european lit honors curriculum 2012 final...reading literature 11-12.1-7,10 reading informational...
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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
English 12 Honors
Revision Date: 7/17/2020
Submitted by: Allison Stone
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Table of Contents: English 12 Course Overview 3
Pacing Chart 4
Unit 1: Overview At-a-Glance 5
Unit 1: Targeted Instructional Planning to Address Central Unit Standards 8
Unit 2: Overview At-a-Glance 9
Unit 2: Targeted Instructional Planning to Address Central Unit Standards 13
Unit 3: Overview At-a-Glance 15
Unit 3: Targeted Instructional Planning to Address Central Unit Standards 18
Unit 4: Overview At-a-Glance 20
Unit 4: Targeted Instructional Planning to Address Central Unit Standards 23
Unit 5: Overview At-a-Glance 24
Unit 5: Targeted Instructional Planning to Address Central Unit Standards 28
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Course Overview English 12 Honors examines topics of identity and society through a wide range of literature, including poetry, short stories, and non-fiction.
Students face many unique challenges in today’s interdependent world. Students accepted into this honors level course will read, write, and speak
about material of a more sophisticated nature, while exploring issues that are faced personally, within the family and community, as well as
nationally and globally. They will develop strong critical thinking and communication skills, and through this process be prepared for the path they
choose after high school. Senior students write frequently for real audiences and purposes including crafting polished college essays and further
preparing for the modern workplace. Distinctive creative and academic voices in writing and speaking are refined so that a strong sense of self is
evident in the public emergence of articulate, productive, and responsible global citizens.
**English 12 Honors does follow the same scope and sequence as English 12 due to the important nature of topics and skills covered in both courses.
However, English 12 Honors is much more rigorous in terms of student output. Students will be expected to read more abundant and complex texts,
meet high expectations during class discussions and while completing work, and be able to keep up with a more rapid pace. Students will be expected
to learn and utilize Socratic Seminar style class discussions.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents
know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills
that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best
positioned to compete successfully in the global economy.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure that students
will be prepared for college and career opportunities following high school graduation.
Primary Resource(s)
Textbooks
Title: Prentice Hall Literature
Publisher: Pearson Copyright: 2012
Supplemental Materials (including various level of texts at each grade level)
The Norton Sampler: Short Essays for Composition, Seventh Edition Tufte’s Artful Sentences: Syntax as Style
Common App NewsELA ReadWriteThink Commonlit
*Supplemental Novels, Literary Pieces, and Essays
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Pacing Chart Unit # & Title Pacing
(must equal 165 days for full-year or
83 days for
half-year course)
Unit 1: College/Career Readiness, Research and Planning 16 days
Unit 2: “Defining One’s Legacy” 38 days
Unit 3: “Self-Identity (I vs. I)” 38 days
Unit 4:“Big Brother is Watching” Dystopian Literature 37 days
Unit 5: “Romancing England” 36 days
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Unit 1 Overview At-a-Glance Unit #1 –College/Career Readiness, Research and Planning
Unit Description:
In this unit, students will be able to use fiction, non-fiction and media sources to compose college and career essays. In addition, students will
gain writing and research skills necessary to complete activities that will prepare them for completion of high school and beyond. This unit will
be the foundation for the entire school year to assist in completing the Senior Research Project, which is a graduation requirement
Essential Questions:
● What patterns of development lend themselves to writing the college essay?
● What is the process for planning and writing a college/career essay?
● What are the real-world applications of research skills?
● Why is it important to read for more than a surface-level understanding of a work?
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● NJSLSA.R3, NJSLSA.W3, NJSLSA.W5, NJSLSA.W6,
NJSLSA.W10, NJSLSA.SL1
Supporting Unit Standards- This unit will also include activities aligned
with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● RL.11-12.1, RL.11-12.2, W.11-12.3, W.11-12.4, W.11-12.5, W.11-
12.6, W.11-12.10, SL.11-12.1, SL.11-12.4, L.11-12
Unit Details
Visual and Performing Arts Standards- (K5-5) This unit will
also include activities aligned with the following standards:
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-
VPA.pdf
Standard 1.1 Dance
Standard 1.2 Media Arts
Standard 1.3A-E Music
Standard 1.4 Theater
Standard 1.5 Visual
Holocaust/Amistad Commission Standards Integration- This unit will
also include activities aligned with the following standards (where
applicable): https://law.justia.com/codes/new-jersey/2013/title-18a/section-
18a-4a-2/ and https://law.justia.com/codes/new-jersey/2018/title-52/chapter-
16a/section-52-16a-88/
Holocaust Education: ● Students will make connections to tolerance and equality within their
College Essay and Research process where applicable.
Amistad Education Commission:
● Students will make connections to tolerance and equality within their
College Essay and Research process where applicable.
Integration of Contributions of Persons with Disabilities - This unit will
also include age-appropriate instruction for grades 5 – 12 on the political,
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economic, and social contributions of persons with disabilities with the
following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Students will make connections to tolerance and equality within their
College Essay and Research process where applicable.
Integration of Contributions of LGBTQ People - This unit will also
include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of LGBTQ people with the following
content/activities https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM
(where applicable):
● Students will make connections to tolerance and equality within their
College Essay and Research process where applicable.
