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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

COURSE OF STUDY FOR

COLLEGE ENGLISH III

ENG343

APPROVED BY

THE BOARD OF EDUCATION

January 24, 2013

Developed: June 1997 Revised: January 1999 January 2006

ENG343 – College English III 2

STATEMENT OF PURPOSE College English III has been developed for the eleventh grade student who has demonstrated proficiency in reading and composition. This Course of Study is designed to heighten the students’ understanding of the juxtaposition of British history and the corresponding literary period and movements. The student is exposed to all areas of communication arts - reading, writing, speaking, and listening, but the approach is an integrated one. In addition, students will be exposed to various media, including art, music and dance, which will further advance their awareness of cultural influence that mirror each period. Composition and discussion are used as reinforcements for reading and critical thinking skills. Conversely, reading and critical thinking drive the writing process. Rather than being taught as a separate discipline, vocabulary development is an inherent part of reading and composition activities. Similarly, speaking and listening skills are developed on a daily basis through formal instruction and practice in forms of oral communication. Our students should experience the language arts program as whole language instruction in which content skills are interrelated on a consistent basis. This Course of Study attempts to present such a program. • Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses. Since students and their parents have made a commitment to a rigorous program, the depth and the amount of required work are designed to be challenging. Students are required to complete a relevant summer reading which will be incorporated into the curriculum throughout the year. During the year, in addition to regularly-assigned classroom selections, students will be required to complete independent readings from an assigned list each marking period. Students will also complete a series of research projects, culminating in a formal research paper on a selected topic related to British literature. Finally, as reflected in this Course of Study, students will be challenged to demonstrate mastery of course material through analysis, synthesis and evaluation. This revision incorporates the New Jersey Student Learning Standards for English Language Arts and the New Jersey Student Learning Standards for Technology.


GENERAL GOALS: 1. To become aware of the relationship between history and the evolution of the English language through an intensive chronological study of British

literature. 2. To understand the changing characteristics of literary expression as they are reflected in specific selections from the canon of British literature. 3. To refine and master an ever-expanding repertoire of rhetorical techniques for written and oral communications. 4. To develop a broad background of reading experiences that emphasizes close textual analysis as well as comprehensive study of all literary genres. 5. To learn research skills necessary to the critical study of literature. 6. To use spoken, written, and visual language for a variety of purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). 7. To use technology tools for problem-solving, writing, and research.


AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

MODIFICATIONS AND ADAPTATIONS

For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the following link - http://njcdd.org/wp-content/uploads/2016/08/tools-teacherspart2.pdf. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES AND GRADING PROCEDURES

COURSE NO.: ENG 343 TITLE: COLLEGE ENGLISH III

IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE-NAMED COURSE.

The students will:

I. READING

a) given a specific genre, learners will analyze theme, plot, symbol, stylistic devices, paradox, double-edged title, characterization, tone, narrative voice, satire, irony, foreshadowing, and critical responses to work.

b) ascertain both the distinguishing characteristics and the interrelationships of literary periods: Old English, Middle English, Elizabethan, Metaphysical, Neoclassic, Romantic, Victorian, and Modern.

c) analyze the appropriateness of a particular metaphorical unit for theme, meaning, and effectiveness. d) interpret plot development, characterization, suspense, tragic flaw, tragic hero, and catastrophe as they relate to poetic drama. e) experience and respond to the influence of various cultures on thought, language, and literature. f) given a selected poem, research criticism on the poem and present the poem to the class by examining its form, figurative language, diction,

sensual and visual imagery, symbolism, meter, tone, stylistic devices and critics’ evaluations. g) periodically read a novel independently and write an evaluation/review/report on the novel. h) recognize that reading has many purposes and demonstrate an ability to choose an approach appropriate to the text and purpose by

recognizing that reading functions in their lives as a pleasurable activity as well as a means of developing knowledge and insight. i) understand the history and development of literary criticism in British literature.

j) gain literal information and make inferences from literature. k) read and respond to literature critically. l) recognize and respond to the commonality of literary forms throughout literature. m) recognize recurring themes in literature.

ENG343 – College English III 6 II. VOCABULARY

a) define words in the context of a literary selection. b) be able to understand the patterns of verbal analogy. c) be able to understand the denotative and connotative functions of words. d) demonstrate a mastery of Greek and Latin Roots. e) demonstrate a mastery of prefixes and suffixes. f) be able to recognize synonyms and antonyms. g) using assorted journal and newspaper articles, independently analyze organization and logic and build a wide vocabulary through the study

of context clues.

III. SPEAKING

a) use listening, writing, reading, and viewing to assist with speaking. b) be able to adjust oral communications for different purposes and audiences. c) be able to participate in collaborative speaking activities, such as choral reading, plays, reciting poems, and discussion. d) be able to speak before a group to express thoughts and ideas, convey an opinion, present information, and tell a story. e) use the conventions of spoken English, such as grammar, appropriate forms of address, and clear, organized language.

