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1 CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM English 12 Honors Revision Date: 7/17/2020 Submitted by: Allison Stone

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Page 1: European Lit Honors Curriculum 2012 Final...Reading Literature 11-12.1-7,10 Reading Informational Text 11-12.1-7,10 Writing 11-12.1-10 Language 11-12.1-6 Reading Literature 11-12.1-7,10

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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:

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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)

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● 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

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● 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

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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

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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/

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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)

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● 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)

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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

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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?

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● 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):

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● 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

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● 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

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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

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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