Modifications for Special Education Students, English
Language Learners (ELLs), Students at Risk of Failure, 504
Students and Gifted Students- Modify instructional approach
and/or assignments and evaluations as needed for students with
IEPs, ELLs, students at risk of failure 504s, and gifted and
talented students including but not limited to:
Special Education
● Work with Special Education Teacher
● Rephrase questions, directions and explanations
● Allow extended time to answer questions
● Additional graphic organizers
● Audio versions of texts
● Consult with Case Managers and follow IEP
accommodations/modifications
English Language Learners (ELLs)
● Bilingual Dictionary
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
Students at Risk of Failure
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow I&RS
procedure/action plans
● Consult with other teachers for specific interventions
504 Students
Integration of Career Readiness, Life Literacies, and Key Skills (21st
Century Skills through NJSLS 9 and Career Education):
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
9.1 – Personal Financial Literacy
● Create a clear long-term financial plan to ensure its alignment with
your values. (9.1.12.FP.1)
9.2 – Career Awareness, Exploration, Preparation, and Training
● Develop college and career readiness skills by participating in
opportunities such as structured learning experiences,
apprenticeships, and dual enrollment programs. (9.2.12.CAP.2)
● Assess and modify a personal plan to support current interests and
postsecondary plans. (9.2.12.CAP.5)
9.3 – Career and Technical Education (CTE)
● Develop personal interests and activities that support declared career
goals and plans. (9.3.12.C.3)
● Use online resources to examine licensing, certification, and
credentialing requirements at the local, state, and national levels to
maintain compliance with industry requirements in areas of career
interest. (9.3.12.C.4)
9.4 – Life Literacies and Key Skills ● Demonstrate the ability to reflect, analyze, and use creative skills and
ideas. (9.4.12.CI.1)
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● Teach/study organizational skills
● Use behavioral management techniques consistently
within a classroom and across classes
● Vary the method of lesson presentation using multi-
sensory techniques
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate students’ interest
in completing tasks at their level of engagement
● Identify career pathways that highlight personal talents, skills, and
abilities. (9.4.12.CI.2)
● Participate in online strategy and planning sessions for course-based,
school-based, or other projects and determine the strategies that
contribute to effective outcomes. (9.4.12.CT.4)
Assessments- including benchmarks, formative, summative,
and alternative assessments
● College/Career Readiness Essay
● Entrance/Exit Ticket
● Pre-Assessment Benchmark
● Graphic Organizer
● Benchmark Pre-Assessment
● Infographic
● Brochure
Suggested Interdisciplinary Activities for this Unit
Career Education: Evaluate different college and career options available
and create a plan to follow that path. (9.3.12.C.3)
Math: Calculate total cost of a college/university over four years and graph
the results. (S-ID-A.1)
Science: Complete close reads on scientific articles and cite evidence from
the article in essays and research. (RST.11-12.1)
Social Studies: Evaluate historical documents as a method of research and
review proper citation of historical documents. (RH.11-12.1)
World Language: Create a college and career “how to” brochure and
translate into various languages. (7.1.NM.IPRET.1)
Technical Subjects: Students will create an infographic on the proper steps
to completing a research project. (8.1.12.DA.5)
Amistad Commission Education (where applicable): Students will
complete a close read of “Higher Education and Equity: Historical
Narratives, Contemporary Debates” and create an infographic on equity in
education. (6.1.12.CivicsPD.14.a)
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources
should include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and
increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate
challenging levels of work for all students.
Leveled Supplemental Materials and Media/School
Library Resources
● Common App 2020-2021 essay prompts
● Examples of college essays and personal statements
Integration of Computer Science and Design Thinking (Technology
Standard 8)
https://www.state.nj.us/education/cccs/2020/2020%20NJSLS-CSDT.pdf
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● News articles regarding college essay writing
● Pearson additional resources
● Various media center resources
8.1 – Computer Science ● 8.1.12.DA.5
8.2 – Design Thinking
● 8.2.12.ITH.1
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R3. Analyze how and why
individuals, events, and ideas
develop and interact over the course
of a text.
Teach how to properly respond
to a writing prompt
Provide a variety of different
writing prompts
Student will complete writing
prompts that cite from text
Students will research and analyze
various text for research
- Class Discussion
- Writing Prompt
-Exit Ticket
NJSLSA.W3. Write narratives to
develop real or imagined
experiences or events using effective
technique, well-chosen details, and
well-structured event sequences.
Provide examples (print and/or
electronic) of memoirs/narratives
which utilize valid reasoning,
logical arguments and relevant
and sufficient support
Provide examples of personal
essay
Students will brainstorm, plan,
draft, and edit College Application
Essays
Students will participate in writer’s
workshop peer/revision and edition
- Writer’s Workshop
- Peer Evaluations
- College Application Essay
NJSLSA.W5. Develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new approach.
Teach rhetorical techniques to
improve student writing
Teach review and editing process
Revision and editing of College
Application Essays
Participate in writer’s workshop
peer/revision and edition
- Rough and Final Drafts of
College Application Essays
- Exit Ticket
NJSLSA.W6. Use technology,
including the Internet, to produce
and publish writing and to interact
and collaborate with others.
Guide students through the
writing process and using Google
Docs to draft their essays
Students will use laptops/computers
and Google Docs to brainstorm,
plan, draft, and edit College
Application Essays
- Final Draft of College
Application Essays
- Graphic Organizer
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Make constructive comments on
Google Doc to help students with
the editing process
Students will use laptops/computers
to search topics for research
- Research Topic
NJSLSA.W10. Write routinely over
extended time frames and shorter
time frames for a range of tasks,
purposes, and audiences.
Review student obligation and
expectation to write frequently in
and out of class
Students will brainstorm, plan,
draft, and edit College Application
Essays
Students will complete daily warm
ups on various topics
- Daily Warm Ups
- Final Drafts of College
Application Essays
- Exit Tickets
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
Review Socratic Seminar model
and facilitate class discussions
Participate in class discussions
Participate in Teacher/Student
meetings
Participate in peer reviews
- Socratic Seminars
- Student/teacher meetings
- Peer editing
Unit 2 Overview At-a-Glance Unit #2 – Defining One’s Legacy- Reading Literature/Writing Narrative and Expository Essays
Unit Description:
In this unit students will learn what it means to define legacy and how one’s legacy impacts generations. Through the use of authentic
literature, students will be exposed to rich informational text, poetry, and media that will stimulate their development of language through the
engagement of reading, writing, speaking, and listening activities. Students will build their conceptual knowledge and use of academic and
content vocabulary in order to communicate ideas and information on this topic with their peers. The scaffolding within the unit will enable
students to engage in discourse while using higher order thinking skills. This interdisciplinary unit uses informational text, poetry, and
technology as a means of summarizing, analyzing, and synthesizing information in order to develop critical reading and writing skills.
