Asbury Park School District
Course Title: English 4
Curriculum Area: English Language Arts
Length of Course:
New Course
Full Year
Credits: 10
X
Half Year
Revision
X
Course Pre-Requisites: Successful completion of English 1, English 2, and English 3
Course Description:
The grade 12 English course has been redesigned to reflect Pre-AP rigor. These Pre-AP courses will provide students
with strategies and tools they need to engage in active, high-level learning to develop the skills, habits of mind, and
concepts they need to succeed in advanced placement courses in preparation for college.
Pre-Advanced Placement (Pre-AP) classes give the students the opportunity to practice (at the appropriate level) skills
that will enable them to be successful in college. Pre-AP classes lay the foundation for success not only in the upper
level English classes, but also ultimately in college course work itself.
Successful Pre-AP/AP students are typically task oriented, proficient readers who are able to set priorities with regard to
time and responsibilities. Parent support of the program also plays a key role in the success of these students.
Research has proven that reading comprehension is the best indicator of future success in upper-level studies and
college courses. The only way for that skill to develop is through consistent practice; therefore, Pre-AP/AP English
courses require students to read many works of literature each year.
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Asbury Park School District
Course Philosophy:
In APSD, we believe:
All students can perform at rigorous academic levels. This expectation should be reflected in curriculum and instruction
throughout the school so that all students are consistently being challenged to expand their knowledge and skills. All
students should be encouraged to accept the challenge of a rigorous academic curriculum through enrollment in college
preparatory programs and AP courses.
We can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of
knowledge as early as possible. The middle and high school years can provide a powerful opportunity to help all
students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.
It is important to have recognized standards for college-preparatory or college-level academic work. While every student
is different and every teacher has unique strengths and a unique style, common expectations in terms of topics,
concepts, and skills benefit all students.
All students should be prepared for and have an opportunity to participate successfully in college. Equitable access to
higher education must be a guiding principle for teachers, counselors, administrators, and policymakers. Equity means
more than offering the same opportunities; it means a willingness to do whatever is necessary to help prepare a wide
variety of students with different needs, different backgrounds, and different abilities.
Schools should make every effort to ensure that AP and other college level classes reflect the diversity of the student
population. Barriers—however unintentional or complex—that limit access to demanding courses for all students should
be eliminated, particularly those for underrepresented ethnic, racial, and socioeconomic groups.
Adapted from
www.apcentral.collegeboard.com
Course Goals:
The goal of this course is to help students increase their ability to read critically, understand the conventions of literary
discourse, develop a greater appreciation of classic literature and write insightfully with grammatical mastery using
professional computer formats. Students will be expected to use advanced critical and abstract thinking, focusing on
meaning and application of literary themes.
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Asbury Park School District
Unit: 1
Unit Duration:
Perception Is Everything
26 Days
Anchor Standards
Reading
Key Ideas and Details
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5 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.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 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.
Presentation of Knowledge and Ideas
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.6 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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Asbury Park School District
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
In this unit, students are introduced to the concept of perspective by considering how one’s perception determines his
or her interpretation of the world. A corollary of this fact is the idea that one’s perception of reality is often filtered
through various values, prejudices, and attitudes. In this level, students will learn and apply multiple literary theories as
filters in order to have deeper and richer ways to think about, interpret, and critique literature and life. Literary theory is
presented to introduce the idea that the world is full of ideologies, theories, and biases through which students
construct an understanding of their own as well as others’ experiences. Studying theory is a means to make students
aware of competing visions of truth that they will examine and define from multiple perspectives.
Unit Goals:
• Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies
and techniques so that they may employ them in their writing.
• Create and sustain arguments, interpretations, and reflection based on readings, research, and/or personal
experience.
• Move effectively through the stages of the writing process with careful attention to inquiry, drafting, revising,
editing and review.
Standards
Reading Literature
RL.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
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Asbury Park School District
authors.)
RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
RL.12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
Writing
W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole
and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
W.12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their
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Asbury Park School District
own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated
or appropriate.
Language
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern American Usage) as needed.
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. a. Observe hyphenation conventions. b. Spell correctly.
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
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Asbury Park School District
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
o 8.1.E. Effective use of digital tools assists in
gathering and managing information.
o 8.1.F. Information accessed through the use
of digital tools assists in generating solutions
and making decisions.
Interdisciplinary Standard(s)
Visual and Performing Arts
1.4 Visual and performing arts; All students
demonstrate proficiency in the following content
knowledge and skills for their required area of
specialization in DANCE, MUSIC, THEATRE, or VISUAL
ART
o 1.4.10.A.3 Develop informed personal
responses to an assortment of artworks
across the four arts disciplines (dance, music,
theatre, and visual art), using historical
significance, craftsmanship, cultural context,
and originality as criteria for assigning value
to the works
Essential Question(s)
1.
2.
3.
4.
5.
6.
How do writers and artists organize or construct text to convey meaning?
What does it mean to be a stranger in the village?
How can I prove what I have learned from the text with the best evidence from the text?
How can I use the interaction of multiple themes presented in the text to summarize the author’s message?
How does the author’s use of the story elements impact the text?
How does the author’s use of special types of figurative language and connotation of the meaning of the text?
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Asbury Park School District
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
How does the text structure help me understand the text?
Why does the structure of the text matter?
How can the author’s choice to structure the text create different elects in the text?
How the discrepancy between what can is said and what is meant change a point of view?
Why do I write?
How does the writing process make me a better writer?
How can technology be used as a tool to write, publish, and/or collaborate?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
What resources can I use when I have a problem with writing or language use?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
Check all that apply.
the appropriate skill.
st
21 Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem Solving
Health Literacy
T,E,A
Communication and Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Information Literacy
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Asbury Park School District
Entrepreneurial Literacy
T,E,A
Accountability, Productivity and Ethics
Media Literacy
T,E,A
Life and Career Skills
T,E,A
T,E,A
Student Learning Targets/Objectives
1. Draw inferences from the text, including determining where the text leaves matters uncertain.
2. Determine how themes or central ideas interact and build on one another to produce a complex account.
3. Provide an objective summary of the text.
4. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
5. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings. (Include Shakespeare as well as other authors.)
6. Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
7. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
8. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
9. When writing narratives, use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
10. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters when writing narratives.
11. Write narratives to develop real or imagined experiences or events using effective well-chosen details; use
precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
12. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
13. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
14. Use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback.
15. Draw evidence from literary texts to support analysis, reflection, and research.
a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,
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Asbury Park School District
nineteenth- and early-twentieth-century foundational works of American literature, including how
two or more texts from the same period treat similar themes or topics”).
16. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
17. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
18. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
19. Propel conversations by posing and responding to questions that probe reasoning and evidence.
20. When taking part in collaborative conversations, ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions.
21. Promote divergent and creative perspectives when speaking.
22. Resolve contradictions when possible when speaking.
23. Determine what additional information or research is required to deepen the investigation or complete the
task.
24. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated
or appropriate.
25. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
26. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking;
resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
27. Demonstrate command of the conventions of standard English capitalization and punctuation; observe
hyphenation conventions.
28. Demonstrate command of the conventions of standard English and spell correctly when writing.
29. Apply an understanding of syntax to the study of complex texts when reading.
30. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase; identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable).
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Asbury Park School District
31. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
32. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
33. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level.
34. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created): When available, a teacher created assessment that better aligns
with SpringBoard units will be administered.
o Model Curriculum Unit Assessment
o SOAPSTone Analysis
o TP-CASTT Analysis
Other Evidence
o EA 1: Creating a Photo Essay or a PPT presentation for the research assignment, reinforcing the proper
format for citations.
o EA 2: Writing a Reflective Essay (Writing Workshop 4)
o College Essay (Narrative Essay)
Portfolio
• Unit Reflection [RI.12.4, RI.12.7, L.12.6]
• SOAPStone Analysis [RL.12.1, RL.12.2,RL.12.3, RL.12.4, RL.12.6, RL.12.10, RI.12.1, RI.12.2, RI.12.5, RI.12.7,
RI.12.9, RI.12.10, W.12.1, W.12.3, W.12.4, W.12.6, W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.5, L.12.3, L.12.4,
L.12.5, L.12.6]
• Creating a Photo Essay (EA1)[RL.12.1, RI.12.1, W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2,
L.12.4c-d]
• Writing a Reflective Essay (EA2) (Writing Workshop 4)College Essay (Narrative Essay) [RL.12.1, RI.12.1,
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RI.12.4, RI.12.7,SL.12.3, SL.12.4, L.12.1, L.12.2, L.12.3, L.12.6]
Differentiated Activities
literature circles based on lexile levels, vocabulary enrichment, turn the writing prompt
Enrichment
into a timed writing, have students identify the thesis of the photo essay and then write
an interpretation of it, critiquing it from a reader response lens
provide extended time, highlight key language concepts, provide background
information, identify and develop key vocabulary through the use of word walls,
predictograms, word sort, semantic mapping, concept frames and a variety of graphic
organizers; use techniques such as KWL or think/pair/share to activate and/or build
background knowledge and experience; provide literacy scaffolds such as framed
sentences and paragraphs; partner ELL learners with strong English speakers; utilize
technology and a variety of resources to promote understanding including: multiple
texts at different reading levels, Internet, audio books, video, pictures; reteach
ELL
concepts/content in mini lessons; offer a variety of resources, grouping arrangements,
assignments and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning strategies into
instruction; allow students to demonstrate understanding in many ways
Intervention
Instructional Strategies
Colorin Colorado - A bilingual site for educators of ELLs
Model Curriculum ELL Scaffold
Learning American English Online
support strategies including: literature circles based on lexile levels, provide extended
time, provide visual time, provide background knowledge, use charts and graphics, use a
variety of graphic organizers; provide individual instruction based on skill deficiencies,
provide additional vocabulary resources, and utilize technology to promote
understanding, provide audio books; reteach concepts/content in mini lessons; offer a
variety of resources, grouping arrangements, assignments and tasks; use various
strategies to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow students
to demonstrate understanding in many a variety of ways
Teaching and Learning Actions
Teaching
o Activate Prior Knowledge
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Read Aloud
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Fiction-Nonfiction paired reading
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Guided Writing
Guided Reading (using text-based questions)
Visual Prompts
Auditory Prompts
Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Quickwrite
o OPTIC
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o KWL Chart
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading to clarify information
o Generating Questions using text based strategies
o Use of multimedia
o Note Taking
o Double-Entry Journal
o SOAPSTone
o TP-CASTT
o Predicting
o Diffusing
o Visualizing
o Thinking Aloud
o Vocabulary notebook
o Margin notes
o Timed Writing
o Reader Response Journal
o
o
o
o
o
Activities
•
Learning Focus Activity: 1.1, Previewing the Unit, 1.2, Perception Is Everything
1.3 Importance of Perspective, 1.4 Different Ways of Seeing the World [W.12.3,
