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Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9.1 The Most
Dangerous Game
2. Determine a theme or central idea of a text. RL.9.2 The Gift of the
Magi
3. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text.
RL.9.2 The Gift of the
Magi
4. Provide an objective summary of the text. RL.9.2 The Most
Dangerous Game
5. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings.
RL.9.4 The Scarlet Ibis
6. Analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place and informal tone). RL.9.4 The Scarlet Ibis
7. Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9.5 The Cask of
Amontillado
8. Analyze a particular point of view reflected in a work of literature from outside
the United States, drawing on a wide reading of world literature.
RL.9.6 The Necklace
9. Analyze a cultural experience reflected in a work of literature from outside the RL.9.6 The Necklace
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
United States, drawing on a wide reading of world literature.
10. Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
RL.9.7 The Cask of
Amontillado
11. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured events.
W.9.3 The Most
Dangerous Game
12. When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of
experiences or events.
W.9.3a. The Most
Dangerous Game
13. When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.9.3b. The Most
Dangerous Game
14. When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
W.9.3c. The Most
Dangerous Game
15. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
W.9.3d. The Most
Dangerous Game
16. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.9.3e. The Most
Dangerous Game
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
17. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.9.4 The Most
Dangerous Game
18. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
W.9.5 The Most
Dangerous Game
19. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and dynamically.
W.9.6 The Most
Dangerous Game
20. Draw evidence from literary texts to support analysis, reflection, and research; apply
grade 9 Reading standards to literature (e.g., “Analyze how an author draws on
and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible]”)
W.9.9a. The Gift of the
Magi
21. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
W.9.10 The Most
Dangerous Game
The Gift of the
Magi
The Cask of
Amontillado
The Necklace
22. Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and
SL.9.1 The Scarlet Ibis
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
issues, building on others’ ideas and expressing their own clearly and persuasively.
23. Come to discussions prepared, having read and researched material under study. SL.9.1a. The Most
Dangerous
Game
The Gift of the
Magi
The Scarlet Ibis
The Cask of
Amontillado
The Necklace
24. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
SL.9.1d. The Scarlet Ibis
25. Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.9.2 The Necklace
26. Evaluate a speaker’s point of view and reasoning. SL.9.3 The Cask of
Amontillado
27. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate; present information, findings, and
supporting evidence clearly, concisely, and logically such that listeners can
SL.9.6; SL.9.4 The Most
Dangerous Game
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
follow the line of reasoning.
28. Demonstrate effective organization, development, substance, and style are
appropriate to purpose, audience, and task.
SL.9.4 The Most
Dangerous Game
29. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.9.1 The Most
Dangerous Game
The Gift of the
Magi
The Scarlet Ibis
The Necklace
30. Use parallel structure when reading and writing. L.9.1a. The Gift of the
Magi
31. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking through the use of various types of phrases (noun,
verb, adjectival, adverbial, participial, prepositional, absolute).
L.9.1b. The Most
Dangerous Game
32. Use a semicolon (and perhaps a conjunctive adverb) to link two or more
closely related independent clauses.
L.9.2a. The Most
Dangerous Game
33. Use a colon to introduce a list or quotation. L.9.2b. The Most
Dangerous Game
34. Spell correctly. L.9.2c. The Most
Dangerous Game
35. Apply knowledge of language to understand how language functions in L.9.3 The Most
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
different contexts. Dangerous Game
36. Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
L.9.3 The Most
Dangerous Game
37. Apply knowledge of language to comprehend more fully when reading or
listening.
L.9.3 The Most
Dangerous Game
38. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 9 reading and content, choosing flexibly from a range of
strategies.
L.9.4 All Stories:
Vocabulary
39. Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
L.9.4b. The Cask of
Amontillado
40. Demonstrate understanding of figurative language. L.9.5a. The Scarlet Ibis
41. Demonstrate understanding of word relationships and nuances in word meanings. L.9.5b. The Scarlet Ibis
42. Analyze nuances in the meaning of words with similar denotations. L.9.5b. The Scarlet Ibis
Code # Common Core State Standards
RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
inferences drawn from the text.
RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
W.9.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
are appropriate to purpose, audience, and task.
SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
b. Analyze nuances in the meaning of words with similar denotations.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. RI.9.1 A Celebration of
Grandfathers
3. Determine a central idea of a 9th grade text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details.
RI.9.2
White House Diary
4. Provide an objective summary of the text. RI.9.2 New Directions
5.
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made and how they are
introduced and developed.
RI.9.3 White House Diary
7. Analyze how the author unfolds an analysis or series of ideas or events,
including the connections that are drawn between them.
RI.9.3 White House Diary
8. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.9.4 New Directions
9. Analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).
RI.9.4 A Celebration of
Grandfathers
10.
Analyze in detail how an author’s ideas or claims are developed and refined
by particular sentences, paragraphs, and larger portions of a text (e.g., a
section or chapter).
RI.9.5 A Celebration of
Grandfathers
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
11. Determine an author’s point of view or purpose in a text. RI.9.6 White House Diary
12. Analyze how an author uses rhetoric to advance a point of view or
purpose.
RI.9.6 A Celebration of
Grandfathers
13.
Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W.9.2
White House Diary
14.
Write informative/explanatory texts to introduce a topic; organize complex
ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.9.2a.
White House Diary
15.
Write informative/explanatory texts to develop the topic with well-chosen,
relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
W.9.2b.
White House Diary
16.
Write informative/explanatory texts to use appropriate and varied
transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
W.9.2c.
White House Diary
17. Write informative/explanatory texts to use precise language and domain-
specific vocabulary to manage the complexity of the topic.
W.9.2d. White House Diary
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
18.
Write informative/explanatory texts to establish and maintain a formal style
and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
W.9.2e.
White House Diary
19.
Write informative/explanatory texts and provide a concluding statement or
section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the
topic).
W.9.2f.
White House Diary
20. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9.5 White House Diary
21.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.6
White House Diary
22. Draw evidence from informational texts to support analysis, reflection, and research.
W.9.9b. White House Diary
23.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
W.9.10
White House Diary
24. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 9
topics, texts, and issues, building on others’ ideas and expressing their
SL.9.1 A Celebration of
Grandfathers
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
own clearly and persuasively.
27.
Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
SL.9.1b. A Celebration of
Grandfathers
White House Diary
New Directions
28.
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas.
SL.9.1c. A Celebration of
Grandfathers
White House Diary
New Directions
29.
Actively incorporate others into a discussion. SL.9.1c. A Celebration of
Grandfathers
White House Diary
New Directions
30.
Clarify, verify, or challenge ideas and conclusions during
discussions.
SL.9.1c. A Celebration of
Grandfathers
White House Diary
New Directions
31. Integrate multiple sources of information presented in diverse media
or formats (e.g., visually, quantitatively, orally) when speaking.
SL.9.2 White House Diary
32. Evaluate the credibility and accuracy of each source when having SL.9.2 White House Diary
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
discussions.
33.
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
SL.9.3 A Celebration of
Grandfathers
34.
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.9.4
A Celebration of
Grandfathers
35.
Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
SL.9.6 A Celebration of
Grandfathers
White House Diary
New Directions
36. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.9.1 White House Diary
37.
Use various types of clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest
to writing or presentations.
L.9.1b.
White House Diary
38. Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
L.9.2a. White House Diary
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
39. Use a colon to introduce a list or quotation. L.9.2b. White House Diary
40. Spell correctly. L.9.2c. White House Diary
41. Apply knowledge of language to understand how language functions in
different contexts.
L.9.3 White House Diary
42.
Write and edit work so that it conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
L.9.3 White House Diary
43. Apply knowledge of language to comprehend more fully when reading
or listening.
L.9.3 White House Diary
44.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 9 reading and content, choosing flexibly from
a range of strategies.
L.9.4 A Celebration of
Grandfathers
White House Diary
New Directions
45.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.9.4a. A Celebration of
Grandfathers
White House Diary
New Directions
46. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
L.9.4c.d. A Celebration of
Grandfathers
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
a word or determine, verify, or clarify its precise meaning, its part of
speech, or its etymology.
White House Diary
New Directions
47. Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
L.9.5a. A Celebration of
Grandfathers
48. Demonstrate understanding of word relationships and nuances in word
meanings.
L.9.5b. A Celebration of
Grandfathers
49. Analyze nuances in the meaning of words with similar denotations. L.9.5b. A Celebration of
Grandfathers
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
Code # Common Core State Standards
RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between
them.
RI.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.
SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
appropriate.
L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with similar denotations.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. RI.9.1 I Have a Dream
2. Determine a central idea of a 9th grade text. RI.9.2 Carry Your Own Skis
3. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and
refined by specific details
RI.9.2 Carry Your Own Skis
4. Provide an objective summary of the text. RI.9.2 First Inaugural Address
5. Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made.
RI.9.3 First Inaugural Address
6. Analyze how the author unfolds an analysis or series of ideas or
events, including how they are introduced and developed.
RI.9.3 Carry Your Own Skis
7. Analyze how the author unfolds an analysis or series of ideas or
events, including the connections that are drawn between them.
RI.9.3 First Inaugural Address
8. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.9.4 I Have a Dream
9.
Analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a
newspaper).
RI.9.4 I Have a Dream
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
10.
Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
RI.9.5 Carry Your Own Skis
11. Determine an author’s point of view or purpose in a text. RI.9.6 Carry Your Own Skis
12. Analyze how an author uses rhetoric to advance that point of view or
purpose.
RI.9.6 I Have a Dream
13.
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant
and sufficient.
RI.9.8 Carry Your Own Skis
14. Identify false statements and fallacious reasoning, when reading
informational text(s).
RI.9.8 Current Event:
Teacher’s Choice
15. Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
W.9.1 Persuasive Essay
16. When writing arguments, introduce precise claim(s) and distinguish the
claim(s) from alternate or opposing claims. W.9.1a. Persuasive Essay
17.
When writing arguments, create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and
evidence.
W.9.1a. Persuasive Essay
18. When writing arguments, develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the strengths and
W.9.1b. Persuasive Essay
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
limitations of both in a manner that that anticipates the audience’s
knowledge level and concerns.
19.
When writing arguments, use words, phrases, and clauses to link the
major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
W.9.1c. Persuasive Essay
20.
When writing arguments, establish and maintain a formal style and
objective tone while attending to the norms and conventions of the
discipline in which they are writing.
W.9.1d. Persuasive Essay
21. When writing arguments, provide a concluding statement or section
that follows from and supports the argument presented. W.9.1e. Persuasive Essay
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9.4 Persuasive Essay
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9.5 Persuasive Essay
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
W.9.6 Persuasive Essay
25. Draw evidence from informational texts to support analysis, reflection, and research.
W.9.9b. Persuasive Essay
26. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
W.9.10 Persuasive Essay
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
a range of tasks, purposes, and audiences.
27.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
SL.9.1 I Have a Dream
Carry Your Own Skis
First Inaugural Address
28.
Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
SL.9.1b. I Have a Dream
Carry Your Own Skis
First Inaugural Address
29.
Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
SL.9.1c. I Have a Dream
Carry Your Own Skis
First Inaugural Address
30. Actively incorporate others into discussions; and clarify,
verify, or challenge ideas and conclusions.
SL.9.1c. I Have a Dream
Carry Your Own Skis
First Inaugural Address
31.
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source
SL.9.2 I Have a Dream
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
32. Evaluate a speaker’s point of view and reasoning. SL.9.3 I Have a Dream
33.
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning.
SL.9.4 Persuasive Essay
34. Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
SL.9.6 Persuasive Essay
35. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.9.1 Persuasive Essay
36.
Use various types of clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
L.9.1b. Persuasive Essay
37. Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
L.9.2a. Persuasive Essay
38. Use a colon to introduce a list or quotation. L.9.2b. Persuasive Essay
39. Spell correctly. L.9.2c. Persuasive Essay
40.
Apply knowledge of language to understand how language
functions in different contexts.
L.9.3 I Have a Dream
Carry Your Own Skis
First Inaugural Address
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
41.
Write and edit work so that it conforms to the guidelines in a
style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.9.3 Persuasive Essay
42.
Apply knowledge of language to comprehend more fully when
reading or listening.
L.9.3 I Have a Dream
Carry Your Own Skis
First Inaugural Address
43.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 9 reading and content,
choosing flexibly from a range of strategies.
L.9.4 I Have a Dream
Carry Your Own Skis
First Inaugural Address
44.
Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.9.4a. I Have a Dream
Carry Your Own Skis
First Inaugural Address
45.
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine, verify, or clarify its
precise meaning, its part of speech, or its etymology.
L.9.4c.d. I Have a Dream
Carry Your Own Skis
First Inaugural Address
46.
Demonstrate understanding of figurative language and word
relationships in word meanings.
L.9.5 I Have a Dream
Carry Your Own Skis
First Inaugural Address
47. Interpret figures of speech (e.g., euphemism, oxymoron) in L.9.5a. I Have a Dream
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
context and analyze their role in the text.
48.
Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level.
L.9.6 I Have a Dream
Carry Your Own Skis
First Inaugural Address
Code # Common Core State Standards
RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between
them.
