Content Area: English Course: English II · 7 Learning Resources (Textbooks, technology resources, media, primary documents, etc.).1. Prentice Hall Literature: Timeless Voices, Timeless

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: English Course: English II

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President

Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza

David Baker Elizabeth Garrigal

Diane Merla Russell T. Olivadotti

Ronald O’Neill Frank J. Pingitore

Paul Rolleri

Date of Last Revision and Board Adoption: 8/27/2009

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English

English II

REVISION PREPARED BY

Melissa Bahrs Beverly Muldoon

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Table of Contents English Program Mission Statement…………………………...…………………………………………………………...………….…4

Course Description and “Big Ideas”……………………………………………………….……………………….…………………..…4

Essential Questions ……………………………………………………………………………………………………………………….4

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….6

Benchmark Objectives………………………………………………………………………………………………………………….…6

Scope and Sequence……………………………………………………………………………………………………………………… 6

Learning Resources………………………………………………………………………………………………………………………..7

Grading Procedures………………………………………………………………………………………………………………………. 9

Course Evaluation…………………………………………………………………………………………………………………………9

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course…………………………...11

Units of Study……………………………………………………………………………………………………………………………26

Addenda …..…………………………………………………………………………………………………..…………………………44

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English Program Mission Statement The mission of the Shore Regional High School English program is to support students in their development of language skills and in the connections they make to others through oral, written, and varied media communication. Students will explore universal motifs by studying enduring literature and by linking their readings to other areas of knowledge including the arts, history, sciences mathematics, world language, and social sciences. Such activities, which require critical thinking, reading, speaking and writing, will foster the development of tolerance, individuality, academic responsibility, and intellectual curiosity.

Course Description and “Big Ideas”

In their second year of English, students study American literature from pre-colonial times to the present. Topics include the study of American writers, their literature, the influence of their literature on the culture, and the influence of the times on their ideas and writings. In addition, students will consider the influence of this writing on media, culture, literature, and philosophy today. This course is also designed to develop language skills through an integrated study of speaking, grammar, composition, and literature. The writing process is emphasized and students are expected to read critically.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions:

1. What common experiences do all individuals share? 2. How does language create and shape our perceptions and our experiences? 3. What are the universal stages in a person's journey toward self-realization? 4. What is effective communication (oral, written, and/or visual media)? 5. What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader? 6. What responsibility does an individual have after reading a work of literature 7. What is the purpose of inquiry and research? 8. How can research be made authentic? 9. What benefits have you gained from your research? What will you remember forty years from now? 10. What universal themes in literature are of interest or concern to all cultures and societies?

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11. What archetypes occur in the world’s cultures throughout history? 12. How are heroes similar and different across cultures? 13. What is the author’s ethical responsibility to the reader? 14. How do the ethical decisions that characters make relate to those we make? 15. Why would one person or one population seek to oppress another? 16. Why should one study different cultures through literature? 17. How do customs and traditions vary with cultures? 18. Can individuals or societies have different opinions and still be right?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of: Visual and Performing Arts, Science, Social Studies, Technology Literacy, Career Education and Consumer/Family/Life Skills.

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Primary (P) Content Area and Secondary (S) Areas of Focus

Benchmark Objectives

These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include:

1. Self realization/Transformation: Voices for Freedom 2. Self Realization/Transformation: War 3. Self realization/Transformation: Social/Cultural Revolution 4. Communication/Expression: Individualism/Celebration of Self 5. Communication/Expression: Real Voices and Perspectives 6. Inquiry: Academic Curiosity and Personal Exploration 7. Social Universals/Social Continuum: The American Dream 8. Ethical Responsibility: The Individual vs. Society 9. World View: The Immigrant in America: Cultural Clash

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts S 5. Science S 9. Career Education and Consumer/ Family/ Life Skills S 2. Health and Physical Education 6. Social Studies S 3. Language Arts Literacy P 7. World Languages 4. Mathematics 8. Technology Literacy S

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Learning Resources

(Textbooks, technology resources, media, primary documents, etc.).

1. Prentice Hall Literature: Timeless Voices, Timeless Themes-The American Experience (2000) 2. McDougal Littell: The Language of Literature: American Literature (2002) 3. Holt: Elements of Literature: Essentials of American Literature (2005) 4. Mini-Lessons for Literature Circles. Harvey Daniels & Nancy Steineke (2004) 5. Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Harvey Daniels (2002) 6. To Kill a Mockingbird. Harper Lee 7. Death of Salesman. Arthur Miller 8. A Raisin in the Sun. Lorraine Hansberry 9. Fallen Angels. Walter Dean Myers 10. Red Badge of Courage. Stephen Crane 11. The Bean Trees. Barbara Kingsolver 12. The Glass Menagerie. Tennessee Williams 13. The Crucible. Arthur Miller 14. The Scarlet Letter. Nathaniel Hawthorne 15. Of Mice and Men. John Steinbeck 16. The Great Gatsby. F. Scott Fitzgerald 17. The Absolutely True Diary of a Part Time Indian. Sherman Alexie 18. Catcher in the Rye. J. D. Salinger 19. The Adventures of Huckleberry Finn. Mark Twain 20. Breathing Underwater . Alex Flinn 21. Staying Fat for Sarah Byrnes . Chris Crutcher 22. The Rules of Survival. Nancy Werlin 23. Saint Iggy. K.L. Going 24. Speak. Laurie Halse Anderson 25. Such a Pretty Girl. Laura Wiess 26. Stuck in Neutral. Terry Trueman 27. Cruise Control. Terry Trueman 28. A Brief Chapter in My Impossible Life. Dana Reinhardt 29. The Hunger Games. Suzanne Collins 30. Deadline Chris Crutcher