Students will demonstrate their understanding of the readings by completing listening, speaking, reading, and writing activities related to the
theme of this unit.
Essential Questions:
● What is a legacy and how do we define one’s legacy?
● What is the legacy you want to leave?
● What reading skills are necessary to analyze and evaluate informational text and poetry?
● What reading and writing skills are necessary to summarize an informational text?
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Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● NJSLSA.R10., NJSLSA.W5., NJSLSA.W6.,
NJSLSA.W10., NJSLSA.SL1., NJSLSA.SL2.,
NJSLSA.SL4., NJSLSA.SL5., NJSLSA.SL6.
Supporting Unit Standards- This unit will also include activities aligned
with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● RL.11-12.1., RL.11-12.7., RL.11-12.9., RI.11-12.10., W.11-12.3.,
W.11-12.4., W.11-12.5., W.11-12.6., W.11-12.10., SL.11-12.1.,
SL.11-12.4.
Visual and Performing Arts Standards- (K5-5) This unit
will also include activities aligned with the following
standards:
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-
VPA.pdf
Standard 1.1 Dance
Standard 1.2 Media Arts
Standard 1.3A-E Music
Standard 1.4 Theater
Standard 1.5 Visual
Holocaust/Amistad Commission Standards Integration- This unit will also
include activities aligned with the following standards (where applicable):
https://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-4a-2/ and
https://law.justia.com/codes/new-jersey/2018/title-52/chapter-16a/section-52-
16a-88/
Holocaust Education:
● Examine individual stories of people who worked to protect and help
Jewish people during the Holocaust.(6.2.12.HistoryUP.4.c)
Amistad Education Commission:
● Students will view the Ted Talk “The Danger of a Single Story” and
discuss the importance of looking at literature from various cultural
points of view. (6.2.12.CivicsHR.5.a)
Integration of Contributions of Persons with Disabilities - This unit will
also include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of persons with disabilities with the
following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Read various superhero stories that focus on fictional heroes with
disabilities and then research and create a story focusing on an
everyday superhero that has or has overcome a disability.
Integration of Contributions of LGBTQ People - This unit will also include
age-appropriate instruction for grades 5 – 12 on the political, economic, and
social contributions of LGBTQ people with the following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
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● Read first-hand accounts of LGBTQ people who have overcome
adversity to make a difference in the world.
Unit Details
Modifications for Special Education Students, English
Language Learners (ELLs), Students at Risk of Failure,
504 Students and Gifted Students- Modify instructional
approach and/or assignments and evaluations as needed for
students with IEPs, ELLs, students at risk of failure 504s, and
gifted and talented students including but not limited to:
Special Education/504 Students
● Work with Special Education Teacher
● Rephrase questions, directions and explanations
● Allow extended time to answer questions
● Additional graphic organizers and outlines for
crafting writing assignments
● Consult with Case Managers and follow IEP
accommodations/modifications
English Language Learners (ELLs)
● Bilingual Dictionary
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Accept participation at any level
Students at Risk of Failure
● Provide extended time to complete tasks
● Follow I&RS procedure/action plan
● Weekly check-ins
504 Students
● Teach/study organizational skills
● Use behavioral management techniques consistently
within a classroom and across classes
● Vary the method of lesson presentation using multi-
sensory techniques
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
Integration of Career Readiness, Life Literacies, and Key Skills (21st
Century Skills through NJSLS 9 and Career Education):
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
9.4 – Life Literacies and Key Skills ● Students will collaborate in groups to reflect, analyze and use creative
skills and ideas in order to create an alternate ending for Beowulf
(9.4.12.CI.1)
● The reading and writing portions of this unit will prepare students to
write professionally and personally, using sound arguments to defend
claims. (9.4.12.CT.1)
● Evaluate media sources for point of view, bias, and motivations.
(9.4.12.IML.8)
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Assessments- including benchmarks, formative,
summative, and alternative assessments
● First 4 Chapters of the Senior Memory Book
● Rough Drafts
● Final Drafts
● Rhetorical Analysis
● Literature Review
● Graphic Organizers
● Heroe Project
● Mock #Disrupt Text Project
● Research Topics
● Exit tickets
Suggested Interdisciplinary Activities for this Unit
Career Education: Students will evaluate the skills and careers of various
characters throughout the unit and discuss how they compare to today.
(9.2.12.CAP.4)
Science: Complete a close read of the article “Breaking down Beowulf,
Researchers use statistical technique to find evidence that Old English poem
had a single author.” (RST.9-10.7)
Social Studies: Students will explore the controversial issue of slavery during
the writing of the Declaration of Independence (6.1 U.S. History)
Technical Subjects: Create a mock twitter feed based on the #disrupttexts
site. Literature from the unit will be the focus of the mock feed. (8.2.12.ITH.3)
World Languages: Students will learn Old/Middle English words and try to
infer meaning (7.1.NM.IPRET.1)
Visual and Performing Arts: Students will learn a traditional Medieval
dance and analyze and discuss the role of dance in a global society.
(1.1.12prof.Cn11a)
Amistad Commission Education: Students will analyze contributions and
perspectives of African Americans, Native Americans, and women in various
literature throughout the unit. (6.1.12.D.2.a)
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources
should include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and
increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate
challenging levels of work for all students.
Leveled Supplemental Materials and Media/School
Library Resources
● The poem “What Will be Your Legacy?” by Dr.