IV. WRITING / RESEARCH

a) paraphrase a given selection of prose or poetry. b) having read an author’s work imitate the sentence structure and diction of the author. c) after studying various selections, demonstrate knowledge of changes in the English language: levels of usage, semantic refinements, syntax,

rhetoric, and grammatical patterns. d) use appropriate prewriting strategies. e) use a variety of modes of discourse (narrative, descriptive, expository, persuasion, argumentative, expressive, transactional, and poetic.) f)

revise one’s own and another’s written text for content and organization. g) develop an expertise in proofreading and editing to eliminate errors in grammar, spelling, and punctuation. h) produce a written product that effectively communicates the writer’s intent. i) given a topic, demonstrate skill in formulating a thesis statement, selecting from various means of paragraph organization, using appropriate

diction, vocabulary, transitional devices, sentence structure, and an effective introduction, body, and conclusion.


j) trace the historical development of a single word in the Oxford English Dictionary and/or trace frequency of a given word in concordance. k) prepare an annotated bibliography for a research assignment. l) after studying a period of British literature and other art forms, write an essay relating the historical / philosophical background of the period

to the art form. m) investigate in essay form a particular problem treated in literature: science vs. religion; technological education and its limitations; human

values in a pragmatic world; man in relation to his world. n) after selecting a topic from British literature, write a research paper based upon a textual study. o) ascertain that the finalized draft conforms to the correct research format according to the PTH Research Handbook and department

guidelines.

ENG343 – College English III

GRADING PROCEDURES

English

MAJOR ASSIGNMENTS (Tests/Projects/Presentations/Writing) Shared Inquiry Reading projects Oral Presentations Novel Tests Research Process Technology Presentations Creative Writing Pieces

MINOR ASSIGNMENTS Reader Response Journals Article Annotations Reading Projects

CLASSWORK/HOMEWORK Online Activities Group work Vocabulary Literature Circles Discussion Questions

Writing process Pieces Revised Writing Literary Analysis paper Timed Essay Research Paper NJASK/HSPA Writing Metacognitive Reflections

Reading Logs NJASK/HSPA Preparation Quizzes Vocabulary

Class Discussions Journals Reading Comprehension Checks Literary Letters Creative Writing Pieces

50%

35%

15%

RMW

20% 20% 30%

In-Class Essays and Joint/Individual Exercises/Projects HSPA Practice Tests Daily Work/Effort Engagement in Class/Participation

30% Final Grade – Full Year Course

* Each marking period shall count as 20% of the final grade (80% total). * The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

College English III


READING LIST

Unit One: The Anglo-Saxons

Beowulf Selections from the Exeter book: o “The Wife’s Lament” o“The Ruin” o Anglo-Saxon riddles

Unit Two: The Medieval time period

Folk Ballads o “Bonny Barbara Allan” o “Edward” o “Sir Patrick Spence” o “Get up

and Bar the Door”

Selections from Chaucer’s Canterbury Tales o “The Wife of Bath’s Tale” o “The Pardoner’s Tale” o “The Miller’s Tale” o “The Nun’s Priest’s Tale” o “The Knight’s Tale”

Unit Three: The Renaissance

Wyatt’s “Whoso List to Hunt” Howard’s “Alas, So All Things Now Do Hold Their Peace” Sir Walter Raleigh’s “Sir Walter Raleigh To His Son,” and “What Is Our Life?” Spenser’s Sonnets 30, 75 Sidney’s Sonnet 31 and from Arcadia Shakespeare’s Sonnets 18, 29, 30, 71, 116, 130 Shakespeare’s Macbeth


Reading List (Continued) Unit Three: The Renaissance (Continued)

Marlowe’s “The Passionate Shepherd to His Love” Jonson’s “Still to be Neat,” “Song, to Celia,” “On My First Son” Lovelace’s “To Althea, from Prison,” “To Lucasta, on Going to the Wars” Herrick’s “To the Virgins…,” “Upon Julia’s Clothes,” “Delight is Disorder” Donne’s “Song,” “A Valediction, Forbidding Mourning,” “Sonnets 10, 14, Meditation 17 Herbert’s “Easter Wings,” “Virtue” Marvell’s “To His Coy Mistress”

Milton’s “On His Having Arrived at the Age of Twenty-Three,” “On His Blindness”

Unit Four: The Age of Reason: Dryden’s from “Absalom and Achitophel,” from “Mac Flecknoe” Swift’s “A Modest Proposal,” “A Description of a City Shower” Pope’s from “The Rape of the Lock,” from “An Essay on Man,” from “An Essay on Criticism” Gray’s “Elegy Written in a Country Churchyard”

Unit Five: The Romantics

Blake’s “The Lamb,” “The Tyger,” “Holy Thursday,” (from “Songs of Innocence and Experience”), “The Divine Image,” “The Human Abstract” Wordsworth’s “Lines…Tintern Abbey,” “My Heart Leaps Up,” “It Is a Beauteous Evening,” “The World is Too Much With Us,” “Ode: Intimations of Immortality”