RI.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
b. Apply grade 9 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence
SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
c. Spell correctly.
L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
text.
b. Analyze nuances in the meaning of words with similar denotations.
L.9.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCCS
TEXT SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.9.1 The Odyssey
Romeo and Juliet
2. Determine a theme or central idea of a text. RL.9.2 The Odyssey
Romeo and Juliet
3. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text.
RL.9.2 The Odyssey
Romeo and Juliet
4. Provide an objective summary of the text. RL.9.2 The Odyssey
Romeo and Juliet
5.
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.9.3 The Odyssey
Romeo and Juliet
6. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings.
RL.9.4 The Odyssey
Romeo and Juliet
7.
Analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place and
informal tone).
RL.9.4 The Odyssey
Romeo and Juliet
8. Analyze how an author’s choices concerning how to structure a text, RL.9.5 The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
9.
Analyze a particular point of view reflected in a work of literature from
outside the United States, drawing on a wide reading of world
literature.
RL.9.6 The Odyssey
10.
Analyze a cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world
literature.
RL.9.6 The Odyssey
11.
Analyze the representation of a subject or a key scene in two different
artistic mediums, including what is emphasized or absent in each
treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.9.7 Romeo and Juliet
12.
Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare).
RL.9.9 Romeo and Juliet
13.
By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.9.10 The Odyssey
Romeo and Juliet
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
14. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured events.
W.9.3 The Odyssey
Romeo and Juliet
15.
When writing narratives, engage and orient the reader by setting out a
problem, situation, or observation, establishing one or multiple point(s)
of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.9.3a. The Odyssey
Romeo and Juliet
16.
When writing narratives, use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
W.9.3b. The Odyssey
Romeo and Juliet
17. When writing narratives, use a variety of techniques to sequence events
so that they build on one another to create a coherent whole.
W.9.3c. The Odyssey
Romeo and Juliet
18.
When writing narratives, use precise words and phrases, telling details,
and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
W.9.3d. The Odyssey
Romeo and Juliet
19.
When writing narratives, provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the course of
the narrative.
W.9.3e. The Odyssey
Romeo and Juliet
20. Produce clear and coherent writing in which the development, W.9.4 The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
organization, and style are appropriate to task, purpose, and audience. Romeo and Juliet
21.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9.5
22.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly
and dynamically.
W.9.6 Research
23.
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem and
narrow or broaden the inquiry when appropriate.
W.9.7 Research
24. Synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation when writing.
W.9.7 Research
25.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively and assess the usefulness of
each source in answering the research question.
W.9.8 Research
26. Integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
W.9.8 Research
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
27.
Draw evidence from literary texts to support analysis, reflection, and
research; Apply grade 9 Reading standards to literature (e.g., “Analyze
how an author draws on and transforms source material in a specific
work [e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by Shakespeare]”).
W.9.9a. Research
28.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes, and audiences.
W.9.10 The Odyssey
Romeo and Juliet
Research
29.
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 9
topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
SL.9.1 The Odyssey
Romeo and Juliet
30. Come to discussions prepared, having read and researched material
under study.
SL.9.1a. The Odyssey
Romeo and Juliet
31.
Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
SL.9.1b. The Odyssey
Romeo and Juliet
32. Propel conversations by posing and responding to questions that relate SL.9.1c. The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
Romeo and Juliet
33.
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.
SL.9.1d. The Odyssey
Romeo and Juliet
34.
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
SL.9.2 The Odyssey
Romeo and Juliet
35. Evaluate a speaker’s point of view and reasoning. SL.9.3 The Odyssey
Romeo and Juliet
36.
Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate; present information,
findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning.
SL.9.6; SL.9.4 The Odyssey
Romeo and Juliet
37. Demonstrate effective organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.9.4 The Odyssey
Romeo and Juliet
38. Make strategic use of digital media (e.g., textual, graphical, audio, SL.9.5 The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Romeo and Juliet
39. Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
SL.9.6 The Odyssey
Romeo and Juliet
40.
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.9.1 The Odyssey
Romeo and Juliet
Research
41.
Use parallel structure when writing or speaking. L.9.1a. The Odyssey
Romeo and Juliet
Research
42.
Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
L.9.1b. The Odyssey
Romeo and Juliet
Research
43.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing; use a semicolon
(and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
L.9.2; L.9.2a. The Odyssey
Romeo and Juliet
Research
44. Use a colon to introduce a list or quotation. L.9.2b. The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
Romeo and Juliet
Research
45.
Spell correctly when writing narrative texts. L.9.2c. The Odyssey
Romeo and Juliet
Research
46.
Apply knowledge of language to understand how language functions in
different contexts.
L.9.3 The Odyssey
Romeo and Juliet
Research
47.
Apply knowledge of language to make effective choices for meaning or
style.
L.9.3 The Odyssey
Romeo and Juliet
Research
48.
Apply knowledge of language to comprehend more fully when reading or
listening.
L.9.3 The Odyssey
Romeo and Juliet
Research
49.
Write and edit work so that it conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
L.9.3a The Odyssey
Romeo and Juliet
Research
50. Determine or clarify the meaning of unknown and multiple-meaning L.9.4 The Odyssey
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
words and phrases based on grade 9 reading and content, choosing
flexibly from a range of strategies.
Romeo and Juliet
Research
51.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.9.4a. The Odyssey
Romeo and Juliet
Research
52.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
L.9.4b. The Odyssey
Romeo and Juliet
Research
53.
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech,
or its etymology.
L.9.4c. The Odyssey
Romeo and Juliet
Research
54.
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.9.4d. The Odyssey
Romeo and Juliet
Research
55.
Demonstrate understanding of word relationships and nuances in word
meanings
L.9.5 The Odyssey
Romeo and Juliet
Research
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
56.
Demonstrate understanding of figurative language; interpret figures of
speech (e.g., euphemism, oxymoron) in context and analyze their role in
the text
L.9.5a. The Odyssey
Romeo and Juliet
Research
57.
Analyze nuances in the meaning of words with similar denotations. L.9.5b. The Odyssey
Romeo and Juliet
Research
58.
Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level.
L.9.6 The Odyssey
Romeo and Juliet
Research
59.
Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
L.9.6 The Odyssey
Romeo and Juliet
Code # Common Core State Standards
RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
RL.9.7 Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RL.9.10 By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]”).
W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.
SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
audience, and task.
SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
c. Spell correctly.
L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the discipline and writing type.
L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).
L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approval: October 16, 2014
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.9.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9.1 Animal Farm
Great Expectations
Author Biographies
2.
Determine a theme or central idea of a text. RL.9.2 Animal Farm
Great Expectations
Author Biographies
3.
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text.
RL.9.2 Animal Farm
Great Expectations
Author Biographies
4.
Provide an objective summary of the text. RL.9.2 Animal Farm
Great Expectations
Author Biographies
5.
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
RL.9.3 Animal Farm
Great Expectations
Author Biographies
6. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings.
RL.9.4 Animal Farm
Great Expectations
Author Biographies
7. Analyze the cumulative impact of specific word choices on meaning and tone RL.9.4 Animal Farm
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
(e.g., how the language evokes a sense of time and place and informal tone). Great Expectations
Author Biographies
8.
Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9.5 Animal Farm
Great Expectations
Author Biographies
9.
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
RL.9.7 Animal Farm
Great Expectations
Author Biographies
10.
By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RL.9.10 Animal Farm
Great Expectations
Author Biographies
11.
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. RI.9.1 Animal Farm
Great Expectations
Author Biographies
12.
Determine a central idea of a 9th grade text. RI.9.2 Animal Farm
Great Expectations
Author Biographies
13. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
RI.9.2 Animal Farm
Great Expectations
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
by specific details Author Biographies
14.
Provide an objective summary of the text. RI.9.2 Animal Farm
Great Expectations
Author Biographies
15.
Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made. RI.9.3 Animal Farm
Great Expectations
Author Biographies
16.
Analyze how the author unfolds an analysis or series of ideas or
events, including how they are introduced and developed.
RI.9.3 Animal Farm
Great Expectations
Author Biographies
17.
Analyze how the author unfolds an analysis or series of ideas or
events, including the connections that are drawn between them.
RI.9.3 Animal Farm
Great Expectations
Author Biographies
18.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.9.4 Animal Farm
Great Expectations
Author Biographies
19.
Analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a
newspaper).
RI.9.4 Animal Farm
Great Expectations
Author Biographies
20. Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a
RI.9.5 Animal Farm
Great Expectations
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
text (e.g., a section or chapter). Author Biographies
21. Determine an author’s point of view or purpose in a text. RI.9.6 Animal Farm
Great Expectations
Author Biographies
22. Analyze how an author uses rhetoric to advance that point of view or
purpose.
RI.9.6 Animal Farm
Great Expectations
Author Biographies
23.
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant
and sufficient.
RI.9.8 Animal Farm
Great Expectations
Author Biographies
24. Identify false statements and fallacious reasoning, when reading
informational text(s).
RI.9.8 Animal Farm
Great Expectations
Author Biographies
25.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–
10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
RI.9.10 Animal Farm
Great Expectations
Author Biographies
26. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured events.
W.9.3 Animal Farm
Great Expectations
Author Biographies
27. When writing narratives, engage and orient the reader by setting out a problem, W.9.3a. Animal Farm
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
situation, or observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of
experiences or events.
Great Expectations
Author Biographies
28.
When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.9.3b. Animal Farm
Great Expectations
Author Biographies
29.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
W.9.3c. Animal Farm
Great Expectations
Author Biographies
30.
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
W.9.3d. Animal Farm
Great Expectations
Author Biographies
31.
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.9.3e. Animal Farm
Great Expectations
Author Biographies
32. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9.1 Animal Farm
Great Expectations
Author Biographies
33. When writing arguments, introduce precise claim(s) and distinguish the claim(s)
from alternate or opposing claims.
W.9.1a. Animal Farm
Great Expectations
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
Author Biographies
34. When writing arguments, create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
W.9.1a. Animal Farm
Great Expectations
Author Biographies
35.
When writing arguments, develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a
manner that that anticipates the audience’s knowledge level and concerns.
W.9.1b. Animal Farm
Great Expectations
Author Biographies
36.
When writing arguments, use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.9.1c. Animal Farm
Great Expectations
Author Biographies
37.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing.
W.9.1d. Animal Farm
Great Expectations
Author Biographies
38. When writing arguments, provide a concluding statement or section that
follows from and supports the argument presented.
W.9.1e. Animal Farm
Great Expectations
Author Biographies
39.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.9.4 Animal Farm
Great Expectations
Author Biographies
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
40.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9.5 Animal Farm
Great Expectations
Author Biographies
41.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
W.9.6 Animal Farm
Great Expectations
Author Biographies
42.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.9.7 Animal Farm
Great Expectations
Author Biographies
43.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
W.9.8 Animal Farm
Great Expectations
Author Biographies
44.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 9 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible]”).
W.9.9a. Animal Farm
Great Expectations
Author Biographies
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
45.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 9 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
W.9.9b. Animal Farm
Great Expectations
Author Biographies
46.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
W.9.10 Animal Farm
Great Expectations
Author Biographies
47.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 9 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.9.1 Animal Farm
Great Expectations
Author Biographies
48.
Come to discussions prepared, having read and researched material under
study.
SL.9.1a. Animal Farm
Great Expectations
Author Biographies
49.
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and
reasoning presented.
SL.9.1d. Animal Farm
Great Expectations
Author Biographies
50. Integrate multiple sources of information presented in diverse media or SL.9.2 Animal Farm
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
Great Expectations
Author Biographies
51.
Evaluate a speaker’s point of view and reasoning. SL.9.3 Animal Farm
Great Expectations
Author Biographies
52.
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate; present information, findings,
and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning.
SL.9.6; SL.9.4 Animal Farm
Great Expectations
Author Biographies
53.
Demonstrate effective organization, development, substance, and style are
appropriate to purpose, audience, and task.
SL.9.4 Animal Farm
Great Expectations
Author Biographies
54.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.9.5 Animal Farm
Great Expectations
Author Biographies
55.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.9.1 Animal Farm
Great Expectations
Author Biographies
56. Use parallel structure when reading and writing. L.9.1a. Animal Farm
Great Expectations
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
Author Biographies
57.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking through the use of various types of phrases
(noun, verb, adjectival, adverbial, participial, prepositional, absolute).
L.9.1b. Animal Farm
Great Expectations
Author Biographies
58.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more
closely related independent clauses.
L.9.2a. Animal Farm
Great Expectations
Author Biographies
59.
Use a colon to introduce a list or quotation. L.9.2b. Animal Farm
Great Expectations
Author Biographies
60.
Spell correctly. L.9.2c. Animal Farm
Great Expectations
Author Biographies
61.
Apply knowledge of language to understand how language functions in
different contexts.
L.9.3 Animal Farm
Great Expectations
Author Biographies
62.
Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
L.9.3 Animal Farm
Great Expectations
Author Biographies
63. Apply knowledge of language to comprehend more fully when reading or L.9.3 Animal Farm
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
listening. Great Expectations
Author Biographies
64.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 9 reading and content, choosing flexibly from a range of
strategies.
