English 10 Honors World Literatureburlington-nj.net/pdf/Curriculum/Grades 7 through 12... · 2018. 9. 5. · Unit 3 – Middle Eastern Literature – A study of various works and

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

English 10 Honors

World Literature

Revision Date: July 20, 2018

Submitted by: Dennis Hardies

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Table of Contents:

Course Overview Pg. 3

Pacing Chart Pg. 4

Unit #1 South/Central American Literature Overview At-a-Glance Pg. 5

Unit #1 South/Central American Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 8

Unit #2 Asian/Far Eastern Literature Overview At-a-Glance Pg. 12

Unit #2 Asian/Far Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 15

Unit #3 Middle Eastern Literature Overview At-a-Glance Pg. 20

Unit #3 Middle Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 23

Unit #4 European/Holocaust Literature Overview At-a-Glance Pg. 28

Unit #4 European/Holocaust Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 31

Unit #5 Shakespearean Drama Overview At-a-Glance Pg. 36

Unit #5 Shakespearean Drama Targeted Instructional Planning to Address Central Unit Standards Pg. 39

Unit #6 The Research Paper Overview At-a-Glance Pg. 40

Unit #6 The Research Paper Targeted Instructional Planning to Address Central Unit Standards Pg. 43

Unit #7 The Novel Overview At-a-Glance Pg. 48

Unit #7 The Novel Targeted Instructional Planning to Address Central Unit Standards Pg. 51

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Course Overview

In this course, students will develop an understanding of the geographical, geopolitical, social and historical influences on all forms of

literature (including, but not limited to, fictional elements of short stories, novels, poetry and dramas, non-fictional elements of essays,

biographies and autobiographies, and speeches, as well as research topics and writings). Students will focus on works from around the

globe, from current and historical societies and cultures to gain a clearer perspective on the similarities and differences of literature

from different regions of the world. The main vehicle to drive this study is the epic hero archetype, since all cultures possess a

fascination with the heroic character and include that figure in all forms of literature. If the teacher desires, the uniting thread

throughout the units of study is the action/adventure movie, Raiders of the Lost Ark, since the epic hero character of Indiana Jones

travels across the globe in search of the ancient treasure of the Lost Ark of the Covenant.

The selections from each region of the world are designed to provide a reflection of the cultural beliefs, mores and values of that

particular region and help our students to understand how we all fit into the ever-shrinking, interconnected, global society.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,

reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully

prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure

that students will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Textbooks Title: Prentice Hall Literature: Common Core Edition –

World Literature

Publisher: Pearson Education, Inc. Copyright: 2012

Textbooks Title: College and Career Readiness: Writing - Level 10

Publisher: Prestwick House Copyright: 2013

Supplemental Materials (including various level of texts at each grade level)

Books: The Norton Sampler, Seventh Edition: Short Essays for Composition, Macbeth, Night, Anthem,

Movies: Raiders of the Lost Ark; Troy; Gladiator; Escape from Sobibor; Macbeth, The Island, Demolition Man, The Matrix

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Pacing Chart Unit # & Title Pacing

(must equal 165 days for

full-year or 83 days for

half-year course)

Unit 1 – South/Central American Literature – A study of various works and their themes from

writers and poets of both Spanish and Portuguese countries, including Mexico, Brazil, Chile,

Argentina and Peru.

25 Days

Unit 2 – Asian Literature – A study of various works and their themes from writers and poets of

Japanese, Chinese and Indian descent.

25 Days

Unit 3 – Middle Eastern Literature – A study of various works and their themes from writers and

poets of Babylonian, Persian, and Arabic descent.

25 Days

Unit 4 – European Literature/Holocaust Unit – A study of the literature and themes of the

Holocaust with the primary focus being the novella, Night, by Elie Wiesel.

25 Days

Unit 5 – Shakespearean Drama – Macbeth – A study of the Scottish tragedy, including the

historical background of both the play and its characters, as well as the transition of power from

Queen Elizabeth I to King James I as Shakespeare is preparing the play.

25 Days

Unit 6 – The Research Paper – A focus on the techniques needed for researching, formatting and

producing a formal research paper based on a topic stemming from the course of study in Biology

and Chemistry over the course of this school year.

25 Days

Unit 7 – The Novel – A study of all of the major elements mastered during the short story study of

previous units examined in greater scope and depth as the novel allows. A more in-depth look at

themes, characters, plot devices and advancement, and various uses of figurative language as

appropriate to the novel of choice.

15 Days

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Unit 1 Overview At-a-Glance Unit #1 – South American Literature

Unit Description:

In this unit, students will engage in a comparative approach to Central and South American Literature with emphasis on Mexican, Colombian and

Chilean writers as demonstrated through a variety of literary and nonfiction works. This unit contains a heavy emphasis on poetry and short stories.

Students will begin to develop an understanding of the themes presented in the poetry and prose of the region to analyze the similarities to previously

studied works from the United States, as well as other parts of the world, both current and historical, to begin to see the connection of all regions of

the world. Selections are chosen from both Spanish and Portuguese authors and are demonstrated in the native language, along with the English

translation to demonstrate the multicultural approach of this year in English Language Arts.

Essential Skills:

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Assess how point of view or purpose shapes the content and style of a text.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors

take.

Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression.

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Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:

NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;

NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9; NJSLSA.W2

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-

10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;

L.9-10.1A, B; L.9-10.2A, B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-

10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;

W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10

Unit Details

Modifications for Special Education Students,

English Language Learners, Students at Risk of

Failure, and Gifted Students- Modify instructional

approach and/or assignments and evaluations as

needed based for students with IEPs, 504s, ELLs and

gifted and talented students including but not limited

to:

Extended time

Enrichment activities / Independent Study

Alternate reading and writing assignments as

per reading level (grade level appropriate)

Preferential seating

Additional graphic organizers and outlines for

crafting writing assignments

Audio versions of texts

Native Language Prompts

Increased integration of higher order thinking

processes, creative and critical thinking

activities, problem-solving, and open-ended

tasks

Self-regulated group interaction

Advanced pacing levels

Greater opportunities for freedom of choice

and independent study that encourage

independent and intrinsic learning

Integration of 21st century skills through NJSLS 9 and Career Education:

Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and

global awareness.

Learning incorporates skills focusing on financial, economic, business, and

entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better understand the

rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part of

the students. They are required to create projects and products as examples of

mastery in each unit.

Communication and collaboration is crucial for student success as learners.