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31. www.youtube.com 32. http://www.readwritethink.org/lessons/index.asp 33. http://www.readingrockets.org/article/82?theme=print 34. http://www.webenglishteacher.com/index.html 35. http://www.ettc.net/barto/StrategiesForSuccessNJASK-HSPA-LA/ContentMainPage.htm 36. http://www.greece.k12.ny.us/instruction/ELA/6-12/BackwardDesign/Overview.htm 37. http://www.ncte.org/ 38. http://school.discoveryeducation.com/lessonplans/9-12.html 39. http://www.theteacherscorner.net/ 40. http://www.wikispaces.com/ 41. http://www.proboards.com/index.html 42. http://edsitement.neh.gov/ 43. http://www.eduplace.com/graphicorganizer/ 44. http://school.discoveryeducation.com/schrockguide/arts/artlit.html 45. http://www.rockhall.com/teacher/sti-lesson-plans/ 46. http://grammar.about.com/od/shortpassagesforanalysis/a/hughesharlem07.htm 47. http://grammar.about.com/od/60essays/a/theireyesessay.htm 48. http://www.chompchomp.com/menu.htm (interactive grammar site) 49. http://grammar.ccc.commnet.edu/grammar/quiz_list.htm 50. http://staff.esuhsd.org/danielle/English%20Department%20LVillage/Persuasive.html 51. http://grammar.ccc.commnet.edu/grammar/powerpoint.htm 52. http://grammar.ccc.commnet.edu/grammar/ 53. http://www.kent.k12.wa.us/curriculum/writing/sec_writing/persuasivewritesites.htm 54. http://bcs.bedfordstmartins.com/everyday_writer3e/addresources/exercises.html#intro 55. http://bcs.bedfordstmartins.com/exercisecentral/tutorials/Index.html 56. http://www.thewritesource.com/studentmodels/ 57. http://www.rubrician.com/writing.htm 58. www.literaturecircles.com 59. http://www.jigsaw.org/overview.htm 60. http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ 61. http://www.powerpointforteachers.blogspot.com/ 62. https://bensonlibrary.pbworks.com/How%20to%20Create%20a%20Book%20Trailer 63. http://jc-schools.net/tutorials/PPT-games/

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64. http://teach.fcps.net/trt10/PowerPoint.htm 65. http://www.readinggroupguides.com/content/index.asp 66. http://www.argo217.k12.il.us/departs/english/blettiere/speech.htm 67. http://www.freetech4teachers.com/2009/05/great-glogster-tutorial.html 68. http://www.poets.org/index.php 69. http://www.tolerance.org/

Grading Procedures The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper and Oral Defense assessment

Course Evaluation Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s?

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3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced, introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed.

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New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: Language Arts Literacy

3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

Cumulative Progress Indicator

A. Concepts About Print/Text

Addressed in this course?

1. Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of

contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

B. Phonological Awareness

No additional indicators at this grade level.

C. Decoding and Word Recognition

1. Decode new words using structural and context analysis.

D. Fluency

1. Read developmentally appropriate materials at an independent level with accuracy and speed.

2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

E. Reading Strategies (before, during, and after reading)

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• Identify, assess, and apply personal reading strategies that were most effective in previous learning

from a variety of texts.

1. Practice visualizing techniques before, during, and after reading to aid in comprehension.

2. Judge the most effective graphic organizers to use with various text types for memory retention and

monitoring comprehension

F. Vocabulary and Concept Development 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues,

to determine the meanings of specialized vocabulary.

2. Use knowledge of root words to understand new words.

3. Apply reading vocabulary in different content areas.

4. Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.

5. Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast.

G. Comprehension Skills and Response to Text 1. Apply a theory of literary criticism to a particular literary work. 2. Analyze how our literary heritage is marked by distinct literary movements and is part of a global

literary tradition.

3. Compare and evaluate the relationship between past literary traditions and contemporary writing. 4. Analyze how works of a given period reflect historical and social events and conditions. 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on

meaning.

6. Interpret how literary devices affect reading emotions and understanding. 7. Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile,

personification).

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8. Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement in text and explain their effect on the reader.

9. Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

10. Identify and understand the author’s use of idioms, analogies, metaphors, and similes, as well as metrics, rhyme scheme, rhythm, and alliteration in prose and poetry.

11. Identify the structures in drama, identifying how the elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) articulate a playwright’s vision.

12. Analyze the elements of setting and characterization to construct meaning of how characters influence the progression of the plot and resolution of the conflict.

13. Analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.

14. Identify and analyze recurring themes across literary works and the ways in which these themes and ideas are developed.

15. Identify, describe, evaluate, and synthesize the central ideas in informational texts.

16. Distinguish between essential and nonessential information.

17. Analyze the use of credible references.

18. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

19. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.

20. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).

21. Distinguish between a summary and a critique.

22. Summarize informational and technical texts and explain the visual components that support them.

23. Evaluate informational and technical texts for clarity, simplicity and coherence and for the appropriateness of graphic and visual appeal.

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24. Identify false premises in an argument.

25. Analyze foundational U.S. documents for their historical and literary significance and how they reflect a common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham Jail”).

H. Inquiry and Research

1. Select appropriate electronic media for research and evaluate the quality of the information received.

2. Develop materials for a portfolio that reflect a specific career choice.

3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

7. Produce written and oral work that demonstrates synthesis of multiple informational and technical sources.

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8. Produce written and oral work that demonstrates drawing conclusions based on evidence from informational and technical text.

9. Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings) to determine how authors reach similar or different conclusions.

3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.


A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)


1. Engage in the full writing process by writing daily and for sustained amounts of time.

2. Define and narrow a problem or research topic.

3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the

intended message, audience, and purpose for writing.

4. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought,

sophisticated word choice and sentence variety, and subtlety of meaning.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Review and edit work for spelling, usage, clarity, and fluency.

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7. Use the computer and word-processing software to compose, revise, edit, and publish a piece. 8. Use a scoring rubric to evaluate and improve own writing and the writing of others. 9. Reflect on own writing and establish goals for growth and improvement.