Margaret Burroughs
● “Who Lives, Who Dies, Who Tells Your Story” by
Lin-Manuel Miranda
● Beowulf
● Beowulf film- 2007
● The Canterbury Tales
● Pearson additional resources
● Various media center resources
Integration of Computer Science and Design Thinking (Technology
Standard 8)
https://www.state.nj.us/education/cccs/2020/2020%20NJSLS-CSDT.pdf
8.1 – Computer Science
● 8.1.12.DA.
8.2 – Design Thinking
● 8.2.12.ITH.1
● 8.2.12.ITH.3
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Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R10. Read and
comprehend complex literary
and informational texts
independently and proficiently
with scaffolding as needed.
Provide exposure to a variety of
complex texts
Review how to perform a close read
and annotate text
Students will annotate text to
determine similarities to companion
text
Students will answer text dependent
questions
Students will participate in class
discussions of text
- Written reflection
- Exit/Entrance Tickets
- Close Read
- Think Pair Share
NJSLSA.W5. Develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach.
Model the writing process
Facilitate the Senior Memory Book
Project
Students will begin Senior Memory
Book Project
Students will draft, revise and edit
an original narrative
Students will respond to writing
prompts regularly
- Essay
- Open-Ended Responses
- Daily Warm Ups
- Senior Memory Book
NJSLSA.W6. Use technology,
including the Internet, to
produce and publish writing and
to interact and collaborate with
others.
Facilitate class projects
Model project expectations
Provide Google Classroom class
questions/discussions
Facilitate research for selection of
research project
Students will complete a Hero
Project based on literature from the
unit and research on everyday
heroes
Students will complete Canterbury
Tales Pilgrim Project
Students will research and select a
project topic
- Hero Project
- Canterbury Pilgrim Project
- Research Project Topic
Selection
- Exit Ticket
NJSLSA.W10. Write routinely
over extended time frames (time
for research, reflection, and
Facilitate the Senior Memory Book
Project, written reflections, essays
and open-ended responses, and
Students will work on their Senior
Memory Book Project
- Essay
- Open-Ended Responses
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revision) and shorter time
frames (a single sitting or a day
or two) for a range of tasks,
purposes, and audiences.
any/all other forms of writing
produced in and outside of class
Provide opportunities for students to
write in and out of class
Students will complete drafts,
revise and edit an original
narrative/memoir
Students will complete literature
analysis
-Text Dependent Responses
-Written Reflection
- Exit/Entrance Tickets
NJSLSA.SL2. Integrate and
evaluate information presented
in diverse media and formats,
including visually,
quantitatively, and orally.
Create opportunities for students to
compare a text in different formats
such as video or audio recordings of
the text
Model and discuss with students
how to find textual evidence to chart
and apply between various mediums
Students will compare and contrast
how various accounts of a subject
are told in two different mediums
such as the overly sexualized
depiction of Grendel’s Mother in
the 2007 film vs. how Grendel’s
Mother is explained in the original
text
Participation in class discussion(s)
using evidence from the text
- Class Discussion
- Written Reflection
- Exit/Entrance Tickets
- Graphic Organizer
NJSLSA.SL4. Present
information, findings, and
supporting evidence such that
listeners can follow the line of
reasoning and the organization,
development,
and style are appropriate to task,
purpose, and audience.
Facilitate class discussion and
review correct etiquette for peer
conversations
Facilitate and model expectations for
class projects
Participating in Socratic seminars,
debates and/or writing arguments
-Beowulf projects
-Canterbury Tales Pilgrim Project
-Class discussion
-Written reflection
-Exit/Admit Slips
-Peer/Self Assessments
-Think Pair Share
-Independent/group projects
NJSLSA.SL6. Adapt speech to
a variety of contexts and
communicative tasks,
demonstrating command of
formal English when indicated
or appropriate.
Provide students with expectations
for their Canterbury Character Feast
Set expectations for class
discussions
Students will prepare for their
Canterbury Character Feast
Presentations
Students will participate in class
discussion(s) using evidence from
the text
- Class discussion
- Canterbury Character Feast
Presentations
- Socratic Seminars
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Unit 3 Overview At-a-Glance Unit #3 – Examining the “Reckless Libertines,” Self-Identity, and Personal Reflection through Literature
Unit Description:
In Shakespeare's Hamlet, Polonius tells his son, "to thine own self be true." What does it mean to be true to yourself? How can we use
language to own our stories, memories, lessons and successes? In this unit, students will explore concepts of self-identity, overall mental
health, and social norms as experienced in fiction, non-fiction, and multimedia sources. Students will be able to evaluate the importance of
self-identity in a literary context, investigate individual personal identity, and recognize themselves in literary characters. This course deals
with characters who run counter to the norms and expectations of their communities. Through our readings and discussions, we will aim to
better understand the basis of social expectations, the nature of individuality and freedom within these constraints, and the human experience
of those involved. Non-fiction texts will also be explored in order for the students to arrive at their own view of morality through character
analysis, evaluate the literary applications of universal truth and subjective morality, and identify and evaluate stages of an individual’s
grieving process.
Essential Questions:
● What does it mean to be true to yourself?
● How can we use language to own our stories, memories, lessons and successes?
● How does the author create identity within his/her characters?
● How does a character’s/individual’s past contribute to present self-identity?
● How much do our morals and ethics affect the decisions we make?
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● NJSLSA.R1., NJSLSA.R7., NJSLSA.R9.,
NJSLSA.SL1., NJSLSA.W3., NJSLSA.W5.,
NJSLSA.W10., NJSLSA.L1.
Supporting Unit Standards- This unit will also include activities aligned
with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● RL.11-12.1., RL.11-12.7., RI.11-12.3., RI.11-12.7., RI.11-12.8.,
RI.11-12.9., W.11-12.1., W.11-12.6., W.11-12.9., W.11-12.10., L.11-
12.1., SL.11-12.4, SL.11-12.5.