Students must be able to communicate deep understanding through open ended

responses (both orally and in writing).

Students must be information literate, i.e. they must be able to find and use

information effectively, to succeed in class as learning activities require

independent research of relevant information outside of the provided textbook

and/or resources.

Learning and assessment activities support the push to make students media literate,

as they are often required to analyze, evaluate, and create messages in a wide

variety of media modes, genres, and formats.

To succeed, students must be able to use technology as a tool to research, organize,

evaluate, and communicate information.

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Assessments- including benchmarks, formative,

summative, and alternative assessments

Initial Unit Benchmark Assessment

End of Unit Benchmark Assessment

Comparison Essays w/ Textual Evidence

DBQ styled essay responses

Narrative Essays

Research Project Presentations

Passport Project

Creative Interpretations of Unit Material

Entrance/Exit Tickets

Venn Diagram

Graphic Organizers

Suggested Interdisciplinary Activities for this Unit

Career Education: Research the job market for career opportunities where being a

bilingual or multilingual speaker is a bonus or a must.

Health/PE: Identify games and sports that are popular in South American culture.

Math: The Mayan Calendar – Compare and Contrast the Mayan and Modern Calendar

using a Venn Diagram.

Social Studies: Dictators – Chart the history of military and dictatorial rule in Latin

America; Modern political events relevant to South/Central American countries. Select a

specific dictator and create a presentation on the impact the ruler had on the country.

Science: Research technological advancements from the Aztec, Mayan, and Incan empires.

Create a brochure highlighting the advancements and how they impacted society.

Technical Subjects: Using computers, research information on assigned South/Central

American country for inclusion in both a portfolio and a slideshow oral presentation.

World Languages: Cultural Studies-Read and discuss Don Quixote, “The Garden of

Forking Paths”, and “Ode to My Suit”. Select on and write a new portion giving it a

modern point of view.

Arts: Complete a close read on a piece of informational text and create masks for Dios de la

Muerte (Day of the Dead). Present the masks to the class and explain what information was

drawn upon to design the mask.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should

include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor

for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for

all students.

Leveled Supplemental Materials and Media/School Library Resources

South American poetry selections presented in both Spanish and Portuguese, as

well as English

Non-fiction history of Incan Empire

Current events selections from the internet/news sources in relation to the region

Scaffolded informational text

Graphic novels

Scholastic Leveled Readings

Integration of the Technology Standard

8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

Passport project for Unit 1 – Research information on

assigned South/Central American country for inclusion

in both a portfolio and a slideshow oral presentation.

Utilize internet for research and analysis throughout the

unit.

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Facts on File

Leveled digital informational text: Newsela, TweenTribune

Raiders of the Lost Ark – with discussion of Peruvian and Incan locations for 1st

section of the movie

Utilize art/drawing software for creation of images used

in conjunction with the various stories covered in the

unit.

Utilize Prezi/PowerPoint/Google Docs software for

presentations of Research as required

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.R1.

Read closely to determine what the

text says explicitly and to make

logical inferences and relevant

connections from it; cite specific

textual evidence when writing or

speaking to support conclusions

drawn from the text.

Read and model techniques to

analyze a variety of fictional

texts such as The Most

Dangerous Game

Model methods needed to

discover the style, tone and

theme of the piece of literature

Use close reading techniques to

model appropriate use and logic

behind

Pose high level questions that

will help students analyze the

text

Utilizing graphic organizers

Identifying strong textual

evidence

Answer annotated close read

questions

Utilizing literature books, novels,

and literary passages to complete

graphic organizer(s)

Complete reader’s journal

Pair and Share discussions with

guided notes

Complete open-ended question(s)

which require citation of

evidence from various types of

text

NJ Holistic scoring rubric(s)

Adapted PARCC/NJSLS based

rubrics

Student generated writing

portfolio(s)

Self-assessment rubric(s)

Comparative Essays

Exit Tickets

NJSLSA.R2. Determine central

ideas or themes of a text and

analyze their development;

summarize the key supporting

details and ideas.

Read and analyze a variety of

fiction texts, including The Most

Dangerous Game and The

Censors

Annotate various types from or

about South American literature

text


questions

Student and teacher generated

rubrics


rubrics

Questioning

Oral Discussions

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Model questioning method for

determining the theme vs

summary

Discuss and show examples of

the difference between stated vs

implied theme

Open-ended question(s) which

ask students to identify and

explain the theme /central idea of

the selection

Model the difference between

summarizing and paraphrasing

Discuss plagiarism and how it is

avoided

Write a short response to The

Most Dangerous Game and The

Censors and other literature

explaining the theme with textual

evidence

Participate in class discussion(s)

using evidence from the text


identifying and explaining the

theme/central idea of the

selection

Exit/Admit Slips

Learning/Response Logs

Peer/Self Assessments

Visual Representations

Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R3. Analyze how and

why individuals, events, and ideas

develop and interact over the

course of a text.

Use various nonfiction texts to

model how to:

○ complete plot diagram

○ find and record the four

main types of conflict

○ internal vs external conflict

○ Model finding the key

elements of the plot using

a familiar story

○ Complete a character

analysis

○ Analyze a character’s

motivation

○ Teach symbolism provide

common examples in

literature

Identify and interpret examples

of symbolism and figurative

language in South American

literature

Identify and record specific

examples of figurative language


Complete a Literary Analysis

essay using one of the skills

practiced in this unit


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R4. Interpret words and

phrases as they are used in a text,

including determining technical,

connotative, and figurative

meanings, and analyze how

Demonstrate through various

texts the following: Connotation/

Denotation, Figurative/Literal

Meanings

Listen to popular songs to

demonstrate different types

figurative language and create a

chart of each type found


rubrics


rubrics

10

specific word choices shape

meaning or tone.

Play popular songs to

demonstrate different types of

Figurative Language as well as

style in comparison to the poem:

The Guitar

Provide examples of symbolism

and figurative language

Analyze and annotate fiction text

to find figurative language and

vocabulary in context

Write a short story using

figurative language and

symbolism

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R5. Analyze the

structure of texts, including how

specific sentences, paragraphs, and

larger portions of the text (e.g., a

section, chapter, scene, or stanza)

relate to each other and the whole.