B. Writing as a Product (resulting in a formal product or publication)

1. Analyze characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

2. Critique published works for authenticity and credibility.

3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.

6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.

8. Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

9. Provide compelling openings and strong closure to written pieces. 10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures,

computer-generated presentation).

11. Use the responses of others to review content, organization, and usage for publication. 12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in

a variety of genres.

13. Write sentences of varying length and complexity using precise vocabulary to convey intended meaning.

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C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

4. Use transition words to reinforce a logical progression of ideas. 5. Use knowledge of Standard English conventions to edit own writing and the writing of others for

correctness.

6. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

7. Create a multi-page document using word processing software that demonstrates the ability to format, edit, and print.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis

essay) that:

Develops a thesis; Creates an organizing structure appropriate to purpose, audience and context; Includes relevant information and excludes extraneous information; Makes valid inferences; Supports judgments with relevant and substantial evidence and well-chosen details; and

provides a coherent conclusion.

3. Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology,

hierarchy or sequence, and forms, such as headings and subtitles.

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6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, college applications, and written proposals.

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

8. Analyze deductive arguments (if the premises are all true and the argument’s form is valid, the conclusion is true) and inductive arguments (the conclusion provides the best or most probable explanation of the truth of the premises, but is not necessarily true.)

3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.


A. Discussion


1. Support a position integrating multiple perspectives.

2. Support, modify, or refute a position in small or large-group discussions.

3. Assume leadership roles in student-directed discussions, projects, and forums.

4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next

stage.

B. Questioning (Inquiry) and Contributing

1. Ask prepared and follow-up questions in interviews and other discussions.

2. Extend peer contributions by elaboration and illustration.

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3. Analyze, evaluate, and modify group processes. 4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary

elements.

5. Question critically the position or viewpoint of an author.

6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.

7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

8. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

9. Paraphrase comments presented orally by others to clarify viewpoints. 10. Give and follow spoken instructions to perform specific tasks to answer questions or to solve

problems.

1. Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communications.

2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

D. Oral Presentation 1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation,

dramatization, and personal expression).

1. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words).

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2. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.

2. Edit drafts of speeches independently and in peer discussions.

3. Modify oral communications through sensing audience confusion, and make impromptu revisions in

oral presentation (e.g., summarizing, restating, adding illustrations/details).

4. Use a rubric to self-assess and improve oral presentations.

3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.


A. Active Listening


1. Discuss, analyze and extend ideas heard orally.

1. Distinguish emotive from persuasive oral rhetoric.

2. Demonstrate active listening by taking notes, asking relevant questions, making meaningful

comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

3. Identify and define unfamiliar vocabulary through context in oral communications.

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4. Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective

B. Listening Comprehension

1. Summarize, make judgments, and evaluate the content and delivery of oral presentations.

1. Evaluate the credibility of a speaker.

2. Determine when propaganda and argument are used in oral forms.

2. Listen and respond appropriately to a debate.

3. Follow oral directions to perform specific tasks to answer questions or solve problems.

4. Paraphrase information presented orally by others.

5. Analyze the ways in which the style and structure of a speech supports or confuses its meaning or purpose.

3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.


A. Constructing Meaning from Media


1. Understand that messages are representations of social reality and vary by historic time periods and

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parts of the world.

1. Identify and evaluate how a media product expresses the values of the culture that produced it.

2. Identify and select media forms appropriate for the viewer's purpose.

3. Examine the commonalities and conflicts between the visual and print messages (e.g., humor, irony,

or metaphor) and recognize how words, sounds, and images are used to convey the intended messages.

B. Visual and Verbal Messages

1. Analyze media for stereotyping (e.g., gender, ethnicity).

1. Analyze visual techniques used in a media message for a particular audience and evaluate their

effectiveness.

2. Analyze the effects of media presentations and the techniques to create them.

2. Analyze visual techniques used in a media message for a particular audience and evaluate their

effectiveness.

3. Analyze the effects of media presentations and the techniques to create them.

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4. Compare and contrast how the techniques of three or more media sources affect the message.

C. Living with Media

1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture

(e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and performing arts standards).

2. Identify and discuss the political, economic, and social influences on news media.

3. Identify and critique the forms, techniques (e.g., propaganda) and technologies used in various media

messages and performances.

4. Create media presentations and written reports using multi-media resources using effective images, text, graphics, music and/or sound effects that present a distinctive point of view on a topic.

Secondary Content Area: Visual and Performing Arts 1.1: Aesthetics A: 2, 3; B: 1, 2 1.2: Creation and Performance B: 1, 2; C: 1, 2, 4 1.3: Elements and Principles B: 3.1; C: 1, 2, 3; D: 2 1.4: Critique A: 1, 3; B: 1, 2 1.5: History/Culture A: 1, 2; B: 1, 2

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Secondary Content Area: Social Studies 6.1: Social Studies Skills A: 1, 2, 3, 4, 5, 6, 7, 8 6.2: Civics A: 5; B: 2, 3, 4, 5; D: 2, 4, 5; E: 5, 6, 7, 8, 9, 10, 12, 13, 14, 15 6.3: World History D: 6; E: 1, 2, 3; F: 1, 2; G: 2; H: 1, 3 6.4: United States and New Jersey History A: All; B: All: C: All; D: 2, 3, 5; E: 1, 2, 3, 6; F: 2, 4; G: 2; H: 2, 3, 6; I: 8, 10, 11; J: 2, 7; K: 2, 4, 6; L: 6, 7 6.5: Economics B: 3, 7 6.6: Geography A: 5; B: 1, 2, 3; D: 3, 4, 5; E: 1, 2, 3, 4, 7, 8 Secondary Content Area: Science 5.1: Scientific Processes A: 1, 2, 3; B: 1, 2 5.2: Science and Society A: 1; B: 1, 2 5.3: Environmental Studies A: 1; B: 1, 2 Secondary Content Area: Technological Literacy 8.1: Computer and Information Literacy A: 1, 5, 6, 7, 8, 9; B: 1, 2, 3, 4, 5, 6 , 7, 8, 9, 10, 11, 12