S.L.12.1, L.12.1, L.12.4, L.12.6]
•
Poetry Analysis: 1.5, Different Ways of Reading the Text, 1.7, Introducing Reader
Response Critical Theory, 1.8, Perspective, 1.14, Cultural Criticism,
1.15 Poetic Conversations, 1. 16 Imperialism (free verse, fixed verse, point of
view, perspective, diction, syntax, imagery and tone) [RL.12.1, RL.12.3, RL.12.4,
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RL.12.5, RL.10.9, RL.12.10, RI.12.5, RI.12.6, RI.12.7, W.12.1, W.12.3, W.12.8,
SL.12.2, SL.12.3,SL.12.4, SL.12.5, L.12.1, L.12.3]
o Comparing and contrasting the use of rhyme, rhythm, sound, imagery,
and other literary devices to convey a message and elicit the reader’s
emotion
o Complete a DIDLS (diction-imagery-detail-language-syntax) analysis
o Analyze Symbolism
o Poetry Analysis – TPCASTT, SOAPSTone
o Poetic conversations
o Socratic Seminar
o Read, view and respond independently to literary works that represent
a range of social, historical, and cultural perspectives
o Interpret multiple levels of meaning in text
o Write a reader response criticism
•
Literary Analysis: 1.6, Introducing Reader Response Critical Theory, 1.9 Another
Perspective on the World, 1.10 A Symbolic Perception of Self, 1.13 Digging for
Deeper Meaning, 1.17 Reading with a Cultural Criticism Lens, 1.19 Two Different
Worlds, 1.20 Understanding the Stranger’s Perception of a Village [RL.12.1,
RL.12.2,RL.12.3, RL.12.4, RL.12.6, RL.12.10, RI.12.1, RI.12.2, RI.12.5, RI.12.7,
RI.12.9, RI.12.10, W.12.1, W.12.3, W.12.4, W.12.6, W.12.9a-d, SL.12.1, SL.12.2,
SL.12.4, SL.12.5, L.12.3, L.12.4, L.12.5, L.12.6]
o Analyze Essay using SOAPSTone Strategy
o Analyze texts through the lens of Reader Response Criticism and apply
its definition to both canonical and contemporary texts.
o Analyze texts through the lens of cultural criticism and apply its
definition to multiple texts.
o Establish a geographical, cultural, social, and historical context for two
challenging essays
o Examine organizational structure, style, and thematic concept in
preparation for Embedded Assessment 2
o Analyze how an author’s specific word choices and syntax achieve
special effects and support the author’s purpose
•
Understanding Art in Literature: 1.11 Exploring Perspectives in Visual Art, 1.12
Exploring a Photo Essay, 1.18 Being a Stranger [RL.12.3, RL.12.5,RI.12.3, RI.12.7,
SL.12.1b-d, SL.12.2]
o Examine the key components of a photo essay and ask students to apply
concepts in multiple contexts
•
Vocabulary Notebook [L.12.4, L.12.6, R.I.12.4, R.L.12.4]
o In-text Vocabulary Activities
o Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words
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o
o
Experiences
Use context, structure, and connotations to determine meanings of
words and phrases
Discriminate between connotative and denotative meanings and
interpret the connotation
•
Writing Workshop 4: Reflective Writing (EA 2) [RL.12.1, RI.12.1, W.12.1a-c,
W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
o Reflective essay is a type of personal narrative in which writers share
insights and observations about life
o Present effective introductory and concluding paragraphs
o Contains a clear thesis statement
o Uses a clear organizational schema for conveying ideas
o Uses style in writing, transitions, sentence variety and a variety of
rhetorical devices
•
Grammar and Usage Activities [L.12.1, L.12.2, L.12.3, L.12.4, L.12.5, L.12.6]
o Sentence structure: 1.9
o Direct quotations: 1.20
o Punctuation-Dash, comma, semi-colon, exclamation marks, period:1.20
o Direct quotations:1.20
o Pronouns:1.17
o Gerunds:1.17
•
Embedded Assessment 1: Creating a Photo Essay [RL.12.1, RI.12.1, RI.12.4,
RI.12.7,SL.12.3, SL.12.4, L.12.1, L.12.2, L.12.3, L.12.6]
Embedded Assessment 2: Writing a Reflective Essay (Writing Workshop 4)
[RL.12.4, RL.12.5, RI.12.3, RI.12.5, RI.12.7W RL.12.1, RI.12.1, W.12.1a-c,
W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Research and write a College Essay (Narrative Essay) RL.12.1, RI.12.1, W.12.1a-c,
W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Make and deliver planned oral presentations independently and in small groups.