Visual and Performing Arts Standards- (K5-5) This unit
will also include activities aligned with the following
standards:
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-
VPA.pdf
Standard 1.1 Dance
Standard 1.2 Media Arts
Standard 1.3A-E Music
Holocaust/Amistad Commission Standards Integration- This unit will also
include activities aligned with the following standards (where applicable):
https://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-4a-2/ and
https://law.justia.com/codes/new-jersey/2018/title-52/chapter-16a/section-52-
16a-88/
Holocaust Education:
● Examine stories of genocide and evalauate the specific characters and
evaluate their self identity. (6.2.12.HistoryUP.4.c)
Amistad Education Commission:
16
Standard 1.4 Theater
Standard 1.5 Visual
● Listen to and discuss “African Americans and Shakespeare” and the
long history of African American involvement in theater and
Shakespeare. (6.2.12.CivicsHR.5.a)
Integration of Contributions of Persons with Disabilities - This unit will
also include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of persons with disabilities with the
following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Complete close reads of informational text based on contributions of
persons with disabilities where applicable. (6.1.12.HistorySE.14.a)
Integration of Contributions of LGBTQ People - This unit will also
include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of LGBTQ people with the following
content/activities https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM
(where applicable):
● Complete close reads of informational text based on contributions of
LGBTQ People where applicable. (6.1.12.HistorySE.14.a)
Unit Details
Modifications for Special Education Students, English
Language Learners (ELLs), Students at Risk of Failure,
504 Students and Gifted Students- Modify instructional
approach and/or assignments and evaluations as needed for
students with IEPs, ELLs, students at risk of failure 504s, and
gifted and talented students including but not limited to:
Special Education/504 Students
● Work with Special Education Teacher
● Rephrase questions, directions and explanations
● Allow extended time to answer questions
● Additional graphic organizers
● Consult with Case Managers for modifications
English Language Learners (ELLs)
● Bilingual Dictionary
Integration of Career Readiness, Life Literacies, and Key Skills (21st
Century Skills through NJSLS 9 and Career Education):
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
9.4 – Life Literacies and Key Skills ● Demonstrate the ability to reflect, analyze, and use creative skills and
ideas. (9.4.12.CI.1)
● Identify career pathways that highlight personal talents, skills, and
abilities. (9.4.12.CI.2)
● Participate in online strategy and planning sessions for course-based,
school-based, or other projects and determine the strategies that
contribute to effective outcomes. (9.4.12.CT.4)
17
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
Students at Risk of Failure
● Provide extended time to complete tasks
● Follow I&RS procedure/action plan
● Weekly check-ins
504 Students
● Teach/study organizational skills
● Use behavioral management techniques consistently
within a classroom and across classes
● Vary the method of lesson presentation
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Next 4 Chapters of the Senior Memory Book
● Graphic Organizer
● Student Oral Responses
● Research Project (ongoing)
● Exit tickets
Suggested Interdisciplinary Activities for this Unit
Career Education: Students will evaluate their own self identity and how
this will impact their career paths. (9.2.12.CAP.4)
Health/PE: Students will learn the Stages of Grief in order to analyze
Hamlet’s behavior (2.1.12.EH.4)
Science: Read informational text on the impact of mental health and medical
advances to support them. (RST.9-10.7)
Visual and Performing Arts: Compare famous paintings of Ophelia in
order to analyze societal views of the character and of women at the time.
(1.2.12prof.Pr6b)
Technical Subjects: Create an infographic on the characters of Hamlet and
their self identity. (8.1.12.AP.8)
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work
for all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Hamlet
● Elizabeth Kubler-Ross’s Stages of Grief
Integration of Computer Science and Design Thinking (Technology
Standard 8)
https://www.state.nj.us/education/cccs/2020/2020%20NJSLS-CSDT.pdf
18
● Kant’s “What Is Enlightenment”
● Ted Talks “Four Stories We Tell Ourselves About
Death”
● Ted Talks “Why Does Hamlet Delay”
● Ghosts, Murder and More Murder
● Ophelia, Gertrude, and Regicide
● Ophelia: Exploring Gender and Madness
● Ophelia by Henrietta Rae
● Ophelia by John Everett Millais
● The Travelers by Regina Porter: “Rosencrantz and
Guildenstern Are Dead” connection to Hamlet in the
text
8.1 – Computer Science
● 8.1.12.DA.
8.2 – Design Thinking
● 8.2.12.ITH.1
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1. Read closely to
determine what the text says
explicitly and to make logical
inferences and relevant
connections from it; cite
specific textual evidence when
writing or speaking to support
conclusions drawn from the
text.
Pose the following questions for
discussion
Provide various types of text for
analysis
Students will answer text-
dependent questions
Students will complete literature
analysis
Students will explore and evaluate
the concepts of self-identity,
overall mental health, and social
norms as presented in the texts
read
- Text Dependent Responses
- Class Discussion
- Written Reflection
NJSLSA.R7. Integrate and
evaluate content presented in
diverse media and formats,
including visually and
quantitatively, as well as in
words.
Create opportunities for students to
compare a text in different formats
such as video or audio recordings of
the text
Model and discuss with students how
to find textual evidence to chart and
Students will compare famous
paintings of Ophelia in order to
analyze societal views of the
character and of women at the
time
- Venn Diagram
- Graphic Organizer
- Exit Ticket
19
apply between various mediums,
including art
Students will participation in class
discussion(s) using evidence from
the text
NJSLSA.R9. Analyze and
reflect on how two or more
texts address similar themes or
topics in order to build
knowledge or to compare the
approaches the authors take.
Present multiple texts from the same
authors to discover similarities
Read and compare two texts about the
same subject from different genres
Students will annotate text to
determine similarities to
companion text
Students will explore the Stages of
Grief and connect them to how
Hamlet and Laertes both grieve in
the play (in original text and film
versions)
- Venn Diagram
- Graphic Organizer
- Exit Ticket
NJSLSA.SL1. Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others’
ideas and expressing their own
clearly and persuasively.