Coleridge’s “Kubla Khan,” “The Rime of the Ancient Mariner” Byron’s “When We Two Parted,” “She Walks in Beauty” Shelley’s “To Wordsworth,” “Ozymandias,” “Ode to the West Wind,” “When I Have Fears” Keats’ “When I Have Fears,” “Ode to a Nightingale,” “Ode to a Grecian Urn” Shelley, M. from Frankenstein

Unit Six: The Victorians

Elizabeth Browning’s from “Sonnets From the Portuguese” Sonnets 1, 28, 43 Tennyson’s “The Lady of Shalott,” “Ulysses,” from “In Memoriam,” “Tears, Idle Tears” Dickens’ from David Copperfield Robert Browning’s “Porphyria’s Lover,” “My Last Duchess” Matthew Arnold’s “Isolation,” “Self-Dependence,” “Dover Beach”

Unit Seven: (late Victorian) Hardy’s “The Darkling Thrush,” “The Man He Killed,” “Ah, Are You Digging on My Grave” Hopkins’ “Pied Beauty,” “God’s Grandeur,” “Spring and Fall: to a Young Child” Shaw’s Pygmalion Conrad’s “The Secret Sharer” Housman’s “When I was One and Twenty,” “Loveliest of Trees,” “To an Athlete Dying Young” Kipling’s “If-,” “Recessional” Yeats’ “When You Are Old,” “The Second Coming,” “The Lake Isle of Innisfree”

Unit Eight: The Twentieth Century


Joyce’s “Araby” Mansfield’s “The Doll’s House” Woolf’s “The New Dress” Orwell’s “Shooting an Elephant” D.H. Lawrence’s “The Piano,” “Piano” Eliot’s “The Hollow Men” Auden’s “The Unknown Citizen” Dylan Thomas’ “Do Not Go Gentle Into That Good Night” Golding’s Lord of the Flies Huxley’s Brave New World

Orwell’s 1984


ANGLO-SAXON UNIT PROFICIENCIES/OBJECTIVES

Numbers in parentheses indicate coordination with the Course Proficiencies.

STANDARDS SUGGESTED ACTIVITIES EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will: 1. experience and respond to the influence

of various cultures on thought, language, and literature. (I e)

RI.11-12.1 RI.11-12.2 RI.11-12.4 RI.11-12.7 8.1.12.D.2 9.2

read “The Seafarer” and use online research to learn about the Sutton Hoo discovery. integrating knowledge acquired, write a journal entry from the viewpoint of the Seafarer.

Teacher evaluation

2. having read an author’s work, imitate the sentence structure and diction of the author. (IV b)

L.11-12.3a analyze Anglo-Saxon riddles for

form and content and will write their own riddle based on a modern-day object.

Samples of student writing

3. speak before a group to express thoughts/ideas, convey an opinion, or present information. (III d)

SL.11-12.4 SL.11-12.5 SL.11-12.6

recite poems for class/school

audience.

Oral presentation

4. gain literal information and make

inferences from literature. (I j)

RL.11-12.1 read “Wife’s Lament” and identify form and characteristics of the elegy.

Teacher and peer evaluation

5. read and respond to literature critically. (I k)

RL.11-12.10 W.11-12.9a write their own elegies.


6. revise one’s own and another’s written text for content and organization (IV f)

W.11-12.5 work in pairs to revise and edit for clarity and word choice.

Students’ responses


I. ANGLO-SAXON PERIOD PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 7. imitate the sentence structure and

diction of the author. (IV b) L.11-12.3a after reading the epic, Beowulf,

write a continuation or new ending to the epic using specific literary traits of an epic (Kennings, litotes, etc.).

Original ending

8. demonstrate knowledge of changes in the English language levels of usage, semantic refinements, syntax, rhetoric and grammatical patterns. (IV c)

L.11-12.1a L.11-12.1b

after reading Beowulf and other Anglo-Saxon period literary pieces, explain in essay form how the different literary techniques developed and how they work to express a theme or idea.

Student essay

9. analyze theme, plot, symbol, stylistic devices, paradox, double-edged title, characterization, tone, narrative voice, satire, irony, foreshadowing, and critical responses to work. (I a)

RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.5 RL.11-12.6 RL.11-12.10 W.11-12.9a

read from John Gardner’s Grendel and then write an account of the events from Grendel’s mother’s point of view.

Student writing sample


Anglo-Saxon Period (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 10. demonstrate skill in formulating a

thesis statement, selecting from various means of paragraph organization using appropriate diction, vocabulary, transitional devices, sentence structure, and an effective introduction, body and conclusion. (IV i)

W.11-12.1a W.11-12.1b W.11-12.1c W.11-12.1d W.11-12.1e W.11-12.2a W.11-12.2b W.11-12.2c W.11-12.2d W.11-12.2e W.11-12.2f W.11-12.4 8.1.12.A.2 9.2

write a compare/contrast essay discussing contrasts of Christianity and Paganism during the time period and how it is mirrored in Beowulf.