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8.2: Technology Education A: 3; C: 3

Secondary Content Area: Career Education and Consumer, Family and Life Skills 9.1: Career and Technical Education A: 1, 2, 3; B: 1, 2, 3, 4, 5 9.2: Consumer, Family, and Life Skills A: 1, 2, 3, 4; B: 1, 2, 3; C: 1, 2; D: 1, 2, 3, 4, 5; E: 6

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Unit 1: SELF REALIZATION/TRANSFORMATION: Voices for Freedom

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. What common experiences do all individuals share in their quest for freedom?

2. What are the universal stages in a person’s/society’s journey toward self-realization?

3. What personal sacrifices must individuals and groups make in order to attain

4. What responsibility does an individual have after reading about the struggles for liberty against formidable odds

Students will be able to:

1. read critically and connect ideas to unit study.

2. learn vocabulary from the context of the literature.

3. analyze literary elements, including rhetorical devices, primary and secondary sources, and historical narrative.

4. understand how historical narrative reflect the personal qualities and motives of their writer

5. understand a document of critical importance in U.S. history.

6. understand a persuasive speech including the rhetorical appeals of pathos, logos, and ethos.

7. write in clear expository prose about issues of freedom and transformation.

8. express an opinion incorporating selected rhetorical devices.

1. from Of Plymouth Plantation. William Bradford

2. The Declaration of Independence. Thomas Jefferson

3. from the Iroquois Constitution. Dekanawida

4. Declaration of Sentiments of the Seneca Falls Woman’s Rights Convention. Elizabeth Cady Stanton

5. Speech to the Virginia Convention. Patrick Henry

6. from The Crisis. Thomas Paine

1. Think, Pair, Share

2. Reflective Questions with wait time

3. Concept assessment before and after

4. Summarize main ideas

5. Brief in class written response relating to the unit ideas

6. Portfolio review with teacher

7. Homework as a monitor of learning

8. Jigsaw: Cooperative Learning Technique

September 1

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Standards

Instructional Activities, Methods, and Assignments

Unit Summative Assessment(s)

3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Paraphrase/summarize difficult passages

2. Collaborative learning groups

3. Oral interpretations of speeches and historical documents

4. Peer editing to improve writing

5. Participate in class discussions directed by teacher

6. Share examples of musical lyrics that express your feelings about freedom.

7. Write in journal/creative, persuasive, narrative and expository/informational formats.

8. View digital media and responding to non print text to amplify readings and discussion.

1. Quizzes

2. Essays

3. Tests

4. Homework

5. Multi-media Presentation

6. Persuasive Speech

.

28

Unit 2: SELF REALIZATION/TRANSFORMATION: War


Pacing Guide

Marking Period

1. What common experiences do all individuals share regarding issues of war and peace?

2. What notions about courage do these war related selections suggest?

3. What costs to the individual, family, and society arise from the life and death experiences of war?

4. How do people give a voice to the unspeakable life experiences?

5. How does the reader/audience do his/her part in acknowledging the unspeakable life experiences?

6. Is there such a thing as a good war?


1. read critically and connect ideas to unit study.

2. compare and contrast works from varied genres within the thematic cluster of war and peace.

3. identify and appreciate narrative voices and perspectives from war- related literature.

4. write in both clear expository prose and via creative expression about issues of war and survival.

5. use multi-media to communicate the themes and perspectives of war and survival.

6. research non fiction accounts of war and compare/contrast to works of fiction

7. critique film about war using a critic’s tone.

8. understand how imagery conveys tone in a literary work.

1. Fallen Angels: Walter Dean Myers

2. Red Badge of Courage. Stephen Crane

3. from Things They Carried, “Speaking of Courage.” Tim O’Brien

4. “Grass.” Carl Sandburg

5. “In Another Country.” E. Hemingway

6. “The Death of the Ball Turret Gunner.” Randall Jarrell

7. from Hiroshima. “A Noiseless Flash.” John Hersey

1.Think, Pair, Share






7. Teacher check in on debate progress

8. Jigsaw: Cooperative Learning Activity

October 1

29

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Write an eye-witness report as a wartime journalist, in a non-glorifying and honest way.

2. Select from a choice of quality war films and write a review using a distinctive critic’s voice.

3. Find an article, news account, or essay about any war and compare this account with an incident or description from one of the selections read during the unit.

4. Write a letter to the speaker of a given work trying to explain how you feel and why, being sure to convey the mood about what you think is happening.

5. Divide into small groups and have students research shell shock, battle fatigue, and civilian suffering. Report to the class the group’s findings.

6. Divide the class into teams and debate the topic: Is a “good war” possible?

1. Quizzes

2. Essays

3. Tests

4. Homework


6. Debate

7. Critique

30

Unit 3: SELF REALIZATION/TRANSFORMATION: Social and Cultural Revolution


Pacing Guide

Marking Period

1. What common experiences do all individuals share? 2. What is the author’s purpose in creating a work, and how does the author elicit certain responses from the reader? 3. How does language created and shape our perceptions about one another? 4. How do customs and traditions vary with cultures? 5. Why would one person or one population seek to oppress another?


1. determine major ideas in selected works by writers who explore social oppression and unrest.

2. distinguish literal and figurative meaning in selected poems.

3. draw conclusions about an author’s purpose.

4. understand the effects of racism, sexism, regionalism, etc.

5. understand and appreciate the possible influences of both historical context and personal events as they relate to literary works.

6. recognize distinctive and shared characteristics of culture and experience through authors’ literary works.