Model reading and analyzing a

variety of fictional texts

Use examples from previous

texts and current texts to show

relationships

Discuss South American works

of fiction and how specific

examples relate to the characters,

settings, and plot of the piece

Analyze structural features of

poetry to discuss rhyme, rhythm,

and meter

Write a review of a piece of

South American literature which

explains how the setting impacts

the conflict of the piece

Respond to various types of

questions based on reading in

class

Participate in class discussion

based on fiction and nonfiction


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R6. Assess how point of

view or purpose shapes the content

and style of a text.

Show videos related to literary

pieces to give students a

foundation needed to relate to

and understand a cultural

reference, such as trailers to

show how to introduce a short

story

Discuss points of view in

different versions of a poem or

story

Rewrite a piece of text (Reader’s

Notebook) in a different

perspective/POV

Annotate the words in a text

which indicate the author’s point

of view

Sort sentences into categories

according to point of view


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




11

Discuss the difference in

perspective of similar

characterizations in different

poems: The Guitar and The Bean

Eaters


questions

Create a Venn diagram

comparing characterizations in

two poems

Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R7. Integrate and

evaluate content presented in

diverse media and formats,

including visually and

quantitatively, as well as in words.

Create opportunities for students

to compare a text in different

formats such as video or audio

recordings of the text

Model and discuss with students

how to find textual evidence to

chart and apply between various

mediums

Answer close read text evidence

Participation in class

discussion(s) using evidence

from the text

Compose a comparison essay

between video and text formats

of the same story


rubrics


rubrics

Questioning

Exit/Admit Slips


Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R8. Delineate and

evaluate the argument and specific

claims in a text, including the

validity of the reasoning as well as

the relevance and sufficiency of the

evidence.

Review strategies for

determining an author's claim

Teach how an author's claim is

determined to be valid using

logic and reasoning to support

ideas

Review argumentative and

explanatory essay formats

Teach basic rhetorical terms as

applied to informational text,

including logos, pathos and ethos

as the beginning of rhetorical

argument

Collaborative note-taking and

think/pair/share evaluation

Informative /explanatory essay

writing and editorial writing

drawing on textual support

Participate in Socratic seminars,

debates and/or writing arguments

Create oral presentation of text

analysis and interpretation

Complete literature analysis and

review utilizing textual evidence


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R9. Analyze and reflect

on how two or more texts address

similar themes or topics to build


variety of literature and

informational texts to address

Write an open-ended response

which analyzes how 2 different Student and teacher generated

rubrics

12

knowledge or to compare the

approaches the authors take.

how multiple texts can have

similar themes, topics, or point of

views

Present multiple texts from the

same authors to discover

similarities between text

presented in two formats

Read and compare / contrast two

texts about the same subject from

different genres

texts develop the theme, citing

specific evidence from each text

Annotate text to determine

similarities to companion text

Literature analysis and review

utilizing textual evidence

Create a Venn Diagram

comparing two texts about the

same subject in different genres


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.W2. Write

informative/explanatory texts to

examine and convey complex ideas

and information clearly and

accurately through the effective

selection organization and analysis

of content.

Read samples as exemplars

models for writing

Provide students with writing

prompts that require analysis of

unit content

Teach proper structure for essay

writing







text

Daily journal entries


rubrics

Adapted PARCC/NJSLS-based

rubrics

Anecdotal evaluation of online

technological communication

Completed Topic explanation

Graphic Organizer/Outline

Journal entries

Open-ended questions

Essay

Unit 2 Overview At-a-Glance Unit #2 – Asian Literature

Unit Description:

In this unit, students will engage in a comparative approach to Far Eastern Literature with emphasis on the influence of Chinese, Japanese and Indian

cultures as writers, historians, and philosophers, as demonstrated through a variety of literary and nonfiction works. This unit contains a heavy

emphasis on poetry.

Essential Skills:





13

c claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take.



Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content.


sequences.





listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown

term important to comprehension or expression.

Assess the impact of culture on poetry.

Examine the historical and cultural developments in Asia.





NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9, NJSLSA.W2



RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-

10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;


10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;

W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10, 6.2.8.A.4.b

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Extended time


Alternate reading and writing assignments as per reading

level (grade level appropriate)


Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.

Learning incorporates skills focusing on financial, economic, business,

and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better

understand the rights and obligations of citizenship.

14


Additional graphic organizers and outlines for crafting

writing assignments



Increased integration of higher order thinking processes,

creative and critical thinking activities, problem-solving,

and open-ended tasks



Greater opportunities for freedom of choice and

independent study that encourage independent and

intrinsic learning

Lessons, activities, and assessments require creativity and innovation

on the part of the students. They are required to create projects and

products as examples of mastery in each unit.

Communication and collaboration is crucial for student success as

learners. Students must be able to communicate deep understanding

through open ended responses (both orally and in writing).

Students must be information literate, i.e. they must be able to find and

use information effectively, to succeed in class as learning activities

require independent research of relevant information outside of the

provided textbook and/or resources.

Learning and assessment activities support the push to make students

media literate, as they are often required to analyze, evaluate, and create

messages in a wide variety of media modes, genres, and formats.

To succeed, students must be able to use technology as a tool to

research, organize, evaluate, and communicate information.

Assessments- including benchmarks, formative, summative,

and alternative assessments




Narrative Essays



Passport Project



Venn Diagram

Graphic Organizers


Career Education: Research technological careers stemming from VR and

Robotics advances particularly in Japan and China create a video to promote the

advances.

Heath/PE: Identify games and sports that are popular in Japanese and Chinese

culture. Write a one-page paper explaining the game and how it is played.

Math: Number Patterns: Haiku and Tanka & Abacus. Compare mathematical

fractions to meter and rhythm.

Social Studies: Feudal System – Research the rise and fall of the feudal system

in Japan. Create an illustrated timeline on the events.

Science: Discuss the nature imagery that appears in various poems read in

class. Write a poem using nature as an inspiration.

Technical Subjects: Using computers, research information on assigned

Southeast Asian country for inclusion in both a portfolio and a slideshow oral

presentation.

15

Arts: Study/practice the calligraphy of the Japanese and Chinese

alphabets/languages.

Unit Resources




all students.

Leveled Supplemental Materials and Media/School Library

Resources

Current events selections from the internet/news sources in

relation to the region


Graphic novels


Facts on File


The Last Samurai video – Demonstrating the Samurai ideals of

honor and loyalty and its tie-in to the epic hero archetype for the

year.