[SL.9.4, SL.9.6]
o Include definitions to increase clarity
o Use relevant details to support main ideas
o Illustrate main ideas through anecdotes and examples
o Use grammatically correct language, including vocabulary appropriate
to the topic, audience, and purpose
o Use verbal and nonverbal techniques for presentation
o Evaluate impact and purpose of presentation
o Credit information sources
o Give impromptu responses to questions about presentation
o Give and follow spoken directions to perform specific tasks, answer
questions, or solve problems
o Use a variety of strategies to listen actively
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
•
•
•
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Resources
Tier 3
image, aphorism, tone, perception, optical illusion, literary theory, free verse, fixed
form, thesis, allusion, repetition, parody, satire, sensory details, rhetorical devices
Key Terms
Tier 2
abide, mutton, erasure, scenario, vignette, literal, interpretive, universal, opinion,
criticism, Imperialism, naïve, attribute, ferocious, cinematic, marginalize, philanthropy,
rancor, scruples, jocular, prostrate, proffered, sloth, tawdry, laurel, perplexing, quarters,
flogged, supplant, shot, extreme close-up, eye level, high angle, low angle
Poetry:
Readings
“My Papa’s Waltz,” by Theodore Roethke
“in Just-,” by E E Cummings
“The Last Word,” by Peter Davison
“Mushrooms,” by Sylvia Plath
“I Remember,” by Edward Montez
“Speaking with Hands,” by Luis Rodriguez
“The White Man’s Burden,” by Rudyard Kipling
“The Brown Man’s Burden,” by Henry Labouchère
Excerpts:
Four Skinny Trees,” vignette from The House on Mango Street, by Sandra
Cisneros
“Lindo Jong: Double Face,” excerpt from The Joy Luck Club, by Amy Tan
Essay: Excerpt from “On Seeing England for the First Time,” by Jamaica Kincaid
Song: “Rule Britannia!” by James Thomson and Thomas Augustine Arne
Reflective Essay: “Stranger in the Village,” by James Baldwin
Novel:
Invisible Man, by Ralph Ellison
Independent Reading Literature Circles
The Invisible Man by Ralph Ellison 950L
The Poisonwood Bible by Barbara Kinsolver 960L
The Fire Next Time by James Baldwin 1300L
Animal Farm by George Orwell
1370L
Beowulf by Anonymous (optional)
Beowulf
Supporting Text
Supplemental Materials
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH
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Film Clips from Edward Scissorhands, directed by Tim Burton
Art, Music, Media
Optical Illusions:
http://dsc.discovery.com/tv-shows/curiosity/topics/perception-puzzles.htm
http://www.michaelbach.de/ot/
Photo Essay: www.time.com/time/photoessay
Teacher Resource Links
Common Core Standards - The Common Core State 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.
Model Curriculum - The purpose of providing a “model” is to assist districts and schools
with implementation of the Common Core State Standards and New Jersey Core
Curriculum Content Standards by providing an example from which to work and/or a
product for implementation.
Springboard - Educators have online access to textbook content. In addition, teachers
also have online access to: Customizable assessments and reports to inform instruction,
Correlations to state standards, the Common Core State Standards and the rigorous
College Board standards and A peer-to-peer online professional learning "community”
where teachers and administrators can exchange ideas, share best practices and get
expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a global
and interdisciplinary initiative with a commitment to creating lessons worth sharing. Our
approach to education is an extension of TED’s mission of spreading great ideas. Within
the growing TED-Ed video library, you will find carefully curated educational videos,
many of which represent collaborations between talented educators and animators
nominated through the TED-Ed platform. This platform also allows users to take any
useful educational video, not just TED's, and easily create a customized lesson around
the video. Users can distribute the lessons, publicly or privately, and track their impact
on the world, a class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
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•
•
Wordle and Tagxedo – Student created “word clouds”
60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Unit: 2
Unit Duration:
The Collective Perspective
25 Days
Anchor Standards
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences 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, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
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.