7. increase student knowledge of American culture by studying literature that focuses on social conflict and social issues throughout the history of the U.S.

1. “A Pair of Silk Stockings,” and The Story of an Hour.”Kate Chopin 2. “Antojos.” Julia Alvarez 3. Selected poems by Harlem Renaissance poets 4. The Bean Trees. B. Kingsolver

5. “The Yellow Wallpaper.” Charlotte Perkins Gilman 6. “Seventeen Syllables,” Hisaye Yamamoto 7. “I Stand Here Ironing,” Tillie Olsen 8. “Letter from Birmingham Jail” M.L. King 9. “Revolutionary Dreams” poem by Nikki Giovanni 10. “Wandering” drama by Lanford Wilson

7.




4. Story log, listing each significant event in sequence.




November 1/2

31

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Illustrate one of the poems read in this unit that aroused strong feelings.

2. Group activity: Prepare a dramatic reading of a portion of one of the selections. Each student in the group should choose a passage from the beginning, middle, or end of the selection. Use narrative voice, pitch, volume, and cadence.

3. Trace, through research, the progress women (or any minority group) has made. Identify areas for growth.

4. Take two selections and write a comparison/contrast essay on the narrative point of view.

5. Group activity: Create a museum exhibit to teach others about the challenges faced and progress made of a particular social/racial.

1. Quizzes

2. Essays

3. Tests

4. Homework


32

Unit 4: COMMUNICATION/EXPRESSION: Individualism/the Self


Pacing Guide

Marking Period

1. What are some universal stages in a person’s journey toward self-realization, and in what ways may these differ from individual strivings toward self-realization?

2. What common experiences do all individuals share?

3. What is effective communication, and how may we find it in the context of nature, the spiritual, the realm of fine arts, theater/film, and in oral, written and/or visual media?

4. What responsibility does an individual have after reading a work of literature? 5. How do we gauge the optimism or pessimism of a particular time period or group of writers


1. read a poem and interpret the imagery, symbols, and themes (individualism, transcendentalism).

2. read an essay from the 19th century and relate the themes of transcending the commonplace in life to contemporary transcendental themes.

3. analyze literary elements: essay style, rhyme, blank verse

4. evaluate the writer’s statement of philosophy.

5. collaborate to produce a strong debate stance, and learn the debate process.

6. create a unique transcendentalism notebook/journal, finding examples of the principles of transcendentalism in today’s world.

7. critically evaluate whether the principles of transcendentalism in today’s world.

8. write literary analysis.

1. Selected poems by Walt Whitman 2. Selected poems by Emily Dickinson 3. “Self Reliance” by Ralph Waldo Emerson 4. From Walden by Henry David Thoreau 5. The Absolutely True Diary of a Part Time Indian. Sherman Alexie 6. “Everyday Use.” Alice Walker 7. “Lucinda Matlock” Edgar Lee Masters 8. “Fiddler Jones.” Edgar Lee Masters 9. “A Rose for Emily.” William Faulkner 10. “The Life You Save May Be Your Own.” Flannery 11. “The Road Not Taken.” Robert Frost 12. “Acquainted with the Night.” Robert Frost



3 Concept assessment before and after





8. Jigsaw:

December 2

33

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. write a free verse poem that expresses their sense of self: their values, hopes and dreams, etc.

2. write a dialogue in which the speaker of two different works exchange views about expressing individuality

3. find examples of lyrics that reflect different ideas about individuality/conformity and copy lyrics and illustrate each song.

4. design a collage that reflects your sense of self.

5. Walden notebook of quotes and contemporary examples of Thoreau’s ideas as reflected in today’s society.

6. Original magazine article about ways to raise independent children. Should be based on research.

1. Quizzes

2. Essays

3. Tests

4. Homework

5. Poem

6. Walden Notebook

7. Compilation of lyrics/ illustrations

34

Unit 5: COMMUNICATION/EXPRESSION: Real Voices and Perspectives


Pacing Guide

Marking Period

1. How does language create and shape our perceptions and our experiences? 2. How does the author elicit certain responses from the reader? 3. Can individual or societies have different opinions and still be right? 4. How may an author establish a single or multiple point(s) of view in a literary work? 5. In what ways can journals, diaries, and letters provide authentic literary context and a richness of experience typically found in works of fiction? 6. In what ways are all narratives influenced by bias and perspective?


1. analyze the structure of arguments

2. understand and appreciate literary letters and journals.

3. analyze authors’ word choice, tone, structure, and style to trace viewpoint.

4. understand, and then compare and contrast points of view as representative of the authors’ life experiences and environments.

5. read and analyze narratives from varied eras and perspectives.

6. work collaboratively to debate from distinct perspectives, and to persuade.

7. know what an editorial is, and will write an editorial from a distinct point of view.

8. write diary/journal entries from a specific time and place, and an applicable and specific point of view.

1.Selected essays expressing contrasting viewpoints, such as Malcolm X: Necessary to Protect Ourselves and MLK: Stride Toward Freedom 3. Selected editorials 4. Selected persuasive speeches 5. Essays from periodicals (writers such as Anna Quindlen) 6. Gulf War Journal from A Woman at War 7. Letter to John Adams from Abigail Adams 8. Poor Richard’s Almanack. B. Franklin 9. Civil Disobedience. Thoreau 10 from Nature. Emerson 11. For the Love of Books. Rita Dove

Books.” Rita Dove









January 2

35

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Write a letter to one of the authors from the unit expressing your feelings about their experiences and/or views.

2. Write a college essay about an experience that helped to make you the person you are today.

3. Write an epitaph for one of the writers in this unit that expresses his or her achievements and philosophy of life.

4. What message would one of the authors give to aspiring young writers? Develop and deliver the speech that he or she would give.

5. Readers’ Club: In a group, choose another work by one of the authors in this unit. After reading the work, discuss it, taking into account what you know about the author.