Video of Indian marketplace as pairing for text selection

Raiders of the Lost Ark video – with discussion of Tibetan

culture for 2nd section of the movie


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

Passport project for Unit 2 – Research information on assigned

Southeast Asian country for inclusion in both a portfolio and a

slideshow oral presentation.

Utilize internet for research and analysis throughout the unit.

Utilize art/drawing software for creation of images used in

conjunction with the various stories covered in the unit.

Utilize Prezi/PowerPoint/Google Docs software for presentations

of Research as required.




Activities




NJSLSA.R1.








texts such as Games at Twilight,

Like the Sun and The Open

Window


questions






rubrics


portfolio(s)


Comparative Essays

16








behind



text



evidence



guided notes




text

Exit Tickets


ideas or themes of a text and analyze

their development; summarize the

key supporting details and ideas.


fiction texts, including Games at

Twilight, Like the Sun and The

Open Window



summary



implied theme




the selection




avoided


about Southeast Asian literature


questions

Write a short response to Games

at Twilight, Like the Sun and

The Open Window and other

literature explaining the theme

with textual evidence






selection


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

17

NJSLSA.R3. Analyze how and why

individuals, events, and ideas

develop and interact over the course

of a text.


model how to:







a familiar story


analysis


motivation


common examples in

literature



language in Southeast Asian

literature








rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries





meanings, and analyze how specific

word choices shape meaning or

tone.


texts the following: Connotation /

Denotation

Figurative / Literal Meanings

Demonstrate different types of

Figurative Language in

comparisons between Japanese

poetry in Haiku and Tanka forms


and figurative language in

Japanese and Chinese poetry








Classify words /phrases as

figurative /literal using a

dictionary



symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R5. Analyze the structure

of texts, including how specific

sentences, paragraphs, and larger

portions of the text (e.g., a section,

chapter, scene, or stanza) relate to

each other and the whole.





relationships


Southeast Asian literature which




rubrics


rubrics

Questioning

Oral Discussions

18

Discuss Southeast Asian works

of fiction and how specific





and meter



class



Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries










story

Discuss points of view and

differences in perspective of

characters in different versions of

a poem or story




poems from the region



perspective/POV



of view




questions



two poems


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R7. Integrate and evaluate

content presented in diverse media

and formats, including visually and









mediums




from the text



of the same story


rubrics


rubrics

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

19

Think Pair Share

Journal entries






evidence.






ideas







argument










Write journal entries based on

participation in and discussion of

various venues (e.g. art, music,

video, audio)




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R9. Analyze and reflect on

how two or more texts address









views







different genres


which analyzes how 2 different






questions







rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

20

NJSLSA.W2. Write






of content.


models for writing



unit content


including thesis, logical points of

development with 3 supporting

points for each POD, and logical

conclusion







text



rubrics


rubrics





Journal entries


Essay

Unit 3 Overview At-a-Glance Unit #3 – Middle Eastern Literature

Unit Description:

In this unit, students will engage in a chronological approach to Ancient Literature with emphasis on the influence of Babylonian, Persian and Arabic

cultures as writers, historians, and philosophers, as demonstrated through a variety of literary and nonfiction works. This unit includes a comparison

of major world religions and their influences on Literature.

Essential Skills:







take.






sequences.

21







Assess the influence of Babylonian, Persian and Arabic cultures on various types of literature.

Compare the major world religions and analyze their impact on literature.





NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9; NJSLSA.W2



RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-

10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;


10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;

W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10

Unit Details






Extended time






writing assignments



Increased integration of higher order thinking processes,

creative and critical thinking activities, problem-solving,

and open-ended tasks


Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.

Learning incorporates skills focusing on financial, economic, business,

and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better

understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation

on the part of the students. They are required to create projects and

products as examples of mastery in each unit.




Students must be information literate, i.e. they must be able to find and

use information effectively, to succeed in class as learning activities

require independent research of relevant information outside of the

provided textbook and/or resources.

22





intrinsic learning

Learning and assessment activities support the push to make students

media literate, as they are often required to analyze, evaluate, and create

messages in a wide variety of media modes, genres, and formats.



Assessments- including benchmarks, formative, summative,

and alternative assessments




Narrative Essays



Passport Project



Venn Diagram

Graphic Organizers


Career Education: Research the skills needed to be a historian, writer, or

philosopher in ancient times.

Heath/PE: Research and present dietary restriction of various religions and

how these beliefs can be seen in various types of literature.

Math: Cubits Lessons: Ex: The building of the Ark. Teach different number

systems.

Social Studies: “The Ark” Mt. Ararat – Research the modern discovery of the

Ark and write a one-page summary citing textual evidence.

Science: Compare scientific theories on the origin of man with religious

depictions.


Middle Eastern country for inclusion in both a portfolio and a slideshow oral

presentation.

Arts: View graphic depictions of Gilgamesh’s opponents based on description

from the text; graphic depictions of the monsters presented in the stories of

Sinbad the Sailor; Music of the Middle East focusing on the Sitar then create a

graphic depiction based on a piece of text.

Unit Resources




all students.


Current events selections from the internet/news sources in relation to the

region



8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

Passport project for Unit 3 – Research information

on assigned Middle Eastern country for inclusion

23

Graphic novels


Facts on File


Excerpts from “The 1,001 Arabian Nights Tales” and corresponding heroic

characters presented from these legends.

Excerpts from “The Epic of Gilgamesh”


region

Raiders of the Lost Ark video – with discussion of Ancient Egypt archeology,

including the lost city of Alexandria for the 3rd section of the movie

in both a portfolio and a slideshow oral

presentation.

Utilize internet for research and analysis

throughout the unit.

Utilize art/drawing software for creation of

images used in conjunction with the various

stories covered in the unit.