Facilitate class discussion and review
correct etiquette for peer
conversations
Students will participate in
Socratic seminars, debates and/or
writing arguments
Students will participate in
discussions on the “Reckless
Libertine” and how it pertains to
Laertes, Hamlet, etc.
- Class Discussion
- Written Reflection
- Graphic Organizer
- Exit Ticket
NJSLSA.W3. Write
narratives to develop real or
imagined experiences or
events using effective
technique, well-chosen details,
and well-structured event
sequences.
Present models for writing
Facilitate the Senior Memory Book
Project
Facilitate continued work on Senior
Research Project
Students will continue working on
Senior Memory Book Project
Students will revise and edit their
original narratives/memoirs
Students will continue work on
Research Project
- Senior Memory Book
- Senior Research Paper
NJSLSA.W5. Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
Model the writing process
Provide opportunities for students to
write regularly
Students will draft, revise and edit
an original narrative
Students will respond to writing
prompts regularly
- Essay
- Open-Ended Responses
- Daily Warm Ups
20
NJSLSA.L1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking
Facilitate class discussions
Facilitate class projects
Students will participate in class
discussions
Students will collaborate in class
regularly
- Class discussion
- Socratic Seminars
Unit 4 Overview At-a-Glance Unit # 4 – “Big Brother is Watching” Dystopian Literature
Unit Description:
Dystopian literature is a fascinating exploration of futuristic worlds in which a 'perfected' society becomes disastrous. High school students
will grasp the complexities of this form of literature through a comprehensive exploration of important works by popular and classic authors.
In addition, they must be provided an opportunity to thoroughly understand the concepts of dystopia and utopia in order to fully understand
the literature. As students explore these works, they will have adequate time to process, discuss, and respond to the author's ideas that lie
beneath the surface of novel events.
Essential Questions:
● What is Dystopian Literature?
● Who is George Orwell and how did events in his life impact this writing?
● Can a society based on hate survive?
● What role does language play in a society?
● Is perception reality and can reality then be controlled?
● Is technology taking us closer to the world of Big Brother?
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● NJSLSA.R3., NJSLSA.R9., NJSLSA.W3.,
NJSLSA.W10., NJSLSA.SL1., NJSLSA.SL4.,
Supporting Unit Standards- This unit will also include activities aligned
with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● RL.11-12.1., RL.11-12.7., RI.11-12.3., RI.11-12.7., RI.11-12.8.,
RI.11-12.9., W.11-12.1., W.11-12.6., W.11-12.9., W.11-12.10., L.11-
12.1., SL.11-12.4, SL.11-12.5.
Visual and Performing Arts Standards- (K5-5) This unit
will also include activities aligned with the following
standards:
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-
VPA.pdf
Holocaust/Amistad Commission Standards Integration- This unit will also
include activities aligned with the following standards (where applicable):
https://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-4a-2/ and
https://law.justia.com/codes/new-jersey/2018/title-52/chapter-16a/section-52-
16a-88/
21
Standard 1.1 Dance
Standard 1.2 Media Arts
Standard 1.3A-E Music
Standard 1.4 Theater
Standard 1.5 Visual
Holocaust Education:
● Complete close reads of informational text based on genocide and
tolerance where applicable.
Amistad Education Commission:
● Evaluation of racial representation of black characters in dystopian
literature.
Integration of Contributions of Persons with Disabilities - This unit will
also include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of persons with disabilities with the
following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Complete close reads of informational text based on contributions of
persons with disabilities where applicable. (6.1.12.HistorySE.14.a)
Integration of Contributions of LGBTQ People - This unit will also include
age-appropriate instruction for grades 5 – 12 on the political, economic, and
social contributions of LGBTQ people with the following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Exploration representation of LGBTQ characters in science fiction.
(6.1.12.HistorySE.14.a)
Unit Details
Modifications for Special Education Students, English
Language Learners (ELLs), Students at Risk of Failure,
504 Students and Gifted Students- Modify instructional
approach and/or assignments and evaluations as needed for
students with IEPs, ELLs, students at risk of failure 504s, and
gifted and talented students including but not limited to:
Special Education/504 Students
● Work with Special Education Teacher
● Allow errors
● Additional graphic organizers and outlines for
crafting writing assignments
Integration of Career Readiness, Life Literacies, and Key Skills (21st
Century Skills through NJSLS 9 and Career Education):
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
9.4 – Life Literacies and Key Skills ● Demonstrate the ability to reflect, analyze, and use creative skills and
ideas. (9.4.12.CI.1)
● Identify career pathways that highlight personal talents, skills, and
abilities. (9.4.12.CI.2)
● Participate in online strategy and planning sessions for course-based,
school-based, or other projects and determine the strategies that
contribute to effective outcomes. (9.4.12.CT.4)
22
● Audio versions of texts
● Rephrase questions, directions and explanations
● Allow extended time to answer questions
● Consult with Case Managers and follow IEP
accommodations/modifications
English Language Learners (ELLs)
● Allow errors in speaking and writing
● Rephrase questions, directions, and explanations
● Subtitles in student’s main language
● Allow extended time to answer questions
● Accept participation at any level
Students at Risk of Failure
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow I&RS
procedure/action plans
● Consult with other teachers for specific behavior
interventions
● Provide rewards when necessary
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate students’
interest in completing tasks at their level of
engagement
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Next 4 Chapters of the Senior Memory Book
● Essays
● Journal Entries
● Research Project
● Podcast
● Graphic Organizer
● Infographic
Suggested Interdisciplinary Activities for this Unit
Career Education: Students will read and interpret articles on various careers
that are depicted in literature from the unit. (9.2.12.CAP.4)
Health/PE: Evaluate health issues within various pieces of literature
throughout the unit. (2.3.12.HCDM.6)
Science: Read informational text on the impact of mental health and medical
advances to support them. (RST.9-10.7)
Social Studies: Identify societies in history that could be categorized as
dystopian and discuss why they fall into this category. (6.2.12.CivicsHR.6.a)
Visual and Performing Arts: Students will listen to various songs and make
connections to dystopian societies in literature. (1.2.12prof.Pr6b)
23
Technical Subjects: Students will create a characteristics of a dystopian
society infographic. (8.1.12.AP.8)
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources
should include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and
increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate
challenging levels of work for all students.