Compare/contrast essay

11. use a variety of modes of discourse (narrative, descriptive, expository, persuasion, argumentative, expressive, transactional and poetic). (IV e)

W.11-12.1a W.11-12.1b W.11-12.1c W.11-12.1d W.11-12.1e W.11-12.2a W.11-12.2b W.11-12.2c W.11-12.2d W.11-12.2e W.11-12.2f W.11-12.3a W.11-12.3b W.11-12.3c W.11-12.3d W.11-12.3e W.11-12.4 W.11-12.10

choose from the various modes of discourse to discuss an issue discovered in their reading of Anglo-Saxon literature.


12. produce a written product that effectively communicates the writer’s intent. (IV h)

W.11-12.4

write a letter “home” describing the meadhall and the events which have occurred.

Student letters


Anglo-Saxon Period (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 13. adjust oral communications for

different purposes and audiences. (III b)

SL.11-12.6 in groups, practice correct pronunciation of characters’ names in Beowulf using the phonetic spellings.

Student’s responses

14. gain literal information and make inferences from literature. (I j)

RL.11-12.1 RI.11-12.1 in pairs, students sketch Grendel’s mother’s lair, correctly labeling with ten quotes from the text.

Student sketches/ literary citations


MEDIEVAL PERIOD PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 15. use listening, writing, reading and

viewing to assist with speaking. (III a) SL.11-12.1a SL.11-12.1b SL.11-12.1c SL.11-12.1d SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 9.2

after reading “The Prologue,” create a modern-day pro- fession, write their section as it would appear in “The Prologue” to The Canterbury Tales, and orally present to the class.

New Jersey Speaking Rubric Student presentations

16. use appropriate prewriting strategies. (IV d)

W.11-12.5 after reading “The Wife of Bath’s Prologue,” create a Venn diagram documenting the inconsistencies in the argument of the Wife of Bath; also noting differences presented in the prologue.

Venn diagram

17. read and respond to literature critically. (I k)

RL.11-12.10 W.11-12.9a

after reading “The Wife of Bath’s Prologue” and Tale, decide if those views are strictly medieval, or if they are relevant today.

Student essay


Medieval Period (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 18. understand the denotative and

connotative function of words. (II c) RL.11-12.4 RI.11-12.4 L.11-12.4d

in pairs, identify words that communicate Chaucer’s attitude toward the medieval church.

Word chart

19. paraphrase a given selection of prose or poetry. (IV a)

20. prepare an annotated bibliography for

a research assignment. (IV k)

RL.11-12.1 RL.11-12.4 RI.11-12.1 RI.11-12.4 8.1.12.D.2 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9b

conduct research on a chosen topic related to the Medieval period, while practicing.

research skills such as paraphrasing and the use of bibliography cards.

Peer review Teacher evaluation

21. ascertain that the finalized draft conforms to the correct research format according to the Parsippany Troy Hills Research Handbook and department guidelines. (IV o)

W.11-12.7 W.11-12.8 W.11-12.10

peer-critique and edit each other’s work (essays). Student writing


RENAISSANCE PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 22. define words in the context of a

literary selection. (II a) RL.11-12.4 RI.11-12.4 L.11-12.4a L.11-12.5a L.11-12.5b

during the reading of Macbeth, keep a word journal and trace the use of a particular word throughout the play.

Peer evaluation Word journal

23. understand the patterns of verbal analogy. (II b)

L.11-12.5a L.11-12.5b during the reading of Macbeth, utilize their word journals to construct analogies.

Teacher evaluation Peer evaluation

24. participate in a collaborative speaking activities, such as choral reading, plays, reciting poems and descriptions. (III c)

SL.11-12.1a SL.11-12.1b SL.11-12.1c SL.11-12.1d SL.11-12.4 9.2

present a choral reading with sound effects of the witches’ theme in Macbeth.

Choral reading


Renaissance (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 25. use the conventions of spoken English

such as grammar, appropriate forms of address, and clear, organized language. (III e)

L.11-12.1a L.11-12.1b present a soliloquy or scene from Macbeth. Performance should include appropriate characterization and blocking.

Teacher evaluation

26. interpret plot development, characterization, suspense, tragic flaw, tragic hero, and catastrophe as they relate to poetic drama. (I d)

RL.11-12.10

develop a thesis arguing whether or not Macbeth is a tragic hero.

Student essay

27. research criticism on a given poem and present the poem to the class by examining its form, figurative language, diction, sensual and visual imagery, symbolism, meter, tone, stylistic devices and critical evaluations. (I f)

RL.11-12.10 W.11-12.7 W.11-12.8 SL.11-12.4 8.1.12.D.2

in pairs, find criticism on a given sonnet/drama, paraphrase the sonnet, and deliver an analytical presentation to the class.