Assess how point of view or purpose shapes the content and style of a text.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 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.
Presentation of Knowledge and Ideas
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
CCRA.L.2
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Knowledge of Language
CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.6
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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Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
This unit provides an opportunity for students to continue their focus on critical perspectives including Archetypal,
Feminist, and Marxist literary criticism. Students will be asked to focus their attention on characters, characterizations,
and the relationship between and among individuals and groups in a variety of texts including fiction, drama, film, and
non-fiction. This unit not only asks students to examine and analyze text, but also asks them to consider the social and
cultural implications of presenting a text from a particular perspective. By studying texts this way, students will start to
understand various textual readings and reflect on whether or not the understanding of these perspectives enhances or
limits their enjoyment.
Unit Goals:
• Analyzing a variety of texts to deepen knowledge of the ways writers use language to convey meaning and
provide pleasure for the reader.
• Analyzing structure, style, and theme for figurative language, imagery, symbolism, tone, and characterization in
literature.
• Analyzing representative literary works from various genres, periods, perspectives, and cultures.
• Writing to interpret, evaluate, and negotiate differing critical perspectives in literature.
• To engage in the writing process to generate a play script and an analytical response.
• Applying the writing process effectively with careful attention to revising and evaluating stylistic techniques that
illustrate sophisticated writing skills.
• Analyzing foundational U.S. documents of historical and literary significance for their themes, purposes, and
rhetorical features.
Standards
Reading Informational Text
RI.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis; an objective summary of
the text.
RI.12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
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interact and develop over the course of the text.
RI.12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
RI.12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RI.12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and
literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Writing
W.12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on
that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
W.12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
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focusing on addressing what is most significant for a specific purpose and audience.
W.12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments or information.
W.12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy [e.g., The Federalist, presidential addresses]”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and
deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SL.12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
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SL12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated
or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)
Language
L.12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
L.12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply
an understanding of syntax to the study of complex texts when reading.
L.12.4
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
L.12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
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expression.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
o 8.1.E. Effective use of digital tools assists in
gathering and managing information.
o 8.1.F. Information accessed through the use
of digital tools assists in generating solutions
and making decisions.
Interdisciplinary Standard(s)
Social Studies
6.1 All students will acquire the knowledge and skills
to think analytically about how past and present
interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and
skills enable students to make informed decisions that
reflect fundamental rights and core democratic values
as productive citizens in local, national, and global
communities.
Essential Question(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
How does applying a critical perspective affect an understanding of text?
How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?
How can I prove what I have learned from the text?
How can the sequence of events and connections to the main points used by the author help me understand the
text?
How can I learn the meaning of words and phrases in the text?
How can the use of figurative, connotative and technical meanings help me understand the meaning of the text?
How does word choice and special language impact tone and mood in the text?
How do author’s ideas or claims contribute to the whole text?
How does the author’s use of text structure affect the clarity of the meaning of the text?
How do texts of the same time period treat similar themes or topics?
How can I use information to express an idea?
How can I use domain-special vocabulary to express ideas accurately?
Why do I write?
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14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
How does the writing process make me a better writer?
How can I use evidence to support my purpose?
Why is it important to write regularly?
Why is it important to adopt the routine of research, reflection, and revision?
Why is it important to write for different reasons and different audiences?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
How do I decide if the speaker’s point of view influences the presentation of evidence?
How does the way I organize my presentation affect how my audience hears and understands the message?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
What resources can I use when I have a problem with writing or language use?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
Check all that apply.
the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
Environmental Literacy
T,E,A
Critical Thinking and Problem Solving
Health Literacy
T,E,A
Communication and Collaboration
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X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
T,E,A
T,E,A
T,E,A
Collaboration
Information Literacy
Accountability, Productivity and Ethics
Media Literacy
Life and Career Skills
T,E,A
Student Learning Targets/Objectives
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
2.
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis.
3.
When writing informative/explanatory text, provide an objective summary of the text.