L.9.4 Animal Farm
Great Expectations
Author Biographies
65.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
L.9.4b. Animal Farm
Great Expectations
Author Biographies
66.
Demonstrate understanding of figurative language. L.9.5a. Animal Farm
Great Expectations
Author Biographies
67.
Demonstrate understanding of word relationships and nuances in word
meanings.
L.9.5b. Animal Farm
Great Expectations
Author Biographies
68.
Analyze nuances in the meaning of words with similar denotations. L.9.5b. Animal Farm
Great Expectations
Author Biographies
69.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
L.9.6 Animal Farm
Great Expectations
Author Biographies
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
expression.
Code
# CCSS
RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or develop the theme.
RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
made, how they are introduced and developed, and the connections that are drawn between them.
RI.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
RI.9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently,
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
with scaffolding as needed at the high end of the range.
W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of
the narrative.
W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9.9a.
b.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning”).
W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
exchange of ideas.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience,
and task.
SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual
for Writers) appropriate for the discipline and writing type.
L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading
Middle Township School District English Language Arts Curriculum – Grade 9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT
SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
RL.10.1 Monkey’s Paw
2. Determine a theme or central idea of a text and include how it
emerges and is shaped and refined by specific details.
RL.10.2 How Much Land
Does a Man
Need?
3.
Determine a theme or central idea of a text and provide an objective
summary of the text.
RL.10.2 How Much Land
Does a Man
Need?
4.
Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
RL.10.3 How Much land
Does a Man
need?
Content of the
Dead Man’s
Pockets
5.
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place).
RL.10.4 Monkey’s Paw
6. Determine the meaning of words and phrases as they are used in the RL.10.4 Monkey’s Paw
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how it sets a formal or informal tone).
7.
Analyze how an author’s choices concerning how to order events
within a text (e.g., parallel plots), create such effects as mystery,
tension, or surprise.
RL.10.5 Monkey’s Paw
8. Analyze how an author’s choices concerning how to manipulate
time in a text (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
RL.10.5 Monkey’s Paw
9.
Analyze a cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world
literature.
RL.10.6 Masque of the
Red Death
10.
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent
in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
RL.10.7 Masque of the
Red Death
11.
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is absent in each
treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.10.7 Masque of the
Red Death
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
12.
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.10.3b. Content of the
Dead Man’s
13. Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole.
W.10.3c. Content of the
Dead Man’s
14. Write narratives to develop real or imagined experiences or events using
well-chosen details.
W.10.3 Content of the
Dead Man’s
15.
Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
W.10.3d. Content of the
Dead Man’s
16.
Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters.
W.10.3a. Content of the
Dead Man’s
17.
Create a smooth progression of experiences or events. W.10.3a. Content of the
Dead Man’s
18. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative
W.10.3e. Content of the
Dead Man’s
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
19.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.10.4 Content of the
Dead Man’s
20.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose.
W.10.5 Content of the
Dead Man’s
21.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach when writing. Focusing on
addressing what is most significant for a specific audience.
W.10.5 Content of the
Dead Man’s
22.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
W.10.6 Masque of the
Red Death
23. Draw evidence from literary texts to support analysis, reflection, and W.10.9 Content of the
Dead Man’s
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
research. Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
24.
Apply grade 10 Reading standards to literature (e.g., “Analyze how an
author draws on and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible]”)
W.10.9a. Masque of the
Red Death
25.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
W.10.10 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
26.
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade10 topics, texts, and issues, building on others’ ideas and
SL.10.1 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
expressing their own clearly and persuasively. / Monkey’s Paw
/ How Much
Land Does a Man
Need?
27.
Explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.10.1a. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
28.
Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
SL.10.1b. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
29. Actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
SL.10.1b. Content of the
Dead Man’s
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
30.
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
SL.10.1c. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
31.
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
SL.10.2 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
32. Evaluate a speaker’s use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.10.3 The Monkey’s
Paw
33.
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.10.4 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
34.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
SL.10.6 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
35.
Use parallel structure when writing and speaking. L.10.1a. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
/ Monkey’s Paw
/ How Much
Land Does a Man
Need? (grammar)
36.
Use various types of clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety
and interest to writing or presentations.
L.10.1b. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
37.
Apply knowledge of language to understand how language functions
in different contexts.
L.10.3 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
38. Apply knowledge of language to make effective choices for meaning
or style.
L.10.3 Content of the
Dead Man’s
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
39.
Write and edit work so that it conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
L.10.3a. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
40.
Apply knowledge of language to comprehend more fully when
reading or listening.
L.10.3 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
41.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 10 reading and content, choosing
flexibly from a range of strategies; use context (e.g., the overall meaning
of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
L.10.4a. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
(vocabulary)
42.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade10 reading and content, choosing
flexibly from a range of strategies; identify and correctly use patterns of
word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
L.10.4b. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
(vocabulary)
43.
Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
L.10.5a. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
(vocabulary)
44.
Analyze nuances in the meaning of words with similar denotations. L.10.5b. Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
(vocabulary)
45.
Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension
L.10.6 Content of the
Dead Man’s
Pocket / Masque
of the Red Death
/ Monkey’s Paw
/ How Much
Land Does a Man
Need?
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
(vocabulary)
Code # Common Core State Standards
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over
the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
RL.10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression
of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
W.10.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
meanings and add variety and interest to writing or presentations.
L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with similar denotations.
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approved: October 16, 2014
comprehension
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. RI.10.1 The Spider and the Wasp
2. Determine the central idea of a 10th grade text. RI.10.2 The Spider and the Wasp
3. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and
refined by specific details
RI.10.2 The Spider and the Wasp
4. Provide an objective summary of the text. RI.10.2 Swimming to Antarctica
5. Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made.
RI.10.3 Angela’s Ashes
6.
Analyze how the author unfolds an analysis or series of ideas or
events, including how they are introduced and developed, and the
connections that are drawn between them.
RI.10.3 Swimming to Antarctica
7. Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
RI.10.4 The Spider and the Wasp
Angela’s Ashes
8.
Analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from
that of a newspaper).
RI.10.4 Angela’s Ashes
9. Analyze in detail how an author’s ideas or claims are developed RI.10.5 Angela’s Ashes
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
and refined by particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
10. Determine an author’s point of view or purpose in a text. RI.10.6 Angela’s Ashes
11. Analyze how an author uses rhetoric to advance that point of view
or purpose.
RI.10.6 Angela’s Ashes
12.
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, of content.
W.10.2 How to React to Familiar
Faces
13.
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective organization of content;
introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.10.2a. How to React to Familiar
Faces
14.
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective analysis of content.
W.10.2 How to React to Familiar
Faces
15. Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other
W.10.2b. How to React to Familiar
Faces
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
information and examples appropriate to the audience’s
knowledge of the topic.
16. Use appropriate and varied transitions to link the major
sections of the text and create cohesion.
W.10.2c. How to React to Familiar
Faces
17. Clarify the relationships among complex ideas and concepts. W.10.2c. How to React to Familiar
Faces
18. Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
W.10.2d. How to React to Familiar
Faces
19.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in
which they are writing.
W.10.2e. How to React to Familiar
Faces
20.
Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.10.2f. How to React to Familiar
Faces
21. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.10.4 How to React to Familiar
Faces
22. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.10.5 How to React to Familiar
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
Faces
23. Focus on addressing what is most significant for a specific purpose and audience when writing
W.10.5 How to React to Familiar
Faces
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
W.10.6 How to React to Familiar
Faces
25. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.10.9b. How to React to Familiar
Faces
26.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
W.10.10 How to React to Familiar
Faces
27.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 10 topics, texts, and issues.
SL.10.1 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
28. Build on others’ ideas and express their own clearly and
persuasively while taking part in collaborative discussions.
SL.10.1 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
Faces
29.
Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
SL.10.1b. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
30.
Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas.
SL.10.1c. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
31.
Actively incorporate others into discussions; and clarify,
verify, or challenge ideas and conclusions.
SL.10.1c. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
32.
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively,
orally).
SL.10.2 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
33. Evaluate the credibility and accuracy of each source of SL.10.2 The Spider and the Wasp
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
information presented in diverse media or formats. Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
34.
Evaluate a speaker’s point of view and reasoning. SL.10.3 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
35.
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning.
SL.10.4 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
36.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
SL.10.6 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
37. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.10.1 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
How to React to Familiar
Faces
38.
Use various types of clauses (independent, dependent;
noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
L.10.1b. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
39.
Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
L.10.2a. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
40.
Use a colon to introduce a list or quotation. L.10.2b. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
41.
Spell correctly. L.10.2c. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
42.
Apply knowledge of language to understand how language
functions in different contexts.
L.10.3 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
43.
Write and edit work so that it conforms to the guidelines in a
style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.10.3 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
44.
Apply knowledge of language to comprehend more fully when
reading or listening.
L.10.3 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
45.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 10 reading and
content, choosing flexibly from a range of strategies.
L.10.4 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
46. Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
L.10.4a. The Spider and the Wasp
Swimming to Antarctica
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
the meaning of a word or phrase. Angela’s Ashes
How to React to Familiar
Faces
47.
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine, verify, or clarify its
precise meaning, its part of speech, or its etymology.
L.10.4c.d. The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
48.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
L.10.6 The Spider and the Wasp
Swimming to Antarctica
Angela’s Ashes
How to React to Familiar
Faces
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between
them.
RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
Code # Common Core State Standards
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.10.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
appropriate.
L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approved: October 16, 2014
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. RI.10.1 Keep Memory Alive
Conductorette
The Leader in the Mirror
2. Determine the central idea of a 10th grade text. RI.10.2 Keep Memory Alive
3. Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and
refined by specific details
RI.10.2 Keep Memory Alive
4. Provide an objective summary of the text. RI.10.2 Conductorette
5. Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made.
RI.10.3 Conductorette
6.
Analyze how the author unfolds an analysis or series of ideas or
events, including how they are introduced and developed, and the
connections that are drawn between them.
RI.10.3 Conductorette
7. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.10.4 The Leader in the Mirror
8.
Analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from that
of a newspaper).
RI.10.4 Keep Memory Alive
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
9.
Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
RI.10.5 The Leader in the Mirror
10.
Determine an author’s point of view or purpose in a text and analyze
how an author uses rhetoric to advance that point of view or
purpose.
RI.10.6 Keep Memory Alive
11. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.10.8 The Leader in the Mirror
12.
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
W.10.1 Keep Memory Alive
13. When writing arguments, introduce precise claim(s) and distinguish
the claim(s) from alternate or opposing claims. W.10.1a. Keep Memory Alive
14.
When writing arguments, create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and
evidence.
W.10.1a. Keep Memory Alive
15.
When writing arguments, develop claim(s) and counterclaims
fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that that anticipates the
audience’s knowledge level and concerns.
W.10.1b. Keep Memory Alive
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
16.
When writing arguments, use words, phrases, and clauses to link the
major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
W.10.1c. Keep Memory Alive
17.
When writing arguments, establish and maintain a formal style and
objective tone while attending to the norms and conventions of the
discipline in which they are writing.
W.10.1d. Keep Memory Alive
18. When writing arguments, provide a concluding statement or section
that follows from and supports the argument presented. W.10.1e. Keep Memory Alive
19. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.10.4 Keep Memory Alive
20. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.10.5 Keep Memory Alive
21.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.10.6 Keep Memory Alive
22.
Draw evidence from informational texts to support analysis, reflection, and research. Apply grades 10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
W.10.9b. Keep Memory Alive
23. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
W.10.10 Keep Memory Alive
Conductorette
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
for a range of tasks, purposes, and audiences. The Leader in the Mirror
24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.10.4 Keep Memory Alive
25. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.10.5 Keep Memory Alive
26. Focus on addressing what is most significant for a specific purpose and audience when writing
W.10.5 Keep Memory Alive
27. Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
W.10.6 Keep Memory Alive
28. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.
W.10.8 Keep Memory Alive
29. Identify false statements and fallacious reasoning when writing an argument.
W.10.8 Keep Memory Alive
30. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.10.9b. Keep Memory Alive
31.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
W.10.10 Keep Memory Alive
Conductorette
The Leader in the Mirror
32.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 10 topics, texts, and issues.
SL.10.1 Keep Memory Alive
Conductorette
The Leader in the Mirror
33. Build on others’ ideas and express their own clearly and SL.10.1 Keep Memory Alive
Conductorette
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
persuasively while taking part in collaborative discussions. The Leader in the Mirror
34.
Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
SL.10.1b. Keep Memory Alive
Conductorette
The Leader in the Mirror
35.
Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas.
SL.10.1c. Keep Memory Alive
Conductorette
The Leader in the Mirror
36. Actively incorporate others into discussions; and clarify,
verify, or challenge ideas and conclusions.
SL.10.1c. Keep Memory Alive
Conductorette
The Leader in the Mirror
37.
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally).
SL.10.2 Keep Memory Alive
Conductorette
The Leader in the Mirror
38.
Evaluate the credibility and accuracy of each source of
information presented in diverse media or formats.