6. Work in a group to develop one issue from several perspectives. Then write and illustrate the varied perspectives, using distinct voice for each and an illustrative style to match that voice/perspective.

1. Quizzes

2. Essays

3. Tests

4. Homework


6. Speech

7. Journal of ideas discussed in Readers’ Club

36

Unit 6: INQUIRY: Academic Curiosity and Individual Exploration


Pacing Guide

Marking Period

1. What is the purpose of inquiry and research?

2. How can research be made authentic for the researcher, as well as for the audience targeted to benefit from that research?

3. Are there limitations to the exercise of academic inquiry, and if so, are these limitations useful or detrimental to the individual and society?

4. What benefits have you gained from your research?

5. How have the initial goals changed as a result of your specific inquiry process?

6. In what ways does the actual research shape the path of discovery for the researcher?


1. know the other members of the class as individuals.

2. treat each other well, listen to each other, and avoid put-downs.

3. understand and practice key social skills when interacting with others, such as asking good questions and follow-up questions, getting everyone involved, grounding arguments in the book, using notes more effectively to feed discussion

4. understand and practice specific reading and thinking skills when reading text.

5. closely examine the craft of authorship.

6. research literary criticism and write cogently about the work of criticism.

7. evaluate the process and outcomes of inquiry in both discussion and writing.

1. Student- selected titles for literature circle activities

2. Internet resources

3. Teacher selected film/book reviews

4. Mini-Lessons for Literature Circles. Harvey Daniels & Nancy Steineke

5. Literature Circles: Voice and Choice in Book Clubs and Reading Groups: Harvey Daniels




4. Report out findings at midway point.

5. Brief in-class journal response relating to the unit ideas

6. Blogs, wikis, threaded discussions

7. Teacher check in on literature circles’ progress

7. Teacher / team leaders monitor research project.

Year 1, 2, 3 and 4

37

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Use class icebreakers to expand working relationships beyond immediate friends. Ex. “Find Someone Who…”

2. Internet research to analyze a topic of interest or a cause to argue.

3. Collaborative discussion groups to explore the varied arguments, stances, and points of view found in research.

4. Persuasive writing on both point and counterpoint.

5. Collaboratively create and perform a skit that reveals point and counterpoint.

6. Use journals to record observations, set personal goals, and reflect on day’s discussions, etc.

7. Varied activities to encourage and develop students’ repertoire of reading strategies.

8. Steps toward/writing of a research project, using resources from books, periodicals, internet, interviews, etc.

1. Literature Circles

2. Reading Journals

3. Independent research project using technology

38

Unit 7: SOCIAL UNIVERSAL/SOCIAL CONTINUUM: The American Dream


Pacing Guide

Marking Period

1. What is the American Dream and to what extent is it achievable for all Americans?

2. In what ways does the American Dream mean different things for different Americans?

3. How has the American Dream changed over time?

4. What is the perspective of a given nature, culture, or region in regard to the American Dream and what factors create those perceptions?

5. In what ways can the ideal of a free and upwardly moving society also tempt the individual/group to move away from the ideal to negative, self-absorbed, or excessive consequences?


1. connect an American drama/novel/poem/nonfiction piece to historical contexts and to current events.

2. evaluate character in the American Dream.

3. explain how an author uses characterization to advance a literary work’s literary themes.

4. analyze in discussion and in writing the variety of experience and expression inherent in the American Dream.

5. interpret the socio-economic and artistic influences underlying the themes of the Harlem Renaissance.

6. discern common threads of experience between the literary exploration of the American Dream and the student’s personal, family, or community experiences.

1. The Great Gatsby. F. Scott Fitzgerald

2. Of Mice and Men. John Steinbeck

3. Raisin in the Sun. Lorraine Hansberry

4. Death of a Salesman. Arthur Miller

5. “Winter Dreams.” F. Scott Fitzgerald

6. “When the Negro Was in Vogue.” Langston Hughes

7. “How it Feels to be Colored Me.” Zora Neale Hurston

8. “Sympathy,” “We Wear the Mask,” Paul Laurence Dunbar



3. K-W-L

4. Reflective-writing to assess understanding of American Dream




February-March

2, 3

39

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Write an original poem, song, or other work depicting a theme from the American Dream.

2. Conduct interview of family member, friend, neighbor, teacher, etc. to determine goals, dreams, and life objectives.

3. Create a characterization chart to depict the traits (surface and inner) of varied “American Dream characters.”

4. Bruce Springsteen/selected artist songs presentation to trace American Dream.

5. Write a paper in which you react to an “American Dream” character’s decisions, and offer suggestions for coping with the ups and downs of life.

6. Illustrate symbols from one work of literature in a collage, either in paper format or in interactive Animoto format.

7. Find evidence in newspapers, magazines, multi-media of the newest version of the American Dream. Dream.

1. Quizzes

2. Interview

3. Essays

4. Tests

5. Homework


7. Collage/illustrated or Animoto.

8. Creative Works.

40

Unit 8: ETHICAL RESPONSIBILITY: The Individual vs. Society


Pacing Guide

Marking Period

1. What common experiences do all individuals share?

2. What ethical responsibilities may be fostered in an individual via the reading of a work of literature?

3. What universal themes of literature are of interest or concern to all cultures/areas of society?

4. If an individual becomes the victim of prejudice or censure, how may that person’s experiences transform him or her from victim to survivor?

5. What are the enduring questions and conflicts that writers grappled with hundreds of years ago and are still relevant today?


1. articulate in speech and in writing the shared experiences of those who are victims of injustice, shame, or prejudice.

2. understand / appreciate the tension between individual growth and societal norms.

3. discern the necessary tension between the public good and individual rights and self-expression.

4. appreciate a short story, and be able to identify a short story.