4.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
5.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings.
6.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition, including
whether the structure makes points clear, convincing, and engaging.
7.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
8.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and
literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill
of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
9.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
10.
When writing informative/explanatory text, introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension
11.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
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Asbury Park School District
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
12.
Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
13.
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
14.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
15.
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new information.
16.
Draw evidence from informational texts to support analysis, reflection, and research; apply grade 12
Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises and purposes, in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
17.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
18.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
19.
Come to discussions prepared, having read material under study; explicitly draw on that preparation by
referring to evidence from texts on the topic or issue to stimulate a thoughtful, well- reasoned exchange of
ideas
20.
Work with peers to promote civil, democratic discussions and decision making, set clear goals and
deadlines, and establish individual roles as needed.
21.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
22.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning
23.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate.
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24.
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
25.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
26.
Demonstrate command of the conventions of standard English capitalization and punctuation; observe
hyphenation conventions.
27.
Demonstrate command of the conventions of standard English and spell correctly when writing.
28.
Apply an understanding of syntax to the study of complex texts when reading.
29.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of
a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase; identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., conceive, conception, conceivable)
30.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine, verify and clarify its precise meaning, its part of speech, its etymology, or its standard
usage.
31.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level.
32.
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression
Assessments
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
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•
o Model Curriculum Unit Assessment
o SOAPSTone Analysis
Other Evidence
o EA 1: Illuminating Pygmalion
o EA 2: Applying a Critical Perspective (Writing Workshop 9)
o Script Writing (Writing Workshop 5)
o Debate on Gender Roles
Portfolio
• Illuminating Pygmalion (EA1)[RI.12.1, RI.12.2, W.12.2a-d, W.12.3, W.12.4, W.12.5, SL.12.2, L.12.3]
• Applying a Critical Perspective(EA2) (Writing Workshop 9) [RI.12.1, RI.12.2, RI.12.3, W.12.2a-f, W.12.3,
W.12.4, W.12.5, L.12.1, L.12.2, L.12.3, L.12.6]
• Script Writing (Writing Workshop 5) [RL.12.2, RL.12.10, RI.12.2, RI.12.3, RI.12.7, W.12.3a-d, W.12.4, W.12.5,
W.12.6, W.12.10, SL.12.2, SL.12.3, SL.12.6, L.12.2b, L.12.3]
• SOAPStone Analysis [RL.12.1, RL.12.4, RL.12.5, W.12.9a]
• Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Differentiated Activities
literature circles based on lexile levels, vocabulary enrichment, compare and contract
Cinderella story-Perrault, Grimm and Disney-using feminist theory. Research paper on
Enrichment
feminist theory, Marxist theory, or Archetypal theory. Critical perspective paper on
feminist essay, “I Want a Wife” by Judy Brady and “ Ain’t I a Woman” by Sojourner Truth
provide extended time, highlight key language concepts, provide background
information, identify and develop key vocabulary through the use of word walls,
predictograms, word sort, semantic mapping, concept frames and a variety of graphic
organizers; use techniques such as KWL or think/pair/share to activate and/or build
background knowledge and experience; provide literacy scaffolds such as framed
sentences and paragraphs; partner ELL learners with strong English speakers; utilize
technology and a variety of resources to promote understanding including: multiple