SL.10.2 Keep Memory Alive
Conductorette
The Leader in the Mirror
39.
Evaluate a speaker’s point of view and reasoning. SL.10.3 Keep Memory Alive
Conductorette
The Leader in the Mirror
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
40.
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning.
SL.10.4 Keep Memory Alive
Conductorette
The Leader in the Mirror
41.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
SL.10.6 Keep Memory Alive
Conductorette
The Leader in the Mirror
42. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.10.1 Keep Memory Alive
Conductorette
The Leader in the Mirror
43.
Use various types of clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
L.10.1b. Keep Memory Alive
Conductorette
The Leader in the Mirror
44. Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
L.10.2a. Keep Memory Alive
Conductorette
The Leader in the Mirror
45.
Use a colon to introduce a list or quotation. L.10.2b. Keep Memory Alive
Conductorette
The Leader in the Mirror
46.
Spell correctly. L.10.2c. Keep Memory Alive
Conductorette
The Leader in the Mirror
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
47.
Apply knowledge of language to understand how language
functions in different contexts.
L.10.3 Keep Memory Alive
Conductorette
The Leader in the Mirror
48.
Write and edit work so that it conforms to the guidelines in a
style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.10.3 Keep Memory Alive
Conductorette
The Leader in the Mirror
49. Apply knowledge of language to comprehend more fully when
reading or listening.
L.10.3 Keep Memory Alive
Conductorette
The Leader in the Mirror
50.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 10 reading and
content, choosing flexibly from a range of strategies.
L.10.4 Keep Memory Alive
Conductorette
The Leader in the Mirror
51.
Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
L.10.4a. Keep Memory Alive
Conductorette
The Leader in the Mirror
52.
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine, verify, or clarify its
precise meaning, its part of speech, or its etymology.
L.10.4c,d. Keep Memory Alive
Conductorette
The Leader in the Mirror
53. Demonstrate understanding of figurative language, word L.9.5 Keep Memory Alive
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
relationships, and nuances in word meanings. Conductorette
The Leader in the Mirror
54. Interpret figures of speech (e.g., euphemism, oxymoron) in
context and analyze their role in the text.
L.9.5a. Keep Memory Alive
Conductorette
The Leader in the Mirror
55.
Analyze nuances in the meaning of words with similar
denotations.
L.9.5b. Keep Memory Alive
Conductorette
The Leader in the Mirror
56.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension.
L.10.6 Keep Memory Alive
Conductorette
The Leader in the Mirror
Code # Common Core State Standards
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between
them.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.10.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
verify, or challenge ideas and conclusions.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with similar denotations.
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
RL.10.1 Oedipus
Antigone
2. Determine a theme or central idea of a text. RL.10.2 Oedipus
Antigone
3. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text.
RL.10.2 Oedipus
Antigone
4. Provide an objective summary of the text. RL.10.2 Oedipus
Antigone
5.
Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop
the theme.
RL.10.3 Oedipus
Antigone
6. Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings.
RL.10.4 Oedipus
Antigone
7. Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of
RL.10.4 Oedipus
Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
time and place and informal tone).
8.
Analyze how an author’s choices concerning how to structure
a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
RL.10.5 Oedipus
Antigone
9.
Analyze a particular point of view reflected in a work of
literature from outside the United States, drawing on a wide
reading of world literature.
RL.10.6 Oedipus
Antigone
10.
Analyze a cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of
world literature.
RL.10.6 Oedipus
Antigone
11.
Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or
absent in each treatment (e.g., Auden’s “Musée des Beaux
Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.10.7 Oedipus
Antigone
12.
Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
RL.10.9 Oedipus
Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
13.
By the end of grade 10, read and comprehend literature, including
stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
RL.10.10 Oedipus
Antigone
Selected Poems
14.
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
events.
W.10.3 Oedipus/Antigone
15.
When writing narratives, engage and orient the reader by setting out
a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
W.10.3a. Oedipus/Antigone
16.
When writing narratives, use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
W.10.3b. Oedipus/Antigone
17.
When writing narratives, use a variety of techniques to sequence
events so that they build on one another to create a coherent
whole.
W.10.3c. Oedipus/Antigone
18. When writing narratives, use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the
W.10.3d. Oedipus/Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
experiences, events, setting, and/or characters.
19.
When writing narratives, provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the
course of the narrative.
W.10.3e. Oedipus/Antigone
20.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.10.4 Oedipus/Antigone
21.
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
W.10.5 Oedipus/Antigone
22.
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to
display information flexibly and dynamically.
W.10.6 Oedipus/Antigone
23.
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem and narrow or broaden the inquiry when appropriate.
W.10.7 Oedipus/Antigone
24. Synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation when writing.
W.10.7 Oedipus/Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
25.
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively and assess the
usefulness of each source in answering the research question.
W.10.8 Oedipus/Antigone
26.
Integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format
for citation.
W.10.8 Oedipus/Antigone
27.
Draw evidence from literary texts to support analysis, reflection, and
research; apply grade 10 Reading standards to literature (e.g.,
“Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare]”).
W.10.9a. Oedipus/Antigone
28.
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
W.10.10 Oedipus/Antigone
29.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
SL.10.1 Oedipus/Antigone
Selected Poems
30. Come to discussions prepared, having read and researched SL.10.1a. Oedipus/Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
Selected Poems
31.
Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
SL.10.1b. Oedipus/Antigone
Selected Poems
32.
Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
SL.10.1c. Oedipus/Antigone
Selected Poems
33.
Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning
presented.
SL.10.1d. Oedipus/Antigone
Selected Poems
34.
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
SL.10.2 Oedipus/Antigone
Selected Poems
35. Evaluate a speaker’s point of view, reasoning, and use of SL.10.3 Oedipus/Antigone
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
Selected Poems
36.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate; present
information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line
of reasoning.
SL.10.6; SL.10.4 Oedipus/Antigone
Selected Poems
37. Demonstrate effective organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL.10.4 Oedipus/Antigone
Selected Poems
38.
Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence
and to add interest.
SL.10.5 Oedipus/Antigone
Selected Poems
39. Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
SL.10.6 Oedipus/Antigone
Selected Poems
40. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.10.1 Oedipus/Antigone
Selected Poems
41. Use parallel structure when writing or speaking. L.10.1a. Oedipus/Antigone
Selected Poems
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
42.
Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or
presentations.
L.10.1b. Oedipus/Antigone
Selected Poems
43.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing; use a
semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
L.10.2; L.10.2a. Oedipus/Antigone
Selected Poems
44. Use a colon to introduce a list or quotation. L.10.2b. Oedipus/Antigone
Selected Poems
45. Spell correctly when writing narratives. L.10.2c. Oedipus/Antigone
Selected Poems
46. Apply knowledge of language to understand how language
functions in different contexts.
L.10.3 Oedipus/Antigone
Selected Poems
47. Apply knowledge of language to make effective choices for
meaning or style.
L.10.3 Oedipus/Antigone
Selected Poems
48. Apply knowledge of language to comprehend more fully when
reading or listening.
L.10.3 Oedipus/Antigone
Selected Poems
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
49.
Write and edit work so that it conforms to the guidelines in a
style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.10.3a Oedipus/Antigone
50.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 10 reading and content,
choosing flexibly from a range of strategies.
L.10.4 Oedipus/Antigone
Selected Poems
51.
Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.10.4a. Oedipus/Antigone
Selected Poems
52.
Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
L.10.4b. Oedipus/Antigone
Selected Poems
53.
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, or its etymology.
L.10.4c. Oedipus/Antigone
Selected Poems
54.
Verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
L.10.4d. Oedipus/Antigone
Selected Poems
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
55. Demonstrate understanding of figurative language. L.10.5a. Oedipus/Antigone
Selected Poems
56. Demonstrate understanding of word relationships and nuances in
word meanings.
L.10.5b. Oedipus/Antigone
Selected Poems
57.
Analyze nuances in the meaning of words with similar
denotations (e.g., as a noun, book denotes the object “book”,
as a verb, when you book something such as a hotel room or
ticket).
L.10.5b. Oedipus/Antigone
Selected Poems
58.
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level.
L.10.6 Oedipus/Antigone
Selected Poems
59.
Demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
L.10.6 Oedipus/Antigone
Selected Poems
Code # Common Core State Standards
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over
the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
RL.10.7 Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
by Shakespeare).
RL.10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the
grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
above.)
W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grades 9–10 on page 54.)
W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
W.10.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
L.10.1 1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing
Narrative
Board approved: October 16, 2014
speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with similar denotations.
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.10.1 Julius Caesar
Of Mice &
men/Gathering of
Old Men
2.
Determine a theme or central idea of a text and include how it emerges and is
shaped and refined by specific details.
RL.10.2 Julius Caesar
Of Mice &
men/Gathering of
Old Men
3.
Determine a theme or central idea of a text and provide an objective summary
of the text.
RL.10.2 Julius Caesar
Of Mice &
men/Gathering of
Old Men
4.
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.10.3 Julius Caesar
Of Mice &
men/Gathering of
Old Men
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
RL.10.4 Julius Caesar
Of Mice &
men/Gathering of
Old Men
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
a sense of time and place).
6.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how it sets a formal or
informal tone).
RL.10.4 Julius Caesar
Of Mice &
men/Gathering of
Old Men
7. Analyze how an author’s choices concerning how to order events within a
text (e.g., parallel plots), create such effects as mystery, tension, or surprise.
RL.10.5 Julius Caesar
Of Mice &
men/Gathering of
Old Men
8.
Analyze how an author’s choices concerning how to manipulate time in a
text (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
RL.10.5 Julius Caesar
Of Mice &
men/Gathering of
Old Men
9. Analyze a cultural experience reflected in a work of literature from outside
the United States, drawing on a wide reading of world literature.
RL.10.6 Julius Caesar
Of Mice &
men/Gathering of
Old Men
10.
Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible
or how a later author draws on a play by Shakespeare).
RL.10.9 Julius Caesar
Of Mice &
men/Gathering of
Old Men
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
11.
By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RL.10.10 Julius Caesar
Of Mice &
men/Gathering of
Old Men
12.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.10.1 Julius Caesar
Of Mice &
men/Gathering of
Old Men
13.
Determine the central idea of a 10th grade text. RI.10.2 Julius Caesar
Of Mice &
men/Gathering of
Old Men
14.
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details
RI.10.2 Julius Caesar
Of Mice &
men/Gathering of
Old Men
15.
Provide an objective summary of the text. RI.10.2 Julius Caesar
Of Mice &
men/Gathering of
Old Men
16. Analyze how the author unfolds an analysis or series of ideas or events, RI.10.3 Julius Caesar
Of Mice &
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
including the order in which the points are made. men/Gathering of
Old Men
17.
Analyze how the author unfolds an analysis or series of ideas or events,
including how they are introduced and developed, and the connections that
are drawn between them.
RI.10.3 Julius Caesar
Of Mice &
men/Gathering of
Old Men
18.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.10.4 Julius Caesar
Of Mice &
men/Gathering of
Old Men
19.
Analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).
RI.10.4 Julius Caesar
Of Mice &
men/Gathering of
Old Men
20.
Analyze in detail how an author’s ideas or claims are developed and refined
by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
RI.10.5 Julius Caesar
Of Mice &
men/Gathering of
Old Men
21.
Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which details
are emphasized in each account.
RI.10.7 Julius Caesar
Of Mice &
men/Gathering of
Old Men
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
22.
Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
RI.10.9 The American
Idea
23.
By the end of grade 10, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI.10.10 The American
Idea
24. Write narratives to develop real or imagined experiences or events using well-
chosen details.
W.10.3 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
25.
When writing narratives, engage and orient the reader by setting out a
problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters.
W.10.3a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
26. When writing narratives, create a smooth progression of experiences or
events.
W.10.3a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
27. When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
W.10.3b. Julius Caesar
Of Mice &
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
and/or characters. Men/Gathering
of Old Men
28. When writing narratives, use a variety of techniques to sequence events so
that they build on one another to create a coherent whole.
W.10.3c. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
29.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
W.10.3d. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
30.
When writing narratives, provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over the course of the
narrative
W.10.3e. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
31. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.10.1 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
32. When writing arguments, introduce precise claim(s) and distinguish the
claim(s) from alternate or opposing claims.
W.10.1a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
33. When writing arguments, create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
W.10.1a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
34.
When writing arguments, develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the strengths and limitations
of both in a manner that that anticipates the audience’s knowledge level and
concerns.
W.10.1b. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
35.
When writing arguments, use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
W.10.1c. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
and counterclaims. The American
Idea
36.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing.
W.10.1d. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
37. When writing arguments, provide a concluding statement or section that
follows from and supports the argument presented.
W.10.1e. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
38.
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.10.7 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
39. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
W.10.8 Julius Caesar
Of Mice &
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Men/Gathering
of Old Men
The American
Idea
40.
Apply grade 10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible]”)
W.10.9a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
41.
Apply grade 10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
W.10.9b. The American
Idea
42.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
SL.10.1 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
43. Explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
SL.10.1a. Julius Caesar
Of Mice &
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
exchange of ideas. Men/Gathering
of Old Men
The American
Idea
44.
Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
SL.10.1b. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
45.
Actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
SL.10.1b. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
46.
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
SL.10.1c. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
47.
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.10.2 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
48.
Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
SL.10.4 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
49.
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.10.5 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
50.
Use parallel structure when writing and speaking. L.10.1a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
The American
Idea
51.
Use various types of clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to
writing or presentations.
L.10.1b. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
52.
Spell correctly when writing narrative and argumentative texts. L.10.2c. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
53.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 10 reading and content, choosing flexibly from a
range of strategies; use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.10.4a. Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
54. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade10 reading and content, choosing flexibly from a
L.10.4b. Julius Caesar
Of Mice &
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
range of strategies; identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
Men/Gathering
of Old Men
The American
Idea
55.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension.
L.10.6 Julius Caesar
Of Mice &
Men/Gathering
of Old Men
The American
Idea
Code # Common Core State Standards
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
RL.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
RL.10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RL.9.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made, how they are introduced and developed, and the connections that are drawn between them.
RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
RI.10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each account.
RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how
they address related themes and concepts.
RI.10.10 By the end of grade 10, read and comprehend literary nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.10.9a,b. a. Apply grade10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning”).
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
Middle Township School District English Language Arts Curriculum – Grade 10
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 10 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approved: October 16, 2014
writing or presentations.
L.10.2c. c. Spell correctly
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly.
RL.11.1 The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
RL.11.3 The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well
as other authors.)
RL.11.4
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text.
RL.11.4
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
7.
Analyze how an author’s choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
RL.11.5
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
8.
Write narratives to develop real or imagined experiences or events using
effective technique; use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
W.11.3b.
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
9.
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters. W.11.3a.
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
10.
When writing narratives, create a smooth progression of experiences or
events.
W.11.3a.
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
11.
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11.3e.
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
12.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
W.11.4
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
13.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. W.11.5
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
14. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products. W.11.6
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
15.
Draw evidence from literary texts to support analysis, reflection, and
research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11.9a.
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
16.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences. W.11.10
Narrative Writing
Assignments relevant to
the Romantics, the
Fireside Poets, the
Transition Poetry
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
17.
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-
reasoned exchange of ideas.
SL.11.1a.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
18.
Work with peers to promote civil, democratic discussions and decision
making, set clear goals and deadlines, and establish individual roles as
needed. SL.11.1b.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
19. Propel conversations by posing and responding to questions that probe
reasoning and evidence. SL.11.1c.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
20.
When taking part in collaborative conversations, ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions. SL.11.1c.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
21. Promote divergent and creative perspectives when speaking. SL.11.1c.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
22. Resolve contradictions when possible when speaking. SL.11.1d.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
23. Synthesize comments, claims, and evidence made on all sides of an issue. SL.11.1d.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
24. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. SL.11.6
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
25. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. L.11.1a.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
26.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.11.1b.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two)
27. Observe hyphenation conventions. L.11.2a. Dickinson Poetry
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
28. Demonstrate command of the conventions of standard English and spell
correctly when writing. L.11.2b.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
29.
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening; vary syntax for effect,
consulting references (e.g., Tufte’s Artful Sentences) for guidance as
needed.
L.11.3a.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
30.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies; use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase
L.11.4a.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
31. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable). L.11.4b.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
32.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies; consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part
of speech, its etymology, or its standard usage;
L.11.4c.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
33. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary). L.11.4d.
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
34.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; L.11.6
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
35. Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. L.11.6
The Devil and Tom
Walker, The Fall of the
House of Usher, Moby
Dick, The Tide Rises, The
Tide Falls, Thanatopsis,
Old Ironsides,
Snowbound, Dickinson
Poetry (three), Whitman
Poetry (two), as well as
writing assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES
CORRESP
ONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly.
RI.11.1 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
2.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.11.1 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
3.
Determine two or more central ideas of a text and analyze their development over
the course of the text.
RI.11.2 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
4.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11.3 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
5.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.11.4 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
6.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
7.
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
RI.11.6 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
8.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W.11.2 Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
9.
Write informative/explanatory texts to introduce a topic; organize complex ideas,
concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.11.2a. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
10.
Write informative/explanatory texts to develop the topic thoroughly by selecting
the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
W.11.2b. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
11.
Write informative/explanatory texts to use appropriate and varied transitions and
syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
W.11.2c. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
12.
Write informative/explanatory texts to using precise language, domain-specific
vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
W.11.2d. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
13.
Write informative/explanatory texts to establishing and maintaining a formal style
and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
W.11.2e. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
14.
Write informative/explanatory texts and provide a concluding statement or section
that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.11.2f. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
15.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.11.4 Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
16.
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
W.11.5 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
17.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
W.11.6 Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
18.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of
authoritative sources in terms of the task, purpose, and audience.
W.11.8 Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
19.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grades 11 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11.9b. Essays relevant to Early
Explorers, Puritans, and the
Enlightenment
20.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
W.11.10 Writing assignments relevant to
Early Explorers, Puritans, and
the Enlightenment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
21.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
22.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
SL.11.1a. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
23.
Work with peers to promote civil, democratic discussions and decision making, set
clear goals and deadlines, and establish individual roles as needed.
SL.11.1b. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
24.
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives during discussions.
SL.11.1c. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
25.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.1d. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
26.
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.2 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
27.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11.3 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
28.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
SL.11.4 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
29.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.11.1 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
30.
Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
L.11.1a. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
31.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11.1b. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
32.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11.2 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
33.
Observe hyphenation conventions. L.11.2a. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
34.
Spell correctly. L.11.2b. Writing assignments relevant to
Early Explorers, Puritans, and
the Enlightenment
35.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L.11.3 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
36.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed.
L.11.3a. Writing assignments relevant to
Early Explorers, Puritans, and
the Enlightenment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
37.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11 reading and content, choosing flexibly from a range of
strategies.
L.11.4 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
38.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11.4a. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
39.
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., conceive, conception, conceivable).
L.11.4b. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
40.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine, verify, or clarify its precise meaning, its part of speech, its etymology, or
its standard usage.
L.11.4c.d. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
41.
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
L.11.5 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
42.
Analyze nuances in the meaning of words with similar denotations. L.11.5b. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
43.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
L.11.5a. Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention
44.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. Demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.11.6 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention, as well as writing
assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
45.
Demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
L.11.6 Journal of the First Voyage to
America, The General History of
Virginia, A Plymouth Plantation,
Sinners in the Hands of an
Angry God, Poor Richard’s
Almanac, The Crisis, Number 1,
The Speech in the Virginia
Convention, as well as writing
assignments
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
Code # Common Core State Standards
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.11.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a
full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
SL11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
L.11.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
# STUDENT LEARNING OBJECTIVES
CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RI.11.1 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
2.
Cite strong and thorough textual evidence to support inferences drawn from
the text, including determining where the text leaves matters uncertain.
RI.11.1 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
3.
Determine two or more central ideas of a text and analyze their development
over the course of the text.
RI.11.2 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
4.
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of
the text.
RI.11.3 Emerson (one selection), Thoreau
(one selection)
5.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.11.4 Emerson (one selection), Thoreau
(one selection)
6.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
7.
Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective.
RI.11.6 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
8.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in
U.S. Supreme Court majority opinions and dissents). RI.11.8
The Gettysburg Address, Second
Inaugural Address
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
9.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11.1 Argument essays relevant to
Transcendentalists and Civil War
selections
10.
When writing arguments, introduce precise, knowledgeable claim(s) and
establish the significance of the claim(s).
W.11.1a. Argument essays relevant to
Transcendentalists and Civil War
selections
11.
When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims.
W.11.1a Argument essays relevant to
Transcendentalists and Civil War
selections
12.
When writing arguments, introduce precise, knowledgeable claim(s), and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11.1a. Argument essays relevant to
Transcendentalists and Civil War
selections
13.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
W.11.1b. Argument essays relevant to
Transcendentalists and Civil War
selections
14.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons.
W.11.1c. Argument essays relevant to
Transcendentalists and Civil War
selections
15.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between reasons and evidence.
W.11.1c. Argument essays relevant to
Transcendentalists and Civil War
selections
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
16.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing.
W.11.1d. Argument essays relevant to
Transcendentalists and Civil War
selections
17.
When writing arguments, provide a concluding statement or section that
follows from and supports the argument presented.
W.11.1e. Argument essays relevant to
Transcendentalists and Civil War
selections
18.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
W.11.4 Argument essays relevant to
Transcendentalists and Civil War
selections
19.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11.5 Argument essays relevant to
Transcendentalists and Civil War
selections
20.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11.6 Argument essays relevant to
Transcendentalists and Civil War
selections
21.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience.
W.11.8 Argument essays relevant to
Transcendentalists and Civil War
selections
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
22.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grade 11 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).
W.11.9b. The Gettysburg Address, Second
Inaugural Address, Argument
essays relevant to
Transcendentalists and Civil War
selections
23.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences.
W.11.10 Argument essays relevant to
Transcendentalists and Civil War
selections
24.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
SL.11.1 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
25.
Come to discussions prepared, having read and researched material under
study.
SL.11.1a. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
26.
Explicitly refer to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well- reasoned exchange of ideas.
SL.11.1a. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
27.
Work with peers to promote civil, democratic discussions and decision
making, set clear goals and deadlines, and establish individual roles as needed.
SL.11.1b. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
28.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11.1c. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
29.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible.
SL.11.1d. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
30.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems.
SL.11.2 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
31.
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
SL.11.3 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
32.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks.
SL.11.4 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
33.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11.1 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
34.
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.11.1a. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
35.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11.1b. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
36.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11.2 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
37. Observe hyphenation conventions. L.11.2a. Emerson (one selection), Thoreau
(one selection
38.
Spell correctly. L.11.2b. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
40.
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11.3 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
41.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed.
L.11.3a. Argument essays relevant to
Transcendentalists and Civil War
selections
42.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies.
L.11.4 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
43.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
L.11.4a. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
44.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11.4b. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
45.
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine, verify, or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11.4c.d. Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
46.
Demonstrate understanding of figurative language, word relationships in word
meanings.
L.11.5 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
47.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
L.11.5a. Swing Low, Sweet Chariot, Go
Down, Moses, Letter to His Son,
Mary Chestnut’s Civil War, I Will
Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
48.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
L.11.6 Emerson (one selection), Thoreau
(one selection), Swing Low, Sweet
Chariot, Go Down, Moses, The
Gettysburg Address, Second
Inaugural Address, Letter to His
Son, Mary Chestnut’s Civil War, I
Will Fight No More Forever
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
Code # Common Core State Standards
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.11.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
SL11.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approved: October 16, 2014
L.11.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RL.11.1 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.11.3 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.11.4 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text. RL.11.4 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
7.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
RL.11.5 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two), Narrative
Writing assignment, Reflection
journal
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
RL.11.6 The Notorious Jumping Frog of
Calaveras County
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
RL.11.7 The Great Gatsby
10.
By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11-12–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.11.10 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
11. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11.3 Narrative Writing assignment
12.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters.
W.11.3a. Narrative Writing assignment
13. When writing narratives, create a smooth progression of experiences or events. W.11.3a. Narrative Writing assignment
14.
When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.11.3b. Narrative Writing assignment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
15.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11.3c. Narrative Writing assignment
16.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
W.11.3d. Narrative Writing assignment
17.
When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
W.11.3e. Narrative Writing assignment
18. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.11.4 Narrative Writing assignment
19.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11.5 Narrative Writing assignment,
Reflection journal
20. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products.
W.11.6 Narrative Writing assignment
21.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11.7 Reflection journal
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
22.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period
treat similar themes or topics”).
W.11.9a. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
23.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.11.10
Narrative Writing assignment,
Reflection journal
24.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
25.
Come to discussions prepared, having read and researched material under
study.
SL.11.1a. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
26.
Explicitly refer to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well- reasoned exchange of ideas.
SL.11.1a. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
27.
Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed.
SL.11.1b. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
28.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
SL.11.1c. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
29.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
SL.11.1d. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
30.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11.2 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two);
Reflection journal
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
31.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11.3 Langston Hughes Poetry (two)
32.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11.4 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
33.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.11.5 The Great Gatsby; Langston
Hughes Poetry (two)
34.
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.
SL.11.6 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
35.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11.1a. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two);
36.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11.1b. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
37.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; observe hyphenation conventions
when writing. L.11.2; L.11.2a.
The Great Gatsby, E. E.
Cummings Poetry (two)
38. Spell correctly when writing narratives. L.11.2b. Narrative Writing assignment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
39.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
L.11.3 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
40. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed.
L.11.3a. Narrative Writing assignment
41.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies.
L.11.4 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
42.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase
L.11.4a. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
43.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable) when
writing and speaking.
L.11.4b. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
44.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.11.4c.d. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
45.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking.
L.11.5a The Great Gatsby, Robert Frost
Poetry (two)
46.
Demonstrate understanding word relationships, and nuances in word meanings;
analyze nuances in the meaning of words with similar denotations.
L.11.5b. The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
47.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level.