Oral presentation


AGE OF REASON PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 28. ascertain the distinguishing literary

characteristics of literary periods, e.g., Old English, Middle English, Elizabethan, Metaphysical, Neoclassical, Romantic, Victorian and Modern. (I b)

RL.11-12.10 8.1.12.D.2 prior to reading Swift’s, A

Modest Proposal, conduct an online search of conditions in Ireland and/or 18th century political and economic theories.

Website evaluation form from Parsippany-Troy Hills Research Handbook

29. understand the history and development of literary criticism in British literature. (I i)

RL.11-12.10 RI.11-12.10

research literary criticisms from various time periods related to a specific work. Students will then develop a thesis arguing the development of literary criticism concurrent with the development of British Literature.

Collaborative essay

30. write a research paper based upon a textual study. (IV n)

W.11-12.9a W.11-12.9b given a philosophy of criticism, apply that style of criticism to a given text.

Student writing samples


Age of Reason (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 31. demonstrate knowledge of changes in

the English language; levels of usage, semantic refinements, syntax, rhetoric and grammatical patterns. (IV c)

L.11-12.1a L.11-12.1b after reading Swift’s, A Modest Proposal, create a personal, contemporary “modest proposal.”

Original written product

32. demonstrate a mastery of prefixes and suffixes. (II e)

L.11-12.4b

create a chart designed to show their knowledge of and expertise in prefixes and suffixes.

Word chart

33. trace the historical development of a single word in the Oxford English Dictionary and/or trace frequency of a given word in concordance. (IV j)

L.11-12.4c after reading Swift and other 17th century writers, trace the etymology of and use of a word in the writings.

Teacher evaluation


Age of Reason (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 34. demonstrate a mastery of Greek and

Latin roots. (II d) L.11-12.4b given a list of Greek and Latin

roots, define and use appropriately in composition form.

Teacher evaluation

35. recognize and respond to the commonality of literary forms throughout literature. (I l)

RL.11-12.10

while reading The Rape of the Lock, create and maintain a chart identifying components of an epic evident in Pope’s satirization.

Chart

36. after studying various selections, demonstrate knowledge of changes in the English language: levels of usage, semantic refinements, syntax, rhetoric, and grammatical patterns. (IV c)

L.11-12.1a L.11-12.1b after reading several entries in Johnson’s Dictionary, cite examples of bias and satire.

Teacher evaluation

37. after studying a period of British literature and other art forms, write an essay relating the historical/

philosophical background of the period to the art form. (IV l)

RL.9-10.7 RL.9-10.9 W.9-10.9a 8.1.12.A.2 8.1.12.D.2

research Blake’s artwork from “Songs of Innocence” and “Songs of Experience,” and write an essay arguing the historical/philosophical relationship of the period to the art forms.

Student essay


ROMANTICISM PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 38. analyze the appropriateness of a

particular metaphorical unit for theme, meaning and effectiveness. (I c)

RL.11-12.4 after examining Blake’s poetry, evaluate the relationship between Blake’s, “The Lamb” and “The Tiger” by answering a HSPA-style, open-ended question.

New Jersey Open-ended Scoring Rubric

39. develop an expertise in proofreading and editing to eliminate errors in grammar, spelling and punctuation. (IV g)

W.11-12.5 L.11-12.1a L.11-12.1b L.11-12.2a L.11-12.2b L.11-12.3

write a persuasive essay (HSPA style) on a topic discovered in their reading of the Romantic poets. Students will refer to the HSPA rubric to revise/edit.

Student writing samples Teacher evaluation New Jersey Writing Rubric


Romanticism (continued) PROFICIENCIES/OBJECTIVES


STANDARDS SUGGESTED ACTIVITIES

EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will: 40. recognize that reading has many

purposes and demonstrate an ability to choose an approach appropriate to the text and purpose by recognizing that reading functions in their lives as a pleasurable activity as well as a means of developing knowledge and insight. (I h)

RL.11-12.10 9.2

after reading selected poems by Romantic authors, write an essay on the fall from innocence utilizing quotes and paraphrases.

in pairs, choose a Romantic poet to research. explicate for the class two of

the poet’s poems on the overhead. Explication must include analyses of literary devices, theme, and relationship to the Romantic period. in pairs, write a collaborative essay analyzing how the poet’s work reflects the philosophies of the Romantic Period.

New Jersey Oral Presentation Rubric Collaborative essays

41. speak before a group to express thoughts and ideas, convey and opinion, present information, and tell a story. (III d)

SL.11-12.4 SL.11-12.5 SL.11-12.6

compose an original poem reflecting the ideals encom-

passed by the Age of Romanticism.

New Jersey Registered Holistic Scoring Rubric


THE VICTORIAN AGE PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 42. recognize synonyms and antonyms.

(II f) L.11-12.5a L.11-12.5b generate adjectives to describe

David from David Copperfield through his stages of development.