Leveled Supplemental Materials and Media/School
Library Resources
● 1984 by George Orwell
● Frankenstein by Mary Shelley
● An excerpt from "Dystopia and Science Fiction"
● Someone Might Be Watching by Shelby Ostergaard
● Stop and Frisk: Right or Wrong? by Mike Kubic
● Movie 1984 directed by Michael Radford
● “The Lottery” by Shirley Jackson
● “There Will Come Soft Rains” by Ray Bradbury
● “A Modest Proposal” by Jonathan Swift
● “1984” by David Bowie
● “Big Brother” by David Bowie: Big Brother
● “For the Love of Big Brother” The Eurythmic
Integration of Computer Science and Design Thinking (Technology
Standard 8)
https://www.state.nj.us/education/cccs/2020/2020%20NJSLS-CSDT.pdf
8.1 – Computer Science
● 8.1.12.DA.
8.2 – Design Thinking
● 8.2.12.ITH.1
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R3. Analyze how and
why individuals, events, and ideas
develop and interact over the
course of a text.
Provide copies of
texts/literature to students for
analysis and class discussion
Students will read various texts on
Dystopian Societies
Students will complete literature
analysis and textual evidence in
writing
- Text Dependent Responses
- Class discussion
- Exit Ticket
24
NJSLSA.R10. Read and
comprehend complex literary and
informational texts independently
and proficiently with scaffolding as
needed.
Provide exposure to a variety
of complex texts
Review how to annotate text
Provide opportunities for
students to annotate and
discuss texts
Students will annotate text to
determine similarities to
companion text
Students will compare various
dystopian societies
- Venn Diagram
- Graphic Organizer
- Exit Ticket
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
Facilitate class discussion and
review correct etiquette for
peer conversations
Participating in Socratic seminars,
debates and/or writing arguments
- Class Discussion
- Written Reflection
- Exit Ticket
NJSLSA.SL4. Present information,
findings, and supporting evidence
such that listeners can follow the
line of reasoning and the
organization, development, and
style are appropriate to task,
purpose, and audience.
Facilitate class discussion and
review correct etiquette for
peer conversations
Facilitate class project and
model project expectations
Students will participate in
Socratic seminars, debates and/or
writing arguments
Students will create their own
dystopian society and present it to
the class
- Class Discussion
- Written Reflection
- Exit Ticket
-Independent/group projects
Unit 5 Overview At-a-Glance Unit #5 – Romancing England
Unit Description:
Read and analyze a selection of poems, essays, and stories from The Romantic Period. At the turn of the century, fired by ideas of personal
and political liberty and of the energy and sublimity of the natural world, artists and intellectuals sought to break the bonds of 18th-century
convention. The unit will cover the literature of this important time period and how it continues to impact the modern world.
Essential Questions:
● How does literature reflect the historical period in which it is produced?
● What are the key concepts, values, and literary forms of the Romantic period?
● How does the Romantic period differ from earlier literature?
25
● How do Romantic poets use the traditional forms of poetry to explore personal experience and individual feelings?
● In what ways are the texts reactions to the changes in English society?
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● NJSLSA.R3., NJSLSA.R7., NJSLSA.R10.,
NJSLSA.W5., NJSLSA.SL1., NJSLSA.SL3.,
NJSLSA.SL4., NJSLSA.SL5.,
Supporting Unit Standards- This unit will also include activities aligned
with the following standards:
https://www.nj.gov/education/cccs/2020/
Standards:
● RL.11-12.1., RL.11-12.7., RI.11-12.3., RI.11-12.7., RI.11-12.8., RI.11-
12.9., W.11-12.1., W.11-12.6., W.11-12.9., W.11-12.10., L.11-12.1.,
SL.11-12.4, SL.11-12.5.