L.11.6 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two); Narrative
Writing assignment; Reflection
journal
48.
Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
L.11.6 The Notorious Jumping Frog of
Calaveras County, A Rose for
Emily, The Ambush, The Great
Gatsby, The Lovesong of J.
Alfred Prufrock, The Red
Wheelbarrow, E. E. Cummings
Poetry (two), Chicago, Robert
Frost Poetry (two), Langston
Hughes Poetry (two); Narrative
Writing assignment; Reflection
journal
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
RL.11.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
SL.11.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Broad approval: October 16, 2014
L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT
SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RL.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
RL.11.3 Our Town, Catcher in
the Rye
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text.
RL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
7.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. RL.11.5
Reflective Narrative
assignment,
Persuasive Writing
assignment
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement). RL.11.6
Catcher in the Rye
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
RL.11.7
Our Town, Catcher in
the Rye
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
10.
By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–12 CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.11.10
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
11.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RI.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
12.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
13.
Determine two or more central ideas of a text and analyze their development
over the course of the text.
RI.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
14.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11.3 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
15.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.11.4 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
16. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
17. Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective. RI.11.6
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
18.
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem. RI.11.7
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
19.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents). RI.11.8
Inaugural Address,
Letter from a
Birmingham City Jail
20.
By the end of grade 11, read and comprehend literary nonfiction in the grades
11–12 CCR text complexity band proficiently, with scaffolding as needed at the
high end of the range.
RI.11.10
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
21.
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences. W.11.3
Reflective Narrative
assignment
22.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters. W.11.3a.
Reflective Narrative
assignment
23. When writing narratives, create a smooth progression of experiences or events.
W.11.3a.
Reflective Narrative
assignment
24.
Write narratives to develop real or imagined experiences or events using
effective technique; use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.11.3b.
Reflective Narrative
assignment
25.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11.3c.
Reflective Narrative
assignment
26.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters. W.11.3d.
Reflective Narrative
assignment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
27.
When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative. W.11.3e.
Reflective Narrative
assignment
28.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. W.11.1
Persuasive Writing
assignment
29. When writing arguments, introduce precise, knowledgeable claim(s) and
establish the significance of the claim(s). W.11.1a. Persuasive Writing
assignment
30. When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims. W.11.1a
Persuasive Writing
assignment
31.
When writing arguments, introduce precise, knowledgeable claim(s), and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence. W.11.1a.
Persuasive Writing
assignment
32.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
W.11.1b.
Persuasive Writing
assignment
33.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons. W.11.1c.
Persuasive Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
34.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between reasons and evidence. W.11.1c.
Persuasive Writing
assignment
35.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing. W.11.1d.
Persuasive Writing
assignment
36. When writing arguments, provide a concluding statement or section that follows
from and supports the argument presented. W.11.1e. Persuasive Writing
assignment
37. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products. W.11.6
Reflective Narrative
assignment,
Persuasive Writing
assignment
38.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience. W.11.8
Persuasive Writing
assignment
39.
Integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation. W.11.8
Persuasive Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
40.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period
treat similar themes or topics”).
W.11.9a.
Reflective Narrative
assignment,
Persuasive Writing
assignment
41.
Apply grade 11 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
W.11.9b.
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
42.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
43. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.11.1b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
44.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
SL.11.1c.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
45.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
SL.11.1d.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
46.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11.2
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
47.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. SL.11.3
Straw into Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
48.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
49.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.11.1b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
50. Observe hyphenation conventions. L.11.2a. Inaugural Address
51.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening; vary syntax for effect, consulting
references (e.g., Tufte’s Artful Sentences) for guidance as needed.
L.11.3a.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
52.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase
L.11.4a.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
53. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable). L.11.4b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
54.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies; consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
L.11.4c.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
55.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking. L.11.5a
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday,
Mother Tongue,
Inaugural Address,
Letter from a
Birmingham City Jail
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RL.11.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
RI.11.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
RI.12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.9a,b. a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1a.b. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2a.b. a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
L.11.4b.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly.
RL.11.1 The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
RL.11.3 The Fall of the House of
Usher, The Great Gatsby
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well
as other authors.)
RL.11.4
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text.
RL.11.4
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
7.
Analyze how an author’s choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact. RL.11.5
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
8.
Write narratives to develop real or imagined experiences or events using
effective technique; use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
W.11.3b.
Narrative Writing
Assignment
9.
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters. W.11.3a.
Narrative Writing
Assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
10. When writing narratives, create a smooth progression of experiences or
events. W.11.3a. Narrative Writing
Assignment
11. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative. W.11.3e. Narrative Writing
Assignment
12.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. W.11.4
Narrative Writing
Assignment, Formal
Analysis and Argument
essays
13.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. W.11.5
Narrative Writing
Assignment, Formal
Analysis and Argument
essays
14. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products. W.11.6
Narrative Writing
Assignment, Formal
Analysis and Argument
essays
15.
Draw evidence from literary texts to support analysis, reflection, and
research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11.9a.
Narrative Writing
Assignment, Formal
Analysis and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
16.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences. W.11.10
Narrative Writing
Assignment, Reflection
journal, Formal Analysis
and Argument essays
17.
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-
reasoned exchange of ideas.
SL.11.1a.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
18.
Work with peers to promote civil, democratic discussions and decision
making, set clear goals and deadlines, and establish individual roles as
needed. SL.11.1b.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
19. Propel conversations by posing and responding to questions that probe
reasoning and evidence. SL.11.1c.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
20.
When taking part in collaborative conversations, ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions. SL.11.1c.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
21. Promote divergent and creative perspectives when speaking. SL.11.1c.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
22. Resolve contradictions when possible when speaking. SL.11.1d.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
23. Synthesize comments, claims, and evidence made on all sides of an issue. SL.11.1d.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
24. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. SL.11.6
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
25. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. L.11.1a.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
26.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.11.1b.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
27. Observe hyphenation conventions. L.11.2a. Dickinson Poetry
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
28. Demonstrate command of the conventions of standard English and spell
correctly when writing. L.11.2b.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
29.
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening; vary syntax for effect,
consulting references (e.g., Tufte’s Artful Sentences) for guidance as
needed.
L.11.3a.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
30.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies; use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase
L.11.4a.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby
31. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable). L.11.4b.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
32.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies; consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part
of speech, its etymology, or its standard usage;
L.11.4c.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
33. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary). L.11.4d.
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
34.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; L.11.6
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
35. Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. L.11.6
The Fall of the House of
Usher, Thanatopsis, Old
Ironsides, Dickinson
Poetry (three), Whitman
Poetry (two), The
Language of Composition
Chapter 6, The Great
Gatsby, Narrative Writing
assignment, Formal
Analysis and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly.
RI.11.1 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
2.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.11.1 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
3.
Determine two or more central ideas of a text and analyze their development over
the course of the text.
RI.11.2 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
4.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11.3 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
5.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.11.4 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
6. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5
The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
7.
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. RI.11.6
The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
8.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. W.11.2
Formal Analysis and
Argument essays
9.
Write informative/explanatory texts to introduce a topic; organize complex ideas,
concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.11.2a.
Formal Analysis and
Argument essays
10.
Write informative/explanatory texts to develop the topic thoroughly by selecting
the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
W.11.2b.
Formal Analysis and
Argument essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
11.
Write informative/explanatory texts to use appropriate and varied transitions and
syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts. W.11.2c.
Formal Analysis and
Argument essays
12.
Write informative/explanatory texts to using precise language, domain-specific
vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic. W.11.2d.
Formal Analysis and
Argument essays
13.
Write informative/explanatory texts to establishing and maintaining a formal style
and objective tone while attending to the norms and conventions of the discipline in
which they are writing. W.11.2e.
Formal Analysis and
Argument essays
14.
Write informative/explanatory texts and provide a concluding statement or section
that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic). W.11.2f.
Formal Analysis and
Argument essays
15.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. W.11.4
Formal Analysis
and Argument
essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
16.
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
W.11.5
The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
17.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information. W.11.6
Formal Analysis and
Argument essays
18.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of
authoritative sources in terms of the task, purpose, and audience. W.11.8
Formal Analysis and
Argument essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
19.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grades 11 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11.9b.
Formal Analysis and
Argument essays
20.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.11.10
Formal Analysis and
Argument essays
21.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
22.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
SL.11.1a. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
23.
Work with peers to promote civil, democratic discussions and decision making, set
clear goals and deadlines, and establish individual roles as needed.
SL.11.1b. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
24.
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives during discussions.
SL.11.1c. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
25.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.1d. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
26.
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.2 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
27.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11.3 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
28.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
SL.11.4 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
29.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.11.1 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
30.
Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
L.11.1a. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
31.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11.1b. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
32.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11.2 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
33.
Observe hyphenation conventions. L.11.2a. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God
34. Spell correctly. L.11.2b. Formal Analysis and
Argument essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
35.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L.11.3 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
36.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed.
L.11.3a. Formal Analysis and
Argument essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
37.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11 reading and content, choosing flexibly from a range of
strategies.
L.11.4 The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
38.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11.4a. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
39.
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., conceive, conception, conceivable).
L.11.4b. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
40.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine, verify, or clarify its precise meaning, its part of speech, its etymology, or
its standard usage.
L.11.4c.d. The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
41.
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
L.11.5
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
42.
Analyze nuances in the meaning of words with similar denotations.
L.11.5b.
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
43.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
L.11.5a.
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
44.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. Demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.11.6
The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
45.
Demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
L.11.6
The Language of
Composition
Chapters 1, 2, & 5,
Sinners in the
Hands of an Angry
God, Poor Richard’s
Almanac, The Crisis,
Number 1, The
Speech in the
Virginia Convention
Code # Common Core State Standards
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.11.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a
full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
SL11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.11.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES
CORRESPONDING
CCSS
TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RI.11.1 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
2.
Cite strong and thorough textual evidence to support inferences drawn from
the text, including determining where the text leaves matters uncertain.
RI.11.1 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
3.
Determine two or more central ideas of a text and analyze their development
over the course of the text.
RI.11.2 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
4.
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of
the text.
RI.11.3 Emerson (one selection),
Thoreau (one selection)
5. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.11.4 Emerson (one selection),
Thoreau (one selection)
6. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5
Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
7. Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective. RI.11.6
Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
8.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in
U.S. Supreme Court majority opinions and dissents). RI.11.8
The Gettysburg Address,
Second Inaugural
Address
9.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. W.11.1
Argument essays
relevant to
Transcendentalists and
Civil War selections
10. When writing arguments, introduce precise, knowledgeable claim(s) and
establish the significance of the claim(s). W.11.1a.
Argument essays
relevant to
Transcendentalists and
Civil War selections
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
11. When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims. W.11.1a
Argument essays
relevant to
Transcendentalists and
Civil War selections
12.
When writing arguments, introduce precise, knowledgeable claim(s), and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence. W.11.1a.
Argument essays
relevant to
Transcendentalists and
Civil War selections
13.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
W.11.1b.
Argument essays
relevant to
Transcendentalists and
Civil War selections
14.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons. W.11.1c.
Argument essays
relevant to
Transcendentalists and
Civil War selections
15.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between reasons and evidence. W.11.1c.
Argument essays
relevant to
Transcendentalists and
Civil War selections
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
16.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing. W.11.1d.
Argument essays
relevant to
Transcendentalists and
Civil War selections
17.
When writing arguments, provide a concluding statement or section that
follows from and supports the argument presented. W.11.1e.
Argument essays
relevant to
Transcendentalists and
Civil War selections
18.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. W.11.4
Argument essays
relevant to
Transcendentalists and
Civil War selections
19.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. W.11.5
Argument essays
relevant to
Transcendentalists and
Civil War selections
20.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information. W.11.6
Argument essays
relevant to
Transcendentalists and
Civil War selections
21.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience. W.11.8
Argument essays
relevant to
Transcendentalists and
Civil War selections
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
22.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grade 11 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).
W.11.9b.
The Gettysburg Address,
Second Inaugural
Address, Argument
essays relevant to
Transcendentalists and
Civil War selections
23.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences. W.11.10
Argument essays
relevant to
Transcendentalists and
Civil War selections
24.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
SL.11.1 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
25.
Come to discussions prepared, having read and researched material under
study.
SL.11.1a. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
26.
Explicitly refer to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well- reasoned exchange of ideas.
SL.11.1a. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
27.
Work with peers to promote civil, democratic discussions and decision
making, set clear goals and deadlines, and establish individual roles as needed.
SL.11.1b. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
28.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11.1c. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
29.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible.
SL.11.1d. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
30.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems.
SL.11.2 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
31.
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
SL.11.3 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
32.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks.
SL.11.4 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
33.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11.1 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
34.
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.11.1a. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
35.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11.1b. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
36.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11.2 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
37. Observe hyphenation conventions. L.11.2a. Emerson (one selection),
Thoreau (one selection
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
38.
Spell correctly. L.11.2b. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
40.
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11.3 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
41.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed.