Utilize Prezi/PowerPoint/Google Docs software

for presentations of Research as required




Activities




NJSLSA.R1.










texts such as The 1,001 Arabian

Night’s Tales, The Epic of

Gilgamesh, and The Adventures

of Sinbad the Sailor






behind



text



questions






guided notes




text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets

24


evidence


ideas or themes of a text and analyze

their development; summarize the

key supporting details and ideas.


fiction texts, including The 1,001

Arabian Night’s Tales, The

Epic of Gilgamesh and The

Adventures of Sinbad the Sailor



summary



implied theme




the selection




avoided


about Middle Eastern literature


questions

Write a short response to The

1,001 Arabian Night’s Tales,

The Epic of Gilgamesh and The

Adventures of Sinbad the Sailor

and other literature explaining

the theme with textual evidence






selection


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R3. Analyze how and why

individuals, events, and ideas

develop and interact over the course

of a text.


model how to:







a familiar story


analysis


motivation




literature








rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

25


common examples in

literature

Think Pair Share

Journal entries





meanings, and analyze how specific

word choices shape meaning or

tone.


texts the following:

Connotation/Denotation,

Figurative/Literal Meanings




comparison to the poem: The

Rubaiyat by Omar Kayam










Classify words /phrases as

figurative /literal using a

dictionary



symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R5. Analyze the structure

of texts, including how specific

sentences, paragraphs, and larger

portions of the text (e.g., a section,

chapter, scene, or stanza) relate to

each other and the whole.





relationships

Discuss Middle Eastern works of

fiction and how specific





and meter


Middle Eastern literature which





class




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries










perspective/POV


rubrics


rubrics

26



story




a poem or story




poems from the region



of view




questions



two poems

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R7. Integrate and evaluate

content presented in diverse media

and formats, including visually and









mediums




from the text



of the same story


rubrics


rubrics

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries






evidence.






ideas











rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips



27





argument






video, audio)




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R9. Analyze and reflect on

how two or more texts address









views







different genres








questions







rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.W2. Write






of content.


models for writing



unit content





conclusion







text



rubrics


rubrics





Journal entries


Essay

28

Unit 4 Overview At-a-Glance Unit #4 – European Literature/Holocaust Unit

Unit Description:

In this unit, students will engage in an examination of the literature, both fiction and non-fiction of the rise of the Nazi Party, the beginnings of World

War II and the Holocaust. Students will gain an understanding of Hitler’s rise to power following the end of World War I, his extensive use of

propaganda to gain a loyal following among the German people and the life and death experiences of the prisoners of the concentration and death

camps during the war.

Essential Skills:









take.






sequences.







Identify factors that led to the rise of fascism after World War I.

Evaluate the impact of Hitler’s rise of power.

Identify the use of propaganda and its impact on societies.

Assess the experiences of Jews and other groups of people persecuted during World War II.

29



goals aligned with the following standards: NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;

NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9, NJSLSA.W2


aligned with the following standards: RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-

10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;


10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;

W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10: 6.1.12.D.11.d

Unit Details






Extended time






writing assignments


Native Language Prompts Increased integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and open-ended

tasks




independent study that encourage independent and intrinsic

learning

Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple

perspectives to infuse cultural and global awareness.

Learning incorporates skills focusing on financial,

economic, business, and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can

better understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to create

projects and products as examples of mastery in each unit.

Communication and collaboration is crucial for student success

as learners. Students must be able to communicate deep

understanding through open ended responses (both orally and in

writing).

Students must be information literate, i.e. they must be able to

find and use information effectively, to succeed in class as

learning activities require independent research of relevant

information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media modes,

genres, and formats.

To succeed, students must be able to use technology as a

tool to research, organize, evaluate, and communicate

information.

30

Assessments- including benchmarks, formative, summative, and

alternative assessments




Narrative Essays





Venn Diagram

Graphic Organizers


Career Education: Discuss character education and the importance of

caring and empathy in the workforce.

Health/PE: Engage in a Walk/Jog-a-thon in comparison to the Forced

March that the prisoners undergo after leaving Buna.

Math: Determine the measurements of the cattle cars used to transport

prisoners to camps. Determine how many people in each car and the

amount of space the occupied. Discuss findings.

Social Studies: View various types of propaganda of the Nazi regime

during the lead up to World War II and the Holocaust.


European country for inclusion in both a portfolio and a slideshow oral

presentation.

World Languages: Utilize Google Translator for different examples of

propaganda written in German to determine meaning

.

Arts: Create interpretive drawings of the Auschwitz gate with the

German greeting: “Arbeit Macht Frei.”

Unit Resources




all students.


Resources Current events selections from the internet/news sources in



Graphic novels


Facts on File


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

Passport project for Unit 4 – Research information on assigned

European country for inclusion in both a portfolio and a

slideshow oral presentation.

Utilize internet for research and analysis throughout the unit

Utilize Prezi/PowerPoint/Google Docs software for presentations

of research as required

31

Leveled digital informational text: Newsela, TweenTribune Novella – Night by Elie Wiesel

Anti-Semitic propaganda examples from Nazi party for group

activity

Escape from Sobibor video – Paired with the novella to detail the

occurrences in a Nazi death camp.



Raiders of the Lost Ark video – with discussion of Nazi Germany

and the Holocaust for final section of the movie

Computer labs/Laptop carts as needed for research during

passport project

PowerPoint presentation on the background to World War II, the

rise of Hitler and the Nazi party, and the beginnings of the

Holocaust.




Activities




NJSLSA.R1.









analyze a variety of non-fictional

texts such as Nazi Propaganda

and Elie Wiesel’s Nobel

Acceptance Speech






behind



text



questions






guided notes




text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets

32





details and ideas.


fiction texts, including Night



summary



implied theme




the selection




avoided


about the Holocaust literature


questions

Write a short response to Night








selection


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries




course of a text.


model how to:







a familiar story


analysis


motivation


common examples in

literature




literature








rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

33





meanings, and analyze how

specific word choices shape

meaning or tone.


texts the following:

Connotation/Denotation,

Figurative/Literal Meanings




comparison to the poem: Never

Forget












symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries











relationships

Discuss Holocaust works of

fiction and how specific





and meter


literature on the Holocaust which





class




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries










story



perspective/POV



of view


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips

34




a poem or story




poems from the European region



Answer annotated close read questions



two poems




Tests and Quizzes

Think Pair Share

Journal entries













mediums




from the text



of the same story


rubrics


rubrics

Oral Discussions

Exit/Admit Slips



Tests and Quizzes

Think Pair Share

Journal entries






evidence.






ideas







argument













rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

35


video, audio)













views





Read and compare /contrast

two texts about the same subject

from different genres








questions







rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.W2. Write






of content.


models for writing



unit content





conclusion







text



rubrics


rubrics





Journal entries


Essa

36

Unit 5 Overview At-a-Glance Unit #5 – Shakespearean Drama - Macbeth

Unit Description:

In this unit, students will engage in a historical approach to drama from early 17th Century England with an emphasis on its influence on modern

drama in terms of staging, the use of several literary devices such as: situational, dramatic and verbal irony and characterization. The drama of study

for this unit is the Scottish tragedy of Macbeth.