5. analyze a structure a short story. 6. write about satiric tone, social

statement, and irony in a poem. 7. use context clues to determine the

most suitable meaning of a word. 8. understand, discuss, and write about

local color/regionalism. 9. write an essay evaluating the roles

of victim and hero in a play or a novel.

10. read a literary work and view the film version/excerpt in order to write a critical analysis discerning which best conveys the author’s intention.

11. express the themes of a literary work in a creative format.

1. The Crucible. Arthur Miller 2. To Kill a Mockingbird. Harper Lee 3. A Raisin in the Sun. Lorraine Hansberry 4. The Scarlet Letter. Nathaniel Hawthorne 5. “Average Waves in Unprotected Waters.” Anne Tyler 6. “Everyday Use” Alice Walker 7. “The Occurrence at Owl Creek Bridge.” A. Bierce 8. “The Turtle.” John Steinbeck 9. “The Unknown Citizen.” Poem W.H. Auden 10. Catcher in the Rye. J.D. Salinger 11. “The Far and the Near,” Thomas Wolfe 12. “A Worn Path,” E. Welty 13. “Anxiety,” G. Paley

1. Think, Pair, Share 2. Reflective Questions with wait time 3. Concept assessment before and after 4. Timed, brainstorming/ reflexive writing to generate class discussion 5. Brief in class written response relating to the unit ideas 6. Homework as a monitor of learning 7. Round-Robin Presentation of Topic/ with Commentary 8. Jigsaw: Cooperative Learning Activity

April-May 3-4

41

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Think of a 20th century person who suffered or died for his or her beliefs, and compare this person to John Proctor.

2. With a group of classmates, stage a Readers Theater performance of a favorite passage from The Crucible or Raisin in the Sun. Use the stage directions to help you determine how the characters act and speak.

3. Design a newspaper about the fictional events of one of the works studied, as well as the historical events that serve as the backdrop. Include such things as editorials, letters to the editor, front-page news events, advertisements, obituaries, help wanted ads, etc.

4. Write a reflective essay about an experience you have had that in some way resembles a character’s conflict with society.

5. Write an original chapter or scene for one of the works studied.

6. Create a musical score for one of the works studied.

1. Quizzes

2. Essays

3. Tests

4. Homework

5. Readers Theater

6. Newspaper

7. Musical Score

8. Creative Writing Project

42

Unit 9: WORLD VIEW: The Immigrant in America/ Cultural Clash


Pacing Guide

Marking Period

1. Why should one study different cultures through literature?

2. How do customs and traditions vary with culture?

3. What responsibility does an individual have after reading a work of literature?

4. What universal themes in literature are of interest or concern to all cultures and societies?

5. Why would one person or one population seek to oppress another?

6. Why should one study different cultures through the literary experience?


1. to increase knowledge of other cultures and to connect common elements across cultures

2. analyze literary elements such as voice, perspective, and audience in a literary work.

3. discern, discuss, and write about regionalism in a novel, short story, or poem.

4. read a poem and discern the attitude of a speaker toward his/her subject.

5. infer bi-cultural conflicts facing immigrants depicted in a non-fiction piece/memoir.

6. compare and contrast in writing the expectations of one generation of immigrants to the succeeding generation.

7. identify family expectations/ conflicts seen in a literary work with student’s experiences, emotions, and actions.

1. The Bean Trees. Barbara Kingsolver 2. “In the American Society” Gish Jen 3. from An American Farmer. M.J. de Crevecoeur 4. from Roots. Arthur Haley 5. “I, Too” Langston Hughes 6. “To Walt Whitman” Angela de Hoyos 7. “The First Seven Years.” Bernard Malamud 8. “The Names” N. Scott Momaday 9. “Mint Snowball.” Naomi Shihab Nye 10. From The Woman Warrior. Maxine Hong Kingston 11. “Freeway 280” Lorna Dee Cervantes 12. “Who Burns for the Perfection of Paper.” Martin Espada




4. Role-Playing



7. Reading Check

8. Value Clarification Exercise

May-June 4

43

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

1. Choose one of the poems in this unit and turn it into a letter the speaker might write to a friend.

2. Write a newspaper editorial inspired by the details in one of the literary works.

3. Locate and gather other examples of poetry by a specific minority. Create an illustrated anthology.

4. Learn about a present day culture in which some aspect of this culture clashes with American society. Write a short play or short story about this conflict.

5. Using suggestions from 101 Tools for Tolerance: (http://www.tolerance.org/ ) and plan a campaign that would encourage students from Shore to be more tolerant.

1. Quizzes

2. Essays

3. Tests

4. Homework


6. Jigsaw Cooperative Learning

7. Short Play or Short Story

8. Tolerance Campaign Plan

44

Addendum: Unit 1 - Self Realization/Transformation: Voices for Freedom

Additional Unit Resources: 7. The Adventures of Huckleberry Finn. Mark Twain 8. “Letter from Birmingham City Jail,” Martin Luther King 9. “My Sojourn in the Lands of My Ancestors,” Maya Angelou 10. “Declaration of the Rights of Woman,”Olympe de Gouges 11. “Necessary to Protect Ourselves,” Malcolm X 12. “Stride Toward Freedom,” Martin Luther King 13. “I am Joaquin.” Adolfo Gonzales

45

Addendum: Unit 2 – Self Realization/Transformation: War Additional Unit Resources: 1. “Excerpt from Night,” Elie Wiesel 2. “Camouflaging the Chimera,” Yusef Komunyakaa 3. “Beat, Beat, Drums,” “A March in the ranks Hard-Prest, and the road Unknown,” and “Reconciliation.” Walt Whitman 4. “Why Soldiers Won’t Talk,” John Steinbeck 5. “Gulf War Journal,” from A Woman at War. Molly Moore 6. “In Response to Executive Order 9066,” Dwight Okita 7. “Letter from Paradise,” Joan Didion 8. “An Episode of War.” Stephen Crane 9. “Losses,” Randall Jarrell 10. “Armistice,” Bernard Malamud 11. “Survival in Auschwitz” 1. Excerpt from Night. Elie Wiesel 12. “Deciding.” Wendy Wilder Larsen and Tran Thi Nga 13. “At the Justice Department,” November 15, 1969, Denise Levertov

