10 Weeks
instructions in a variety of ways
• Enlist parental support • Tiered lessons
Gifted and Talented: • Create a blog about their
unit experience • Scaffold assignments to
make more challenging and/or differentiated as needed
At-Risk Students: • Tiered lessons
instructions in a variety of ways
• Enlist parental support • Tiered lessons
Gifted and Talented: • Create a blog about their
unit experience • Scaffold assignments to
make more challenging and/or differentiated as needed
At-Risk Students: • Tiered lessons
• Enlist parental support • Tiered lessons
Gifted and Talented: • Create a blog about their
unit experience • Scaffold assignments to
make more challenging and/or differentiated as needed
At-Risk Students: • Tiered lessons
*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications.
15 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)
Common Core RL.12.1-10 RI.12.1-10 W.12.1-10 SL.12.1-6 L.12.1-6
Technology 8.1 8.2
21st Century Life and Careers 9.1.12.A.1-4 9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3
ENDURING UNDERSTANDINGS: (Students will Understand that . . .)
• Literature can provide an accurate reflection of
16 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
historical events. • An author can reveal
themes of a text though the actions of characters.
• Poetic devices impact the reader’s perception of
characters. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
• How does a character’s environment affect
thoughts and actions? • What impact can a
character’s family have on success?
• How do symbols reveal the writer’s intention?
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.] PERFORMANCE TASKS: (Through what authentic performance
• Reader response journal • Reader’s theater
17 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• Essay writing • Original poetry • Literature circles • Presentations/speeches • Film Criticism
OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
• Do Now Questions • Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Research Projects • Computer-Technology
Based Projects • Peer/Teaching
Conferencing • Teacher Observations • Class Assignments • Class Participation • Individualized Instruction
as per Identified Student
18 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
Needs
RESOURCES:
• Elements of Writing (Level: Complete Course)
• World Masterpieces • Death of a Salesman • Shakespearean comedy
of choice such as The Tempest or Taming of the Shrew
• Dictionaries • Thesauri • Grammar/ mechanics/
usage worksheets • Videotapes/DVDs:
grammar, literature, writing
• Novels from approved reading lists
• Computer Lab • Media center • Online
19 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
tutorial/Educational websites
• District website • Writing prompts • State assessment
workbooks • Supplemental materials
STAGE 3: LEARNING PLAN
What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.
SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Students will read and analyze poetry, short stories and novels by authors of the world.
• Students will create graphic organizers as a way of organizing information about literary elements.
• Students will use context
20 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
clues to determine the definitions of vocabulary words in the novels that they read.
• Students will discuss the intended meaning in the works that they read.
• Students will write responses that include reactions to what they have read.
• Students will critique rough drafts using the New Jersey Registered Holistic Scoring Rubric.
• Students will edit their written pieces before submission individually or in groups.
• Students will construct essays that identify and analyze literary aspects.
• Students will critique
21 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
rough drafts for errors in sentence structure, grammar and usage, punctuation, capitalization and spelling.
• Students will write for a variety of purposes and audiences.
• Students will alternate roles in group projects.
• Students will analyze, evaluate, and modify group processes.
• Students will study poetry that uses a variety of literary devices and then create original poetry that incorporates those devices.
• Students will use a rubric to prepare for and evaluate oral
22 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
presentations. • Students will compare
and contrast messages from a variety of historic time periods.
• Students will read articles in to determine if authors are biased or not.
• Students will read articles to identify how current aspects of culture are similar or different from those in selected literature.
• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout
23 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
the year. • Students will study and
discuss political cartoons, satiric writings, and humorous editorials.
• Students will analyze adaptations of literature.
• Students will use the Internet to research information relevant to class discussion or to a class assignment.
• Students will generate a critical and analytical research paper.
• Students will evaluate behavior choices of characters within Death of a Salesman while listening to select scenes of the play.
• Students will listen to scenes of Death of a
24 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
Salesman and then summarize and make predictions.
CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)
• Language skills • Analytical skills • Current events • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing
responses • Research reports • Applicable career options
are discussed as they arise throughout the course.
• Usage of apps such as Subtext
Differentiated Instruction:
25 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
ELL: • Encourage support from
native language speakers who are more proficient in English
• Extend time for completing assignments
• Enlist parental support • Pair with student of
native language • *ELL Students-
Instruction will be based on language proficiency.
Special Education:
• Modifications as dictated in the student’s IEP
• Collaboration with resource teacher and parent
• Positive reinforcement • Use cooperative grouping
26 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Unit 4: Modern Drama/Shakepearean
Comedy Ten Weeks
• Provide written and oral instructions in a variety of ways
• Enlist parental support Gifted and Talented:
• Create a blog about their unit experience
• Scaffold assignments to make more challenging and/or differentiated as needed