Essential Skills:









take.






sequences.







Identify the various aspects of modern drama.

Engage in an interactive, performance-based study of literature.

Identifying cause and effect in literature.


Central Unit Standards- This unit will focus

primarily on learning goals aligned with the

following standards:

Supporting Unit Standards- This unit will also include activities aligned with the following

standards:

37

NJSLSA.SL1; NJSLSA.SL3; NJSLSA.L6

RL.9-10.1; RL.9-10.2; RL9-10.3; RL9-10.6; RL.9-10.7; RL.9-10.9; L.9-10.1A, B; L.9-10.2A,

B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-10.5A, B; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-

10.3; W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10

Unit Details

Modifications for Special Education Students,

English Language Learners, Students at Risk

of Failure, and Gifted Students- Modify

instructional approach and/or assignments and

evaluations as needed based for students with

IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

Extended time


Alternate reading and writing assignments as

per reading level (grade level appropriate)

Additional graphic organizers and outlines



Increased integration of higher order thinking

processes, creative and critical thinking

activities, problem-solving, and open-ended

tasks



Greater opportunities for freedom of choice

and independent study that encourage

independent and intrinsic learning


Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and

global awareness.

Learning incorporates skills focusing on financial, economic, business, and

entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better understand the rights

and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part of the

students. They are required to create projects and products as examples of mastery in each

unit.

Communication and collaboration is crucial for student success as learners. Students must

be able to communicate deep understanding through open ended responses (both orally

and in writing).

Students must be information literate, i.e. they must be able to find and use information

effectively, to succeed in class as learning activities require independent research of

relevant information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make students media literate, as

they are often required to analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

To succeed, students must be able to use technology as a tool to research, organize,

evaluate, and communicate information.

Assessments- including benchmarks,

formative, summative, and alternative

assessments




Narrative Essays


Career Education: Examine monarchies from modern day countries to determine the wealth

and status of the various kings and queens still ruling.

Health/PE: Research and discuss diseases and life expectancy in medieval Europe.

Math: Identify and chart patterns within Macbeth.

38



Venn Diagram

Social Studies: Research the historical figures of Macbeth and develop a comparison between

them and Shakespeare’s versions. Write a summary comparing the two.

Science: Examine the creation and use of gunpowder throughout history in relation to the

Gunpowder Plot of 1604.

Technical Subjects: Study the architecture of various castles throughout the medieval period

in Europe.

World Languages: Study the Scottish Brogue to develop an understanding of the oral tradition

of Scottish drama/language.

Arts: View graphic depictions of the 3 witches, medieval castles, Scottish tartans, etc.; Music

of the 11th and 16th/17th centuries and Bagpipe music create a written description from the

images.

Unit Resources




all students.


Resources




Graphic novels

The Tragedy of Macbeth by William Shakespeare

Macbeth video – paired with the text of the drama to enhance

student understanding of material.


8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4, 8.2.12.B.5

Utilize online platforms such as Weebly, Wix, BackChannel

Chat, Today’s Meet, and Google Apps to collaborate on group

projects

Utilize Microsoft and or Google programs to complete various

assessments using spreadsheets, documents and publishing tools

Utilize online websites for research and assessment

Utilize technology to participate in virtual field trips

39




Activities




NJSLSA.SL1. Prepare for and

participate effectively in a range of

conversations and collaborations

with diverse partners, building on

others’ ideas and expressing their

own clearly and persuasively.

Model paired collaborations,

small group instruction and

whole class discussion/debate.

Provide examples (print and/or

electronic) of arguments which

utilize valid reasoning, logical

arguments and relevant and

sufficient support



do not utilize valid reasoning,

logical arguments and/or relevant

& sufficient support

Teach persuasive argument

techniques to communicate

effectively

Participate in classroom

discussions and debates

Participate in collaborative

efforts for research projects and

presentations

Answer individual questions for

and participate in classroom

seminar/debate on various topics

from Macbeth

Participate in the reading and

discussing of modern dramas like

Macbeth


rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

NJSLSA.SL3. Evaluate a

speaker’s point of view, reasoning,

and use of evidence and rhetoric.

Teach the relationship between

speaker, audience and

information being presented

Review point of view, logical

reasoning and rhetorical devices

as used in speaking

Teach the various types of

perspectives that a speaker

considers when presenting an

oral argument

Teach the basic concepts of the

perceptual world as it applies to

Write an argument based on

opinion/editorial examples

Generate individual questions for


seminar/debate

Compose replies between

members of the class and teacher

Imitate authentic rhetorical style

of selected exemplary authors


rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

40

logical argument, speaking and

writing

NJSLSA.L6. Acquire and use

accurately a range of general

academic and domain-specific

words and phrases sufficient for

reading, writing, speaking, and

listening at the college and career

readiness level; demonstrate

independence in gathering

vocabulary knowledge when

encountering an unknown term

important to comprehension or

expression.

Teach the vocabulary specific to

the Drama, including stage

directions and specific stylings

(soliloquy, aside, etc.)

Model the use of domain specific

vocabulary in speaking and

writing

Review the use of context clues

to decode and comprehend

Dramatic terminology and

vocabulary associated with this

genre

Participate in classroom

discussions and debates utilizing

domain vocabulary

Participate in collaborative

efforts for research projects and

presentations utilizing domain

vocabulary

Generate individual questions for


seminar/debate

Compose replies between

members of the class and teacher


rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Unit 6 Overview At-a-Glance Unit #6 – The Research Paper

Unit Description:

In this unit, students will select a topic of interest in the fields of Science and Technology to develop an arguable thesis statement, perform valid

research and record information on the topic to provide expert opinion and support for the thesis and utilize multiple drafts to create a viable, logical

research paper.

Essential Skills:








41


take.









Articulate a defensible claim or thesis.

Support an argument using relevant evidence.

Identify the step needed to plan, research, and produce a logical research paper.




NJSLSA.W1; NJSLSA.W2; NJSLSA.W4; NJSLSA.W5; NJSLSA.W6;

NJSLSA.W7; NJSLSA.W8; NJSLSA.W9; NJSLSA.W10



RI.9-10.1; RI.9-10.2; RI.9-10.3; RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-

10.7; RI.9-10.8; RI.9-10.9; RI.9-10.10

Unit Details



Students- Modify instructional approach and/or assignments

and evaluations as needed based for students with IEPs, 504s,

ELLs and gifted and talented students including but not limited

to:

Extended time






writing assignments


Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple perspectives

to infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic,

business, and entrepreneurial literacy.