46

Addendum: Unit 3 – Social and Cultural Revolution Additional Unit Questions: 6. How does the theme of immigration/migration and change of locale shape the views, the literature, and the overall creative and communicative expression of a particular culture, especially as new terrain is established? 7. If a cultural renaissance occurs for a group of people, what forces will encourage or discourage the maintaining of that cultural renaissance over time? 8. In what ways are minorities especially rich in opportunities for cultural/artistic expression? Additional Unit Resources: 11. “Ironing Their Clothes,” Julia Alvarez 12. Selected Poems by Harlem Renaissance Writers 13. The Bean Trees, Barbara Kingsolver 14. “The Yellow Wallpaper,” Charlotte Perkins Gilman 15. “Seventeen Syllables,” Hisaye Yamamoto 16. “I Stand Here Ironing” TillieOlsen 17. “Letter from Birmingham Jail,”Martin Luther King 18. “Revolutionary Dreams,” Nikki Giovanni 19. “Wandering,” Lanford Wilson

47

Addendum: Unit 4 – Communication and Expression: Individualism/Celebration of Self Additional Unit Questions: 6. How may the “language of the individual” create and shape society’s perceptions and experiences? 7. How has society contributed to our sense of self? Additional Unit Resources: 13. “Mending Wall,” Robert Frost 14. “The Death of the Hired Man,” R. Frost 15. “Mirror,” Sylvia Plath 16. “Self in 1958,” Anne Sexton 17. “The Brown Chest,” John Updike 18. “from Pilgrim at Tinker Creek,” Anne Dillard 19. “A Psalm of Life,” Henry Wadsworth Longfellow 20. “Tia Chuchca,” Luis J. Rodriquez 21. “Gary Keillor,” Garrison Keillor

48

Addendum: Unit 5 – Communication and Expression: Real Voices and Perspectives Additional Unit Questions: 7. What are some of the most effective ways for an author to offer/establish contrasting or multiple viewpoints in a literary work or speech? 8. What is the author/speaker’s ethical responsibility to the reader, and how may this be made both relevant to the audience without compromising the authenticity of the author’s voice and experience? Additional Unit Resources: 12. from The Interesting Narrative of the Life of Olaudah Equiano 13. “To My Dear and Loving Husband ,” and “Upon the Burning of My House,” Anne Bradstreet 14. from The Autobiography, B. Franklin 15. Civil War Diaries, Journals, and Letters 16. From Life on the Mississippi, M. Twain 17. “Cats,” Anna Quindlen 18. “Race at Morning” and “Nobel Prize Acceptance Speech,” W. Faulkner 19. from Dust Tracks on the Road, Zora Neale Hurston 20. “The Names,” N.S. Momaday 21. from The Woman Warrior, M.H. Kingston 22. “Straw into Gold,” Sandra Cisneros 23. “My Sojourn in the Lands of My Ancestors, M. Angelou 24. “Blue Highways,” William Least Heat-Moon 25. “When the Negro was in Vogue,” Langston Hughes 26. “How it Feels to be Colored Me, Zora Neale Hurston 27. “Zora Neale Hurston: A Cautionary Tale and a Partisan View,” Alice Walker 28. “Thoughts on the African-American Novel,” Toni Morrison 29. From The Diaries, Franz Kafka 30. “I Will Fight No More Forever,” Chief Joseph 31. Point/Counterpoint: The Japanese-American Internment

49

Addendum: Unit 7 – Social Universal/Social Continuum: The American Dream Additional Unit Resources: 9. “Chicago,” Carl Sandburg 10. “Lucinda Matlock,” Edgar Arlington Robinson 11. “Richard Cory” and “Miniver Cheevy,” Edwin Arlington Robinson 12. “My Dungeon Shook: Letter to My Nephew on the One Hundredth Anniversary of the Emancipation, James Baldwin 13. “Life for My Child is Simple,” Gwendolyn Brooks 14. “Primer for Blacks,” Gwendolyn Brooks 15. Selected Beat Poetry: the American Dream and the Alienation Effect

50

Addendum: Unit 8 – Ethical Responsibility: The Individual vs. Society Additional Unit Questions: 7. Are the strong and/or noble among society always able to help those being unfairly judged and treated, and, if not, who can help these individuals/groups? 8. What archetypes occur in the world’s cultures throughout history? 9. How are heroes similar or different across cultures? Additional Unit Resources: “April Showers,” Edith Wharton “A Good Man is Hard to Find,” Flannery O’Connor

51

Addendum: Unit 9 - World View: The Immigrant in America - Cultural Clash Additional Unit Questions: 7. How may literacy/cultural literacy be defined and positively impact the tensions and clashes that tend to exist when groups of people have different values/customs? Additional Unit Resources: 13. Selected Harlem Renaissance poets 14. “Hunger in New York City,” Simon Ortiz 15. “Most Satisfied by Snow,” Diana Chang 16. “What For,” Garrett Hongo 17. “For My Children,” Colleen McElroy 18. “In the American Society,” Gish Jen 19. “Defining the Grateful Gesture,” Yvonne Sapia 20. “Refugee Ship, Lorna Dee Cervantes 21. “Mexicans Begin Jogging, Gary Soto 22. Legal Alien,” Pat Mora 23. “Mother Tongue,” Amy Tan 24. “I Yearn,” Ricardo Sanchez

Documents

Content Area: English Course: English II · 7 Learning Resources (Textbooks, technology resources, media, primary documents, etc.).1. Prentice Hall Literature: Timeless Voices, Timeless