43. use a variety of modes of discourse (narrative, descriptive, expository, persuasive, argumentative, expressive, transactional and poetic). (IV e)

W.11-12.1a W.11-12.1b W.11-12.1c W.11-12.1d W.11-12.1e W.11-12.2a W.11-12.2b W.11-12.2c W.11-12.2d W.11-12.2e W.11-12.2f W.11-12.3a W.11-12.3b W.11-12.3c W.11-12.3d W.11-12.3e W.11-12.4 W.11-12.10

after reading Tennyson’s “The Passing of Arthur,” analyze the character of the Knight and create a functional resume using proper form and style.

Student resume

44. adjust oral communications for different purposes and audiences. (III b)

SL.11-12.6 compose an original poem which reflects the ideals encompassed by the Victorian Age.

Student presentation


THE MODERN ERA PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 45. recognize recurring themes in

literature. (I m) RL.11-12.10 using Brave New World and

1984, write an essay contrast- ing the utopian views presented and develop an argument for an ideal utopian society.

New Jersey Writing Rubric

46. investigate in essay form a particular problem treated in literature, e.g., science v. religion, technological education and its limitations, human values in a pragmatic world, and man in relation to his world. (IV m)

RL.11-12.10 SL.11-12.2a SL.11-12.2b SL.11-12.2c SL.11-12.2d SL.11-12.2e SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6

develop a thesis arguing a particular problem encountered in their reading of Brave New World and 1984. Students will compose an essay to argue this thesis.

Student essays

47. read a novel independently and write an evaluation/review/report on the novel. (I g)

W.11-12.9a

following an independent reading of a novel, compose an essay arguing a thesis on a problem treated in the literature.

Student essay response


The Modern Era (continued) PROFICIENCIES/OBJECTIVES



TEACHER NOTES

The student will be able to: Students will: 48. independently analyze organization

and logic and build a wide vocabulary through the study of context clues. (II g)

L.11-12.4a 9.2 after reading Lord of the Flies,

read a Newsweek article on Golding’s Nobel Prize and determine meanings of problematic words based upon context clues.


49. use listening, writing, reading, and viewing to assist with speaking. (III a)

SL.11-12.1a SL.11-12.1b SL.11-12.1c SL.11-12.1d SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 9.2

view selections from both film versions of Lord of the Flies and designate in a speech which version adheres most closely to the novel.

Teacher evaluation rubric

50. read and respond to literature critically. (I j)

RL.11-12.10 W. 11-12.9a 9.2

analyze the social realities in Angela’s Ashes through a shared inquiry.

Discussion format


BIBLIOGRAPHY

Textbooks A Handbook For The Preparation of Research Papers. Parsippany-Troy Hills Schools, 1997 (revised).

McDonnell, Pfordresher, et. al., ed. England in Literature Classic Edition. Glenview, Illinois: Scott, Foresman Company, 1994.

Warriner, John, et. al., eds. English Grammar and Composition (Fifth Course). New York: Hartcourt Brace Jovanovich, 1977. Required Summer Reading: Mc Court, Frank. Angela’s Ashes. New York: W.W. Norton, 1992. Required Readings: ----------------------- Beowulf Chaucer, Geoffrey, Canterbury Tales Dickens, Charles, excerpt from David Copperfield Golding, William, Lord of the Flies Huxley, A., Brave New World Orwell, George, 1984 Shakespeare, William, Macbeth Swift, Jonathan, A Modest Proposal Supplemental Readings: Austen, Jane, Pride and Prejudice Carroll, Lewis, Alice in Wonderland Shakespeare, William, A Midsummer Night’s Dream Shaw, George Bernard, Pygmalion


APPENDIX A

AUTHENTIC ASSESSMENT


AUTHENTIC ASSESSMENT Lord of the Flies

Collaborative Writing Assignment

“A Promising New Author”

Several critics have raised questions about why Golding chose to populate his novel exclusively with males. Would events on the island have worked out differently if the novel had been about girls exclusively or about boys and girls? Signet Classics is looking for a promising new author to look at this perspective. Your assignment is to rewrite part of the story (i.e., a chapter, a series of scenes or a scene) incorporating a feminine perspective. Rewrite the episode using either exclusively female characters or both male and female characters. Who would be equivalent to a Jack or Ralph? In your version of this fictional novel show the reader what you researched about maleness and femaleness. Do males and females have different and distinct personal characteristics or are all human beings essentially the same? Do males and females respond differently to life situations? You may want to gather excerpts from the abundant research of various psychologists, anthropologists and other educators on gender issues in an effort to provide you with more food for thought. Your chapter draft needs resourceful support from some form of authority, hence, a works cited page should be included.