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to create

projects and products as examples of mastery in each unit.




Students must be information literate, i.e. they must be able to find

and use information effectively, to succeed in class as learning

42

Native Language Prompts Increased integration of higher order thinking processes,

creative and critical thinking activities, problem-solving, and

open-ended tasks





intrinsic learning

activities require independent research of relevant information

outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media modes,

genres, and formats.

To succeed, students must be able to use technology as a tool

to research, organize, evaluate, and communicate information.

Assessments- including benchmarks, formative, summative, and

alternative assessments

Completed sections of Research project in an ongoing

cumulative manner throughout the unit, including Topic Sheet,

Thesis Statement, Notecards, Outline, Rough Draft and Final

Copy.

Daily monitoring of progress throughout the research phase.

Assessment of a minimum of 5 reliable and valid sources for

the project.

Graphic Organizers

Entrance/Exit tickets


Career Education: Exam careers in various fields of science and

technology in preparation for 21st century readiness.

Health/PE: Research numerous topics in health-related careers.

Math: Identify and discuss the steps to writing a mathematical research

paper.

Social Studies: Researching the historical basis of the various assigned

research topics.

Science: All research topics for this unit come from the biology and

chemistry classes that students have been studying throughout the year.

Technical Subjects: Research latest advances in technology, including

Robotics, AI, Computers, etc.

Art: Develop a storyboard to illustrate the thesis developed for research

papers.

Unit Resources




all students.


Resources




8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4, 8.2.12.B.5

43


Graphic novels


Facts on File

Leveled digital informational text: Newsela, TweenTribune Various media center resources (Books, periodicals, web-based

resources)

Utilize online platforms such as Weebly, Wix,

BackChannel Chat, Today’s Meet, and Google Apps to

collaborate on group projects

Utilize Microsoft and or Google programs to complete

various assessments using spreadsheets, documents and

publishing tools

Utilize online websites for research and assessment




Activities




NJSLSA.W1. Students will be able

to write arguments to support

claims in an analysis of substantive

topics or texts, using valid

reasoning and relevant and

sufficient evidence

Teach argumentative strategies

for writing (e.g. T.R.E.A.T,

P.E.E.L.)

Teach online communication

techniques, proper etiquette, and

Internet safety





sufficient support







current opinion/editorial

examples

Present researched material to

support claims and arguments as

part of the research paper

Present a properly formatted and

logically relevant thesis

statement for chosen science-

based research topic.


rubrics


rubrics





Rough Draft

Final Research Paper

NJSLSA.W2. Write






models for writing

Write informatively while

conveying complex ideas

accurately with a concluding

statement that supports the

information presented


rubrics


rubrics

44


of content.

Analyze scored samples using

the rubric to see why they are

successful

Use the writing process





conclusion

Write a multiple page research

paper that effectively cites

information from multiple

sources utilizing proper citation

methods to support thesis





Rough Draft


NJSLSA.W4. Produce clear and

coherent writing in which the

development organization and style

are appropriate to task purpose and

audience.





sufficient support






Teach topic sentences versus

thesis statements with support

from practice worksheets that

utilize student evaluation of

provided sample thesis

statements.

Demonstrate proper formal

language for the purpose of

presentation of the research

paper.


current opinion/editorial

examples

Present researched material to

support claims and arguments as

part of the research paper

Present a properly formatted and

logically relevant thesis

statement for chosen science-

based research topic.

Write a multiple page research

paper that effectively cites

information from multiple

sources utilizing proper citation

methods to support thesis


rubrics


rubrics





Rough Draft


NJSLSA.W5. Develop and

strengthen writing as needed by

planning revising editing rewriting

or trying a new approach.

Demonstrate proper note card

formatting for inclusion of source

information

Utilize appropriate word

processing software to create

properly formatted draft of

research paper


rubrics

45

Demonstrate proper outlining

technique with samples

Teach the use of the rough draft

and “letting it cool” to revise for

additional drafts as needed until

the final copy

Revise and edit drafts of paper to

present final copy of research

paper


rubrics





Rough Draft


NJSLSA.W6. Use technology

including the Internet to produce

and publish writing and to interact

and collaborate with others.

Demonstrate the use of proper

online bibliography and works

cited resources for use with

researched online sources

Teach the proper formats for

direct quotations, summary of

source material, parenthetical

citations and Works Cited pages

as part of the research paper.

Demonstrate appropriate

platforms for writing research

paper, including Word, Google,

Notepad, etc.

Utilize desktops and laptops

research relevant information for

selected research topic

Using valid articles and

information from the internet,

create notecards that have proper

formatting to avoid potential

plagiarism



properly formatted formal outline

for research paper



paper

Valid Topic statement

Logical and Arguable Thesis

statement

Notecards that utilize direct

quotations as well as summarized

information from sources

Properly formatted outline

Rough draft of research paper

Final draft of research paper

NJSLSA.W7. Conduct short as

well as more sustained research

projects utilizing an inquiry-based

research process based on focused

questions demonstrating

understanding of the subject under

investigation.

Demonstrate all needed parts of

an extended research project


Topic sentence, Thesis statement,

supporting notes, formal outline,

rough draft and final draft

Demonstrate research methods to

locate, evaluate and utilize

appropriate online sources for




Use valid articles and




plagiarism

Properly formatted note cards

based on acquired internet

research

Rough draft copy of the research

paper demonstrating utilization

of researched material

Final copy of research paper

including proper parenthetical

citations and works cited page

for researched paper.

46

material to be included in the

formal research paper




for research paper



paper

NJSLSA.W8. Gather relevant

information from multiple print and

digital sources assess the credibility

and accuracy of each source and

integrate the information while

avoiding plagiarism.


















plagiarism



properly formatted draft of

research paper that includes

proper citations from researched

material



research


paper demonstrating utilization of

researched material



citations and works cited page for

researched paper.

NJSLSA.W9. Draw evidence from

literary or informational texts to

support analysis reflection and

research.


















plagiarism

Use research to draw evidence

that supports thesis



research



researched material




researched paper.

47

NJSLSA.W10. Write routinely

over extended time frames (time

for research reflection and revision)

and shorter time frames (a single

sitting or a day or two) for a range

of tasks purposes and audiences.