Visual and Performing Arts Standards- (K5-5) This unit
will also include activities aligned with the following
standards:
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-
VPA.pdf
Standard 1.1 Dance
Standard 1.2 Media Arts
Standard 1.3A-E Music
Standard 1.4 Theater
Standard 1.5 Visual
Holocaust/Amistad Commission Standards Integration- This unit will also
include activities aligned with the following standards (where applicable):
https://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-4a-2/ and
https://law.justia.com/codes/new-jersey/2018/title-52/chapter-16a/section-52-
16a-88/
Holocaust Education:
● Complete a close read of “Who Needs a Homeland? Romanticism and
the (Un)settlement of Modern Day Armenia” and discuss the Armenian
Genocide during this period of literature. (6.2.12.HistoryUP.4.c)
Amistad Education Commission:
● Read and analyze fugitive slave narratives and compare and contrast
their journeys. (6.1.12. CivicsDP.3.c)
Integration of Contributions of Persons with Disabilities - This unit will
also include age-appropriate instruction for grades 5 – 12 on the political,
economic, and social contributions of persons with disabilities with the
following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
● Complete close reads of informational text based on contributions of
persons with disabilities where applicable. (6.1.12.HistorySE.14.a)
Integration of Contributions of LGBTQ People - This unit will also include
age-appropriate instruction for grades 5 – 12 on the political, economic, and
social contributions of LGBTQ people with the following content/activities
https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM (where applicable):
26
● Complete a close read and discussion on “How Oscar Wilde Paved the
Way for Gay Rights in the Arts” and discuss his contributions to
literature and Gay Rights in the later 1800s. (6.1.12.HistorySE.14.a)
Unit Details
Modifications for Special Education Students, English
Language Learners (ELLs), Students at Risk of Failure,
504 Students and Gifted Students- Modify instructional
approach and/or assignments and evaluations as needed for
students with IEPs, ELLs, students at risk of failure 504s, and
gifted and talented students including but not limited to:
Special Education/504 Students
● Work with Special Education Teacher
● Additional graphic organizers
● Audio versions of texts
● Rephrase questions, directions and explanations
● Allow extended time to answer questions
● Consult with Case Managers for modifications
English Language Learners (ELLs)
● Allow errors in speaking and writing
● Rephrase questions, directions, and explanations
● Allow extended time to answer questions
● Accept participation at any level
Students at Risk of Failure
● Provide extended time to complete tasks
● Consult with Guidance Counselors and follow I&RS
procedure/action plans
● Consult with other teachers for behavior interventions
Gifted and Talented Students
● Provide extension activities
● Build on students’ intrinsic motivations
● Consult with parents to accommodate students’
interest in completing tasks at their level of
engagement
9.4 – Life Literacies and Key Skills ● Demonstrate the ability to reflect, analyze, and use creative skills and
ideas. (9.4.12.CI.1)
● Identify career pathways that highlight personal talents, skills, and
abilities. (9.4.12.CI.2)
● Participate in online strategy and planning sessions for course-based,
school-based, or other projects and determine the strategies that
contribute to effective outcomes. (9.4.12.CT.4)
Assessments- including benchmarks, formative,
summative, and alternative assessments
Suggested Interdisciplinary Activities for this Unit
27
● Completed Senior Memory Book
● Senior Research Project
● Class Discussion
● Exit slips
● Graphic Organizer
● Venn Diagram
● Observations
● Quizzes
● Presentations
Career Education: Students will research various careers represented in
literature from the unit. (9.2.12.CAP.4).
Health/PE: Examine and compare sports in this unit's literature to sports from
today. (2.2.12.MSC.3)
Science: Research and debate the ethical and moral ramifications of
experimentation in science based on Frankenstein. (RST.9-10.7)
Social Studies: Research the French Revolution and its impact on literature,
society, and culture. (6.2.12.CivicsPI.3.a)
Technical Subjects: Utilize the computer to edit and complete Senior
Memory Books. (8.1.12.AP.8)
Visual and Performing Arts: Participate in a gallery walk evaluating various
art from the Romantic Period and comparing it to relevant literature from the
same period. (1.2.12prof.Pr6b)
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources
should include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and
increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging
levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources ● Frankenstein by Mary Shelley
● Wollstonecraft: A Vindication of the Rights of Women
● Abolition of the Slave trade texts
● Supplemental texts and videos (various film versions of
Frankenstein)
● "A Letter to a Young Poet” by Virginia Woolf
● Portraite of Dorian Grey by Oscar Wilde
● Various poems by British authors such as:
● Wordsworth: Lines Composed a Few Miles Above
Tintern Abbey
Integration of Computer Science and Design Thinking (Technology
Standard 8)
https://www.state.nj.us/education/cccs/2020/2020%20NJSLS-CSDT.pdf
8.1 – Computer Science
● 8.1.12.DA.
8.2 – Design Thinking
● 8.2.12.ITH.1
28
Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R3. Analyze how and
why individuals, events, and ideas
develop and interact over the
course of a text.
Provide copies of
texts/literature to students for
analysis and class discussion
Students will compare read
literary works such as the
Frankenstein and Romantic Period
Poems to analyze for evidence of
historical events
- Class Discussion
- Venn Diagram
- Exit Ticket
NJSLSA.R7. Integrate and
evaluate content presented in
diverse media and formats,
including visually and
quantitatively, as well as in words.
Create opportunities for
students to compare a text in
different formats such as video
or audio recordings of the text
Model and discuss with
students how to find textual
evidence to chart and apply
between various mediums,
including art
Students will compare literary
works such as Frankenstein with a
movie version and poems read
aloud to hear the nuisance of
meaning through spoken word
Students will read excerpts from
Milton’s “Paradise Lost”
Students will participation in class
discussion(s) using evidence from
the text to support their arguments
- Class Discussion
- Exit Ticket
- Graphic Organizer
- Venn Diagram
NJSLSA.R10. Read and
comprehend complex literary and
informational texts independently
and proficiently with scaffolding as
needed.
Provide exposure to a variety
of complex texts
Review how to annotate text
Provide opportunities for
students to annotate and
discuss texts
Students will annotate text to
determine similarities to
companion text
Students will compare poetry from
Romantic Period to experiments
with spoken words in class
discussion and written responses.
- Class Discussion
- Exit Ticket
- Graphic Organizer
- Written Responses
NJSLSA.W5. Develop and
strengthen writing as needed by
Model the writing process
Students will complete Senior
Memory Book Project
- Senior Memory Book
- Senior Research Paper
29
planning, revising, editing,
rewriting, or trying a new approach.
Facilitate completion of the
Senior Memory Book Project
Facilitate completion of the
Senior Research Project
Students will complete Senior
Research Project
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
Facilitate class discussion and
review correct etiquette for
peer conversations
Participating in Socratic seminars,
debates and/or writing arguments
- Class Discussion
- Written Reflection
- Exit Ticket
NJSLSA.SL4. Present information,
findings, and supporting evidence
such that listeners can follow the
line of reasoning and the
organization, development, and
style are appropriate to task,
purpose, and audience.
Facilitate class discussion and
review correct etiquette for
peer conversations
Facilitate class project and
model project expectations
Students will participate in
Socratic seminars, debates and/or
writing arguments
Students will create their own
dystopian society and present it to
the class
- Class Discussion
- Written Reflection
- Exit Ticket
-Independent/group projects