Criteria: Active language Researched references that help to serve as a source and assistance Accuracy to events in the novel and close parallels Clarification of the distinction between males and females Correct format of works cited (see Research Handbook) Incorporation of research that serves as resourceful information


Authentic Assessment (continued)

Criteria for Lord of the Flies Collaborative Essay Required:

Four secondary sources that discuss children’s psychology, sociology, anthropology or group behavior of youngsters

Bibliography needed When writing a version of Golding’s novel include:

1. Consider Golding’s view of humanity

2. Active language (tumbled, snatched, whirled, etc.)

3. Motif of nature and its purposes a. Unveil parallels between individuals and nature b. Foreshadowing technique c. Colors and their symbolism (example: green = jealousy)

4. Symbols – the conch represents “democracy” on the island. Will the same symbol be used in this new version? Will a parallel symbol be used

instead? What reaction might a different gender or a group of mixed youngsters (boys and girls) have?

5. Changes in behavior and how? a. Physical attributes (hair, clothing, etc.) b. Actions or behaviors c. Dialogue of children NOTE: Changes should correspond to research found

6. Literary devices in writing: a. Personification of nature


b. Imagery of setting or animal imagery c. Similes/metaphors

7. Note group behavior – younger children’s behavior may differ from the older children

WRITING RUBRIC

ACCOMPLISHED PROFICIENT NOVICE

ACTIVE LANGUAGE Effectively incorporates active language

Limited use of active language Little evidence of active language

MIRRORS AUTHOR’S STYLE

Effectively uses a variety of strategies to mirror the author’s style in characterization, use of symbols, and themes.

Uses a few strategies to mirror the author’s style in a limited fashion.

Little evidence of strategies to mirror the author’s style.

WORK CITED PAGE Incorporated a work cited page that follows correct structure and format.

Incorporates a work cited page with a few minor errors in structure and format.

Incorporates a work cited page with numerous errors.

RESEARCH Effectively utilizes a variety of resources to advance an original thesis.

Utilizes a variety of sources with limited success in advancing an original theses.

Limited use of resources


APPENDIX B

SCORING RUBRICS


SCORING RUBRIC

NEW JERSEY REGISTERED HOLISTIC SCORING RUBRIC In scoring, consider the Grid of written language

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6 Content

And Organization

May lack opening and/or closing



Generally has opening and/or closing

Opening and closing Opening and closing

Minimal response to topic; uncertain focus

Attempts to focus May drift or shift focus

Usually has single focus Single focus Single focus Sense of unity and coherence

Key ideas developed

Single, distinct focus Unified and coherent Well-developed

No planning evident; disorganized

Attempts organization Few, if any, transitions between ideas

Some lapses or flaws in

organization May lack some

transitions between ideas

Ideas loosely connected Transitions evident

Logical progression of ideas

Moderately fluent Attempts compositional risks

Logical progression of ideas

Fluent, cohesive Compositional risks successful

Details, random, inappropriate, or barely apparent

Details lack elaboration, i.e., highlight paper

Repetitious details Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/or pertinent

Usage No apparent control Severe/numerous errors

Numerous errors Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

Sentence Construction Assortment of incomplete and/or incorrect sentences

Excessive monotony/ same structure

Numerous errors

Little variety in syntax Some errors

Some variety Generally correct

Variety in syntax appropriate and effective

Few errors

Precision and/or sophistication

Very few, if any, errors Mechanics Errors so severe they

detract from meaning Numerous serious errors Patterns of errors evident No consistent pattern of

errors

Some errors that do not interfere with meaning

Few errors Very few, if any, errors


NONSCORABLE RESPONSES

NR = No Response Student wrote too little to allow a reliable judgment, of his/her writing.

Content/Organization Usage Sentence Construction Mechanics

Communicates intended message to intended audience

Relates to topic Opening and closing

Focused Logical progression of

ideas

Transitions Appropriate details and information

Tense formation Subject-verb agreement Pronouns

usage/ agreement Word choice/ meaning

Proper Modifiers

Variety of type, structure and length

Correct construction

Spelling Capitalization Punctuation OT = Off Topic/

Off Task Student did not write on the assigned topic/task, or the student attempted to copy the prompt.

NE = Not English Student wrote in a language other than English.

WF = Wrong Format Student refused to write on the topic, or the writing task folder was blank.

Note: All unscorable responses (NSRs), with the exception of NR, must be coded by the Scoring Director.


OPEN-ENDED SCORING RUBRIC For Reading, Listening, and Viewing

Sample Task: The author takes a strong position on voting rights for young people. Use information from the text to support your response to

the following.

*Requirements: Explain the author’s position on voting. Explain how adopting such a position would affect young people like you.

Points Criteria

4

A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text.

3

A 3-point response demonstrates an understanding of the task, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support.

2

A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1

A 1-point response demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text.

0

A 0-point response is irrelevant or off-topic.

*Requirements for these items will vary according to the task.