L.11.3a. Argument essays
relevant to
Transcendentalists and
Civil War selections
42.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 11 reading and content, choosing flexibly from a
range of strategies.
L.11.4 Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
43.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
L.11.4a. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
44.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11.4b. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
45.
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine, verify, or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11.4c.d. Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
46.
Demonstrate understanding of figurative language, word relationships in word
meanings.
L.11.5
Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
47.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
L.11.5a.
Swing Low, Sweet
Chariot, Go Down,
Moses, Letter to His Son,
Mary Chestnut’s Civil
War, I Will Fight No
More Forever
48.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
L.11.6
Emerson (one selection),
Thoreau (one selection),
Swing Low, Sweet
Chariot, Go Down,
Moses, The Gettysburg
Address, Second
Inaugural Address, Letter
to His Son, Mary
Chestnut’s Civil War, I
Will Fight No More
Forever
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
Code # Common Core State Standards
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.11.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
SL11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
L.11.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT
SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RL.11.1 The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.11.3 The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.11.4
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text.
RL.11.4
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
7.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
RL.11.5
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement). RL.11.6
The Language of
Composition
Chapters 9 & 11,
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.) RL.11.7
The Lovesong of J.
Alfred Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
10.
By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11-12–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.11.10
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
11.
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences. W.11.3
Narrative Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
12.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters. W.11.3a.
Narrative Writing
assignment
13. When writing narratives, create a smooth progression of experiences or events.
W.11.3a. Narrative Writing
assignment
14.
When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters. W.11.3b.
Narrative Writing
assignment
15.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11.3c.
Narrative Writing
assignment
16.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters. W.11.3d.
Narrative Writing
assignment
17.
When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative. W.11.3e.
Narrative Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
18.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.11.4
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
19.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. W.11.5
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
20. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products. W.11.6
Narrative Writing
assignment, Formal
Analysis, Argument,
and Synthesis essays
21.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11.7
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
22.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period
treat similar themes or topics”).
W.11.9a.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
23.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.11.10
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
24.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
25. Come to discussions prepared, having read and researched material under
study. SL.11.1a.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
26. Explicitly refer to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well- reasoned exchange of ideas. SL.11.1a.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
27. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.11.1b.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
28.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
SL.11.1c.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
29.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
SL.11.1d.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
30.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11.2
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two),
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
31.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. SL.11.3
The Language of
Composition
Chapters 9 & 11
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
32.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11.4
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
33.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. SL.11.5
A Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
34. Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. SL.11.6
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
35. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. L.11.1a.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
36.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.11.1b.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
37.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; observe hyphenation conventions
when writing. L.11.2; L.11.2a.
The Great Gatsby, E.
E. Cummings Poetry
(two)
38. Spell correctly when writing narratives. L.11.2b. Narrative Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
39.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening. L.11.3
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
40. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed. L.11.3a.
Narrative Writing
assignment, Formal
Analysis, Argument,
and Synthesis essays
41.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies. L.11.4
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
42. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase L.11.4a.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
43.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable) when
writing and speaking. L.11.4b.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
44.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.11.4c.d.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
45.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking. L.11.5a
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Narrative Writing
assignment,
Reflection journal,
Formal Analysis,
Argument, and
Synthesis essays
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
46. Demonstrate understanding word relationships, and nuances in word meanings;
analyze nuances in the meaning of words with similar denotations. L.11.5b.
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
47.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. L.11.6
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
48. Demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. L.11.6
The Language of
Composition
Chapters 9 & 11, A
Rose for Emily, The
Lovesong of J. Alfred
Prufrock, E. E.
Cummings Poetry
(two), Robert Frost
Poetry (two)
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
RL.11.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.11.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing
Narrative
Board approval: October 16, 2014
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS
TEXT
SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RL.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
4.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
RL.11.3 Our Town, Catcher in
the Rye
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
6.
Determine the meaning of words and phrases as they are used in the text.
RL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
7.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. RL.11.5
Reflective Narrative
assignment,
Persuasive Writing
assignment
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement). RL.11.6
Catcher in the Rye
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
RL.11.7
Our Town, Catcher in
the Rye
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
10.
By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–12 CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.11.10
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
11.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RI.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
12.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.11.1 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
13.
Determine two or more central ideas of a text and analyze their development
over the course of the text.
RI.11.2 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
14.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11.3 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
15.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.11.4 Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
16. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.11.5
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
17. Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective. RI.11.6
Straw into Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
18.
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem. RI.11.7
Straw into Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
19.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents). RI.11.8
The Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
20.
By the end of grade 11, read and comprehend literary nonfiction in the grades
11–12 CCR text complexity band proficiently, with scaffolding as needed at the
high end of the range. RI.11.10
Straw into Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
21. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences. W.11.3 Reflective Narrative
assignment
22.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters. W.11.3a.
Reflective Narrative
assignment
23. When writing narratives, create a smooth progression of experiences or events.
W.11.3a. Reflective Narrative
assignment
24.
Write narratives to develop real or imagined experiences or events using
effective technique; use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.11.3b.
Reflective Narrative
assignment
25.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11.3c.
Reflective Narrative
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
26.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters. W.11.3d.
Reflective Narrative
assignment
27. When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative. W.11.3e. Reflective Narrative
assignment
28. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. W.11.1 Persuasive Writing
assignment
29. When writing arguments, introduce precise, knowledgeable claim(s) and
establish the significance of the claim(s). W.11.1a. Persuasive Writing
assignment
30. When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims. W.11.1a Persuasive Writing
assignment
31.
When writing arguments, introduce precise, knowledgeable claim(s), and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence. W.11.1a.
Persuasive Writing
assignment
32.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
W.11.1b.
Persuasive Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
33.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons. W.11.1c.
Persuasive Writing
assignment
34.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between reasons and evidence. W.11.1c.
Persuasive Writing
assignment
35.
When writing arguments, establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which
they are writing. W.11.1d.
Persuasive Writing
assignment
36. When writing arguments, provide a concluding statement or section that follows
from and supports the argument presented. W.11.1e. Persuasive Writing
assignment
37. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products. W.11.6
Reflective Narrative
assignment,
Persuasive Writing
assignment
38.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience. W.11.8
Persuasive Writing
assignment
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
39.
Integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation. W.11.8
Persuasive Writing
assignment
40.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period
treat similar themes or topics”).
W.11.9a.
Reflective Narrative
assignment,
Persuasive Writing
assignment
41.
Apply grade 11 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
W.11.9b.
Straw into Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
42.
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 11 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.11.1
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
43. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.11.1b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
44.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
SL.11.1c.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
45.
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
SL.11.1d.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
46.
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11.2
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
47.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. SL.11.3
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
48.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11.4
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
49.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.11.1b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
50. Observe hyphenation conventions. L.11.2a.
The Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
51.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening; vary syntax for effect, consulting
references (e.g., Tufte’s Artful Sentences) for guidance as needed.
L.11.3a.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
52.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase
L.11.4a.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
53. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable). L.11.4b.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
54.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 11 reading and content, choosing flexibly from a range
of strategies; consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
L.11.4c.
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
55.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking. L.11.5a
Our Town, Catcher in
the Rye, Straw into
Gold: The
Metamorphosis of
the Everyday, The
Language of
Composition Chapter
4
Code # Common Core State Standards
RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.
RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
RL.11.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RI.11.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.11.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RI.11.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
RI.12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.11.9a,b. c. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics”).
d. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.11.1a.b. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11.2a.b. a. Observe hyphenation conventions.
b. Spell correctly.
L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Middle Township School District English Language Arts Curriculum – Grade 11 (AP)
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
L.11.4b.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1. Draw inferences from the text, including determining where the text leaves
matters uncertain.
RL.12.1 Macbeth
2. Determine how themes or central ideas interact and build on one another to
produce a complex account.
RL.12.2 Pastoral Poetry,
Macbeth
3. Provide an objective summary of the text. RL.12.2 Macbeth
4.
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.12.3 Macbeth
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.) RL.12.4
Sonnets, Pastoral
Poetry, Macbeth
6.
Analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) RL.12.4
Sonnets, Pastoral
Poetry, Macbeth
7.
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
RL.12.5 Sonnets, Pastoral
Poetry, Macbeth
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). RL.12.6
Sonnets, Pastoral
Poetry, Macbeth
9.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.12.3c. Macbeth Narrative
Assignment
10.
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters when writing
narratives. W.12.3d.
Macbeth Narrative
Assignment
11.
Write narratives to develop real or imagined experiences or events using effective
well-chosen details; use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or
characters.
W.12.3d. Macbeth Narrative
Assignment
12. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. W.12.4 Macbeth Narrative
Assignment
13.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. W.12.5
Macbeth Narrative
Assignment
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
14. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback. W.12.6 Macbeth Narrative
Assignment
15.
Draw evidence from literary texts to support analysis, reflection, and research.
a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.12.9a. Macbeth Narrative
Assignment
16.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.12.10
Sonnets, Pastoral
Poetry, Macbeth
17.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
SL.12.1a. Sonnets, Pastoral
Poetry, Macbeth
18. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.12.1b. Sonnets, Pastoral
Poetry, Macbeth
19. Propel conversations by posing and responding to questions that probe reasoning
and evidence. SL.12.1c. Sonnets, Pastoral
Poetry, Macbeth
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
20. When taking part in collaborative conversations, ensure a hearing for a full range
of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions. SL.12.1c. Sonnets, Pastoral
Poetry, Macbeth
21. Promote divergent and creative perspectives when speaking. SL.12.1c. Sonnets, Pastoral
Poetry, Macbeth
22. Resolve contradictions when possible when speaking. SL.12.1d. Sonnets, Pastoral
Poetry, Macbeth
23. Determine what additional information or research is required to deepen the
investigation or complete the task. SL.12.1d. Sonnets, Pastoral
Poetry, Macbeth
24. Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. SL.12.6 Sonnets, Pastoral
Poetry, Macbeth
25. Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested. L.12.1a. Sonnets, Pastoral
Poetry, Macbeth
26.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking; resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
L.12.1b. Sonnets, Pastoral
Poetry, Macbeth
27. Demonstrate command of the conventions of standard English capitalization and
punctuation; observe hyphenation conventions. L.12.2a. Sonnets, Pastoral
Poetry, Macbeth
28. Demonstrate command of the conventions of standard English and spell correctly
when writing. L.12.2b. Sonnets, Pastoral
Poetry, Macbeth
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
29. Apply an understanding of syntax to the study of complex texts when reading. L.12.3a. Sonnets, Pastoral
Poetry, Macbeth
30.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase; identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.12.4a.b. Sonnets, Pastoral
Poetry, Macbeth
31.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
L.12.4c. Sonnets, Pastoral
Poetry, Macbeth
32. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) L.12.4d. Sonnets, Pastoral
Poetry, Macbeth
33.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. L.12.6
Sonnets, Pastoral
Poetry, Macbeth
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
34. Demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression. L.12.6 Sonnets, Pastoral
Poetry, Macbeth
Code # Common Core State Standards
RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.
RL.12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.12.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange
of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 1 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
RI.12.1 The Canterbury Tales,
Arthurian Legends
2.
Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis.
RI.12.2 Beowulf, The
Canterbury Tales,
Arthurian Legends
3.
When writing informative/explanatory text, provide an objective summary of the
text.
RI.12.2 The Canterbury Tales
or Arthurian Legends
4.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text. RI.12.3 Beowulf, Arthurian
Legends
5.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings. RI.12.4
Beowulf, The
Canterbury Tales,
Arthurian Legends
6.
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition, including whether the structure makes points clear, convincing,
and engaging. RI.12.5
The Canterbury Tales
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
7.
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. RI.12.6
The Canterbury Tales,
Arthurian Legend
8.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features. RI.12.9
N/A
(Addressed in Grade
11)
9.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. W.12.2
The Canterbury Tales
or Arthurian Legends
10.
When writing informative/explanatory text, introduce a topic; organize complex
ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension
W.12.2a.
The Canterbury Tales
or Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
11.
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic. W.12.2b.
The Canterbury Tales
or Arthurian Legends
12.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic). W.12.2f.
The Canterbury Tales
or Arthurian Legends
13.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. W.12.4 The Canterbury Tales
or Arthurian Legends
14.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. W.12.5 The Canterbury Tales
or Arthurian Legends
15.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
information.
W.12.6 The Canterbury Tales
or Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
16.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises and purposes, in works of
public advocacy [e.g., The Federalist, presidential addresses]”).
W.12.9b. The Canterbury Tales
or Arthurian Legends
17.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
W.12.10 Beowulf, The
Canterbury Tales,
Arthurian Legends
18.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.12.1 Beowulf, The
Canterbury Tales,
Arthurian Legends
19.
Come to discussions prepared, having read material under study; explicitly draw on
that preparation by referring to evidence from texts on the topic or issue to
stimulate a thoughtful, well- reasoned exchange of ideas
SL.12.1a. Beowulf, The
Canterbury Tales,
Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
20.
Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed.
SL.12.1b. Beowulf, The
Canterbury Tales,
Arthurian Legends
21.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.12.3 Beowulf, The
Canterbury Tales,
Arthurian Legends
22.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning.