Demonstrate all needed parts of

an extended research project


Topic sentence, Thesis statement,

supporting notes, formal outline,

rough draft and final draft

Using valid articles and




plagiarism




for research paper



paper



research



researched material




researched paper.

48

Unit 7 Overview At-a-Glance Unit #7 – The Novel

Unit Description:

In this unit, students will engage an in-depth examination of the novel form and all of the elements that are included. The focus expands upon the

elements learned and mastered during the study of short stories, including but not limited to: theme, setting, plot, characterization, tone, mood,

symbol, and figurative language. The study will focus on the ability of the novel to explore these elements in greater depth and detail due to its

expanded length, as well as the ability to provide more examples of each throughout the course of the text. While the instructor is free to utilize a

novel from a number of exemplars for this grade level, this curriculum uses the dystopian story, Anthem, by Ayn Rand for this particular unit.

Essential Skills:






Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence.

Analyze and reflect on how two or more texts address similar themes/topics to build knowledge or to compare the approaches the authors take.





Write narratives to develop real/imagined experiences/events using effective technique, well-chosen details, and well-structured sequences.









goals aligned with the following standards: NJSLSA.R1; NJSLSA.R2;

NJSLSA.R3; NJSLSA.R5; NJSLSA.R6; NJSLSA.R7; NJSLSA.R8;

NJSLSA.R9; NJSLSA.W2


aligned with the following standards: RI.9-10.1; RI.9-10.2; RI.9-10.3

RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-10.9; SL.9-10.1A, B, C, D; SL.9-

10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6; L.9-10.1A, B; L.9-10.2A, B, C;

L.9-10.3A; L.9-10.4A, B, C, D; L.9-10.5A, B; L.9-10.6; W.9-10.1A, B,

49

C, D, E, F; W.9-10.2; W.9-10.3; W.9-10.4; W.9-10.5; W.9-10.6; W.9-

10.10

Unit Details


Language Learners, Students at Risk of Failure, and

Gifted Students- Modify instructional approach and/or

assignments and evaluations as needed based for students

with IEPs, 504s, ELLs and gifted and talented students


Extended time


Alternate reading and writing assignments as per

reading level (grade level appropriate)


Additional graphic organizers and outlines for

crafting writing assignments


Native Language Prompts Increased integration of higher order thinking

processes, creative and critical thinking activities,

problem-solving, and open-ended tasks




independent study that encourage independent

and intrinsic learning


Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic,

business, and entrepreneurial literacy.

Lessons, activities, and assessments require creativity and innovation on the

part of the students. They are required to create projects and products as

examples of mastery in each unit.

Communication and collaboration is crucial for student success as learners.

Students must be able to communicate deep understanding through open

ended responses (both orally and in writing).

Students must be information literate, i.e. they must be able to find and use

information effectively, to succeed in class as learning activities require

independent research of relevant information outside of the provided

textbook and/or resources.

Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages

in a wide variety of media modes, genres, and formats.



Assessments- including benchmarks, formative,

summative, and alternative assessments





Narrative Essays

Entrance/exit tickets

Venn Diagram


Career Education: Research the potential career longevity described among the

various occupations Equality describes in the novel (Street Sweeper/Garbage

Person, Scholar, Politician, etc.).

Health/PE: Discuss the impact of conformity in society and the emotional and

intellectual impact it can have.

50

Graphic organizer


Math: Examine the mathematical underlying mathematical connections to the

movie The Matrix.

Science: Research the methods of creating the candle, the light bulb and the

harnessing of electricity as a power source.

Social Studies: Examine the idea of the Utopian society as described by Sir

Thomas More in his novel of the same name, and research cultures/governments

that have attempted it.

Science: Research the methods of creating the candle, the light bulb and the

harnessing of electricity as a power source.

Technical Subjects: Participate in digital discussion on the novel using Google

Classroom, Backchannel Chat, Today’s Meet, or other online digital platforms.

Arts: Create drawings of the abandoned subway line that Equality discovers; create

drawings of Equality’s “light box” that he invents; create a drawing of the house

where Equality and “The Golden One” escape to.

Unit Resources




all students.



region


Graphic novels


Facts on File

Leveled digital informational text: Newsela, TweenTribune Various media center resources (Books, periodicals, web-based resources)

Excerpts from Sir Thomas More’s novel, Utopia

Key scenes from various movies to highlight the ideas of a utopian/dystopian

society – including The Island, Demolition Man, The Matrix, Excalibur

Current events selections from the internet/news sources in relation to

governmental control of its people


8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4,

8.2.12.B.5

Utilize online platforms such as Weebly, Wix,

BackChannel Chat, Today’s Meet, and Google

Apps to collaborate on group projects

Utilize Microsoft and or Google programs to

complete various assessments using

spreadsheets, documents and publishing tools

Utilize online websites for research and

assessment

51

Unit #7 Targeted Instructional Planning to Address Central Unit Standards: NJSLSA.R1.










texts such as Anthem






behind



text



questions






guided notes




text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets





details and ideas.


fictional and non-fictional texts,

including Anthem and Utopia



summary



implied theme




the selection

Annotate various types of

fictional and non-fictional texts,

including Anthem and Utopia


questions

Write a short response to Anthem








rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

52




selection




course of a text.


models for writing

Analyze scored samples using

the rubric to see why they are

successful

Use the writing process





conclusion




literature








rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries











sufficient support






Teach topic sentences versus

thesis statements with support

from practice worksheets that

utilize student evaluation of

provided sample thesis

statements.










symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

53

Demonstrate proper formal

language for the purpose of

presentation of the research

paper.










story




a poem or story




stories and movies.


literature on the utopian societies

which explains how the setting

impacts the conflict of the piece



class




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries













mediums



perspective/POV



of view



Answer annotated close read questions


comparing two pieces on

conforming to society


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

54






evidence.






ideas







argument




from the text



of the same story


rubrics


rubrics

Oral Discussions

Exit/Admit Slips



Tests and Quizzes

Think Pair Share

Journal entries






- Model reading and analyzing a





views

- Present multiple texts from the




- Read and compare / contrast

two texts about the same subject

from different genres













video, audio)




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

55

NJSLSA.W2. Write






of content.


models for writing



unit content





conclusion








questions







rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

Documents

English 10 Honors World Literatureburlington-nj.net/pdf/Curriculum/Grades 7 through 12... · 2018. 9. 5. · Unit 3 – Middle Eastern Literature – A study of various works and