NEW JERSEY SPEAKING RUBRIC

Score Point 1

Inadequate Command Score Point 2

Limited Command Score Point 3

Adequate Command Score Point 4

Strong Command

Content/Organization

Has little or no focus on central idea or topic

Offers insufficient or unrelated details

May have an opening or closing

May have little or no conclusion/opinion

Has little or no varied sentence structure and word choice

Attempts to focus on a central idea or topic

Lists related details but provides no elaborations

May have an opening or closing

Attempts to form a conclusion/opinion

Has little varied sentence structure and word choice

Conveys a central idea or topic

Provides sufficient details; may have some elaboration

Has an opening or closing

Includes a conclusion/ opinion that is linked to central idea or topic

May use varied sentence structure and word choice

Maintains clear focus on a central idea or topic

Elaborates details to support central idea

Has an opening or closing

Includes a clearly stated conclusion/opinion that is linked to central idea or topic

Uses varied sentence structure and word choice

Delivery (Spoken)

Exhibits little or no awareness of audience

Speaks too softly or loudly with little or no expression; gives no evidence of pacing or intonation

Exhibits some awareness of audience through minimal or excessive eye contact or gestures

Speaks too softly or loudly with little or no expression; gives little evidence of pacing or intonation

Attends to audience through eye contact and gestures

Speaks audibly with expression; attempts to use pacing and intonation

Clearly attends to audience through good eye contact and gestures

Speaks audibly with expression; uses pacing and intonation effectively

NR = No Response OT = Off Topic

Student refuses or is unable to complete the speaking task. The topic of the student’s presentation is not linked to the speaking pro

pt.


APPENDIX C

SHOWCASE PORTFOLIO


SHOWCASE PORTFOLIO/HIGH SCHOOL LANGUAGE ARTS SHOWCASE PORTFOLIO

COURSE OF STUDY:

TABLE OF CONTENTS

1. Growth in Writing Entry 2. Best Writing Process Entry 3. Reading Process Entry 4. Oral Presentation Entry 5. Student Self-Assessment Component

GROWTH IN WRITING ENTRY

Selection – Expository Piece of Writing

Targeted Skill: Grade 9 Effective paragraphing Grade 10 Effective paragraphing – Integrating primary sources Grade 11 Integrating primary and secondary sources Use of transitions Grade 12 Coherence (and adherence) to the thesis statement – attention to diction, clarity, unity

Student Self-Assessment 1. How did you go about writing this piece? How did you come up with the topic? What influenced you as you were working on this piece? 2. Why did you select each of these pieces in your growth entry? 3. What did you learn about writing and about yourself as a writer from composing these two pieces?


BEST PROCESS PIECE ENTRY

Selection – Use of Writing Process

Target Skill: Grade 9 Constructing an effective thesis statement Grade 10 Research citations, note cards/quote chart, correct format Distinguishing between revision and editing Grade 11 Revision strategies – Delimiting a topic, peer revision strategies, research techniques Grade 12 Effective revision techniques throughout the writing process

List additional pieces included with this entry

Student Self-Assessment 1. How did you get started on this piece? How did you decide on a topic? 2. What happened as you worked on it? How did you go about writing it? 3. How did your ideas about the topic change from the beginning to the end of working on the piece? 4. What were the hardest decisions to make as you worked on the piece? How did you make them?


EVIDENCE OF READING PROCESS ENTRY

Titles of pieces of work included with this entry:

Targeted Skills: Grade 9 Metacognitive response logs Grade 10 Using textory reading strategy and district rubric to evaluate student responses Grade 11 Using textory reading strategy with poetry Grade 12 Dialectic responses

Student Self-Assessment 1. How did you go about choosing the work samples you have included? 2. What did you learn about the reading process from doing the work you have submitted? 3. How does the work you have included show what happens in your mind during the act of reading? 4. What do the work samples you have included show about your strengths and weaknesses as a reader?


ORAL PRESENTATION Title of Presentation

Targeted Skill: Grade 9 Teacher and peer evaluation rubric and a self-reflection Grade 10 Effective use of persuasive speaking techniques in a 4-minute formal presentation Grade 11 Content Skills – develop meaningful messages, details, sources Delivery Skills – tone, voice modulation, eye contact, platform movement Grade 12 Content Skills – clarity, accuracy Delivery Skills – diction, demeanor

Student Self-Assessment 1. Why did you select this piece for the oral presentation entry? 2. What did you learn about speaking and about yourself as a speaker from preparing and delivering this oral presentation? 3. How does this presentation show something about your strengths and weaknesses as a speaker? 4. What difficulties or challenges did you face as you prepared this oral presentation? What did you especially enjoy about this task?

STUDENT SELF-ASSESSMENT COMPONENT

Show that you: 1. recognize the strengths and weaknesses of your own work and your progress with specific evidence from the portfolio. 2. provide thoughtful explanations for your reading, writing or speaking choices using specific references to your personal standards and to

the purpose of the portfolio. 3. assess your own progress, setting goals for improvement.


APPENDIX D

NEW JERSEY STUDENT LEARNING STANDARDS


NEW JERSEY STUDENT LEARNING STANDARDS

3 - English Language Arts

8 - Technology

9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/


APPENDIX E CURRICULUM MODIFICATIONS & ADAPTATIONS

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