SL.12.4 Beowulf, The
Canterbury Tales,
Arthurian Legends
23.
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.
SL.12.6 Beowulf, The
Canterbury Tales,
Arthurian Legends
24. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. L.12.1
Beowulf, The
Canterbury Tales,
Arthurian Legends
25.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.12.1b.
Beowulf, The
Canterbury Tales,
Arthurian Legends
26. Demonstrate command of the conventions of standard English capitalization and
punctuation; observe hyphenation conventions. L.12.2a.
Beowulf, The
Canterbury Tales,
Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
27. Demonstrate command of the conventions of standard English and spell correctly
when writing. L.12.2b.
Beowulf, The
Canterbury Tales,
Arthurian Legends
28. Apply an understanding of syntax to the study of complex texts when reading. L.12.3a.
Beowulf, The
Canterbury Tales,
Arthurian Legends
29.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase; identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.12.4a.b.
Beowulf, The
Canterbury Tales,
Arthurian Legends
30.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine, verify and clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.12.4c.d.
Beowulf, The
Canterbury Tales,
Arthurian Legends
31.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. L.12.6
Beowulf, The
Canterbury Tales,
Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 2 UNIT NAME: Reading Information/Writing
Informative/Explanatory
Board approval: October 16, 2014
32. Demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression. L.12.6
Beowulf, The
Canterbury Tales,
Arthurian Legends
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly.
RI.12.1 Meditation 17,
Paradise Lost, A
Modest Proposal
2.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.12.1 Meditation 17,
Paradise Lost, A
Modest Proposal
3.
Determine two or more central ideas of a text and analyze their development over
the course of the text.
RI.12.2 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
4.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.12.3 Paradise Lost, Modest
Proposal, The Diary
5.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.12.4 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
6. Analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes points clear, convincing, and engaging
RI.12.5
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
7.
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. RI.12.6
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
8.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
RI.12.8
N/A
(Addressed in Grade
11)
9.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. W.12.1 A Modest Proposal
10 When writing arguments, introduce precise, knowledgeable claim(s) and establish
the significance of the claim(s). W.12.1a. A Modest Proposal
11. When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims. W.12.1a A Modest Proposal
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
12.
When writing arguments, introduce precise, knowledgeable claim(s), and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence. W.12.1a. A Modest Proposal
13.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases. W.12.1b. A Modest Proposal
14.
When writing arguments, use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons. W.12.1c. A Modest Proposal
15.
When writing arguments, use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion, and clarify the relationships
between reasons and evidence. W.12.1c. A Modest Proposal
16.
When writing arguments, use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and counterclaims. W.12.1c. A Modest Proposal
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
17.
When writing arguments, establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are
writing and determine what additional information or research is required to
deepen the investigation or complete the task. W.12.1d. A Modest Proposal
18.
When writing arguments, provide a concluding statement or section that follows
from and supports the argument presented. W.12.1e. A Modest Proposal
19.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. W.12.4 A Modest Proposal
20.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. W.12.5 A Modest Proposal
21.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments. W.12.6 A Modest Proposal
22.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience. W.12.8 A Modest Proposal
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
23.
Draw evidence from informational texts to support analysis, reflection, and
research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]”). W.12.9b. A Modest Proposal
24.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.12.10
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
25.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.12.1 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
26.
Come to discussions prepared, having read and researched material under study. SL.12.1a. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
27.
Explicitly refer to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well- reasoned exchange of ideas.
SL.12.1a. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
28.
Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed.
SL.12.1b. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
29.
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
SL.12.1c. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
30.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible.
SL.12.1d. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
31.
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.12.2 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
32.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.12.3 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
33.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.12.4 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
34.
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.
SL.12.6 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
35.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.12.1 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
36.
Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
L.12.1a. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
37.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.12.1b. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
38.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.12.2 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
39. Observe hyphenation conventions. L.12.2a. Paradise Lost
40.
Spell correctly. L.12.2b. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
41.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L.12.3 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
42.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed.
L.12.3a. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
43.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 12 reading and content, choosing flexibly from a range of
strategies.
L.12.4 Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
44.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11.4a. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
45.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11.4b. Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
46.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine, verify, or clarify its precise meaning, its part of speech, its etymology,
or its standard usage. L.11.4c.
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
47.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. L.12.5
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
48.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text. 12.5a.
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
49.
Analyze nuances in the meaning of words with similar denotations.
L.12.5b.
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
50.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.12.6
Meditation 17,
Paradise Lost, A
Modest Proposal, The
Diary
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
Code # Common Core State Standards
RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
RI.12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
RI.12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
RI.12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses).
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
W.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
W.12.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
SL.12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
SL.12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 3 UNIT NAME: Reading Information/Writing
Arguments
Board approval: October 16, 2014
L.12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS/NJCCCS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly.
RL.12.1 Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.12.2 Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
3.
Provide an objective summary of the text. RL.12.2 Mary Shelley,
Wordsworth-Tintern
Abbey, Byron Poetry
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
4.
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.12.3 Mary Shelley,
Wordsworth-Tintern
Abbey, Byron Poetry
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.12.4
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
6.
Determine the meaning of words and phrases as they are used in the text.
RL.12.4
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
7.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach.
RL.12.5
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
8.
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). RL.12.6 Byron--Don Juan
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play
by an American dramatist.)
RL.12.7
Byron--Stories or films
that feature a Byronic
Hero
10.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics. RL.12.9
N/A
(Addressed in Grade
11)
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
11.
By the end of grade 12, read and comprehend literature, including stories, dramas,
and poems, in the grades 11-12–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RL.12.10
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
12.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
W.12.3
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
13.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or characters. W.12.3a.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
14.
When writing narratives, create a smooth progression of experiences or events.
W.12.3a.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
15.
When writing narratives, use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters. W.12.3b.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
16.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.12.3c.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
17.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters. W.12.3d.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
18.
When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
W.12.3e.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
19.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.12.4
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
20.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. W.12.5
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
21. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products. W.12.6
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
22.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.12.7
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
23.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.12.9a.
BLake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
24.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. W.12.10
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
25.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.12.1
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
26. Come to discussions prepared, having read and researched material under study. SL.12.1a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
27. Explicitly refer to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well- reasoned exchange of ideas. SL.12.1a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
28. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.12.1b.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
29.
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
SL.12.1c.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
30.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
SL.12.1d.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
31.
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.12.2
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
32.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. SL.12.3
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
33.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.12.4
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
34.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. SL.12.5
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
35. Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. SL.12.6
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
36.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking; apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested. L.12.1; L.12.1a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
37.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.12.1b.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
38.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; observe hyphenation conventions when
writing. L.12.2; L.12.2a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
39. Spell correctly when writing narratives. L.12.2b.
Mary Shelley Ghost
Story Narrative/ Byron
Apostrophe
Narrative/Byronic
Hero Narrative
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
40.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening. L.12.3
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
41. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for
guidance as needed. L.12.3a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
42.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies. L.12.4
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
43. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase L.12.4a.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
44.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable) when
writing and speaking. L.12.4b.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
45.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
L.12.4c.d.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
46.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking. L.12.5a
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
47. Demonstrate understanding word relationships, and nuances in word meanings;
analyze nuances in the meaning of words with similar denotations. L.12.5b.
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
48.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level. L.12.6
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
49. Demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression. L.12.6
Blake Poetry, Mary
Shelley, Wordsworth--
Tintern Abbey,
Coleridge--Kubla Khan,
Byron Poetry, P.B.
Shelley Poetry, Keats’
Odes
Code # Common Core State Standards
RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
RL.12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
RL.12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
RL.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.12.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
SL.12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary)
L.12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 4 UNIT NAME: Reading Literature/Writing
Narrative
Board approval: October 16, 2014
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
# STUDENT LEARNING OBJECTIVES CORRESPONDING
CCSS TEXT SELECTIONS
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RL.12.1 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text.
RL.12.2 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
3.
Provide an objective summary of the text. RL.12.2 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
4.
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.12.3 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
5.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings. (Include Shakespeare as well as
other authors.)
RL.12.4
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
6.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and
one play by an American dramatist.)
RL.12.7
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
7.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics. RL.12.9
N/A
(Addressed in Grade
11)
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
8.
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–12 CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.12.10
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
9.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
RI.12.1 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
10.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
RI.12.1 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
11.
Determine two or more central ideas of a text and analyze their development
over the course of the text.
RI.12.2 Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident,
British Novel of Choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
12.
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.12.3 Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident,
British Novel of Choice
13.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.12.4 Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
RI.12.5
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
15.
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem. RI.12.7 British novel of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
16.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features.
RI.12.9
N/A
(Addressed in Grade
11)
17.
By the end of grade 12, read and comprehend literary nonfiction in the grades 11–
12 CCR text complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI.12.10
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
18.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. W.12.3
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
19.
When writing narratives, engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or characters.
W.12.3a.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
20.
When writing narratives, create a smooth progression of experiences or events.
W.12.3a.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
21.
Write narratives to develop real or imagined experiences or events using effective
technique; use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
W.12.3b.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
22.
When writing narratives, use a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.12.3c.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
23.
When writing narratives, use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
W.12.3d.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
24.
When writing narratives, provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
W.12.3e.
Narrative Writing
Assignment based on
Orwell--Shooting an
Elephant, Joyce--
Araby, Lawrence--
Rocking-Horse
Winner, Greene--
Shocking Accident, or
British Novel of Choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
25.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. W.12.1
Argumentative Essay
Topic relevant to
course discussion
26. When writing arguments, introduce precise, knowledgeable claim(s) and establish
the significance of the claim(s). W.12.1a.
Argumentative Essay
Topic relevant to
course discussion
27. When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims. W.12.1a
Argumentative Essay
Topic relevant to
course discussion
28.
When writing arguments, introduce precise, knowledgeable claim(s), and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence. W.12.1a.
Argumentative Essay
Topic relevant to
course discussion
29.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases. W.12.1b.
Argumentative Essay
Topic relevant to
course discussion
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
30.
When writing arguments, use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons. W.12.1c.
Argumentative Essay
Topic relevant to
course discussion
31.
When writing arguments, use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion, and clarify the relationships
between reasons and evidence. W.12.1c.
Argumentative Essay
Topic relevant to
course discussion
32.
When writing arguments, establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are
writing. W.12.1d.
Argumentative Essay
Topic relevant to
course discussion
33.
When writing arguments, provide a concluding statement or section that follows
from and supports the argument presented. W.12.1e.
Argumentative Essay
Topic relevant to
course discussion
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
34.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.12.7
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
35.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience. W.12.8
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
36.
Draw evidence from literary texts to support analysis, reflection, and research;
apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period
treat similar themes or topics”).
W.12.9a.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
37.
Apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.12.9b. Orwell--Shooting an
Elephant
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
38.
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.12.1
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
39.
Explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas. SL.12.1a.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
40. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as needed. SL.12.1b.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
41.
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
SL.12.1c.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
42.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible;
and determine what additional information or research is required to deepen
the investigation or complete the task.
SL.12.1d.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
43.
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting
any discrepancies among the data.
SL.12.2
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
44.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. SL.12.3
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
45.
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.12.4
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
46.
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed. L.12.1b.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
47. Observe hyphenation conventions. L.12.2a. Orwell--Shooting an
Elephant
48. Spell correctly when writing narrative and argument texts. L.12.2b,c.
Narrative Writing
Assignment and
Argumentative Writing
Assignments
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
49.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening; vary syntax for effect, consulting references (e.g.,
Tufte’s Artful Sentences) for guidance as needed.
L.12.3a.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
50.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase
L.12.4a.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
51. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable). L.12.4b.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
52.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 12 reading and content, choosing flexibly from a range of
strategies; consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage;
L.12.4c.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
53. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary). L.12.4d.
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
54.
Demonstrate understanding of figurative language; interpret figures of speech
(e.g., hyperbole, paradox) in context and analyze their role in the text when
writing and speaking. L.12.5a
Tennyson--Lady of
Shallot, Arnold--Dover
Beach, Kipling--Widow
at Windsor, Yeats
Poetry, Orwell--
Shooting an Elephant,
Joyce-Araby,
Lawrence--Rocking-
Horse Winner,
Greene--Shocking
Accident, British novel
of choice
Code # Common Core State Standards
RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
RL.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades
11–12 CCR text complexity band independently and proficiently.
RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; an objective summary of the text.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
RI.12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
RI.12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
RI.12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and rhetorical features.
RI. 12.10 By the end of grade 12, read and comprehend literary nonfiction in the grades 11- 12–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
W.12.9a,b. e. Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics”).
f. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
SL.12.1b.c.d. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
SL.12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
L.12.2b. b. Spell correctly.
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4b.c. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
Middle Township School District English Language Arts Curriculum – Grade 12
NJDOE MODEL CURRICULUM
CONTENT AREA: ELA GRADE: 12 UNIT #: 5 UNIT NAME: Reading Literature &
Information/Writing Narrative & Argument
Board approval: October 16, 2014
L.12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.