texts at different reading levels, Internet, audio books, video, pictures; reteach
concepts/content in mini lessons; offer a variety of resources, grouping arrangements,
ELL
assignments and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning strategies into
instruction; allow students to demonstrate understanding in many ways: Cornell
notetaking, T-charts, sentence frames
Intervention
Colorin Colorado - A bilingual site for educators of ELLs
Model Curriculum ELL Scaffold
Learning American English Online
support strategies including: literature circles based on lexile levels, provide extended
time, provide visual time, provide background knowledge, use charts and graphics, use a
variety of graphic organizers; provide individual instruction based on skill deficiencies,
provide additional vocabulary resources, and utilize technology to promote
understanding, provide audio books; reteach concepts/content in mini lessons; offer a
variety of resources, grouping arrangements, assignments and tasks; use various
strategies to build background knowledge, make connections and encourage
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Asbury Park School District
communication; embed a variety of learning strategies into instruction; allow students
to demonstrate understanding in many a variety of ways
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Think and Read Aloud
o Fiction-nonfiction paired reading
o Guided Writing using text dependent questions
o Annotate Text
o Jigsaw
o Auditory Prompts
o Quickwrite
o Anticipation Guide
o Direct instruction and modeling of appropriate grammar
o Debate
o Venn Diagram
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o Gallery Walk
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Use of multimedia
o Brainstorming
o Rereading to clarify information
o Generating Questions using text based strategies
o Cornell Note Taking
o Double-Entry Journal
o SOAPSTone
o Predicting
o Venn Diagram
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Activities
o
o
o
o
o
o
Visualizing
Socratic Seminar
Reading and Thinking Aloud
Vocabulary notebook
Margin notes
Debate Reflection Log
•
Learning Focus Activity: 2.1, Previewing the Unit, 2.2 A Close Reading of Film,
[RI. 12.1, SL.12.2, L.12.4]
•
Anticipatory Activity: 2.3 From an Archetypal Perspective, 2.4 Viewing the
Subjects[RI.12.1, W.12.1a-c]
o Establish previous knowledge of the Archetypal Perspective, as well as
other important unit ideas, skills, and concepts
o Compare the original Pygmalion story with more contemporary versions
of the text
•
Literary Analysis-Pygmalion by Shaw: 2.5 Introducing Pygmalion, 2.6 Ladies and
Gentlemen, 2.7 Rules of Etiquette, 2.8 Reading Between the Lines, 2.9
Examining Eliza’s Options, 2.10 Transformations [RL.12.1, RL.12.2, RL.12.3,
RL.12.7, RL.12.9, RL.12.10, RI.12.1, RI.12.2, RI.12.3, RI.12.9, W.12.1a W.12.4,
W.12.6, W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.6]
o Analyze Shaw’s text and focus on characterization, dialogue, and
subtext
o present an oral interpretation of a dialogue
o Interpret multiple levels of meaning in text by examining a character’s
choices within the historical context
o Compare and contrast changes in dynamic characters
o To analyze character and conflict through direct and indirect
characterization
o Infer subtext by analyzing oral and written expressions
o Generate an original dialogue based on a close reading of the text
o Evaluate and revise a draft for satire and genre conventions
o Write a position piece suggesting the appropriate choice for a character
to make
•
Analyze a film in order to illustrate Marxist and Feminine Theories: 2.10
Transformations, 2.11 I Feel a Song Coming on, 2.20-2.25 Looking Through a
Rear View [RL.12.1, RL.12.3, RL.12.4, RL.12.9a-d, RL.12.10, RI.12.1, RI.12.3,
RI.12.7, RI.12.9, W.12.1, W.12.2b-c, W.12.4, W.12.8, W.12.9, W.12.10, SL.12.1,
SL.12.2, SL.12.4]
o Review film terminology and the relationship between action and
intended effect
o Deliver a creative and informative presentation in order to synthesize
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o
o
o
o
multiple images and create meaning
Apply context clues and predict characterization of Feminist Criticism in
a text and use textual examples as support of a film
Analyze the power relationships between men and women
Revise a piece of writing, improving its coherence in order to formulate
a response to film using the assumptions of Feminist Criticism
Reflect appropriate critical perspectives regarding Marxist and Feminist
theories
•
Close Reading: 2.13 Examining the Archetypes, 2.14 From a Marxist
Perspective, 2.15 Money, Power, and Class in Pygmalion, 2.16 A Reversal of
Fortune, 2.17 Battle of the Sexes, 2. 18 From a Feminist Perspective, 2.19
Feminist Critique: The Tree of Life [RL.12.1, RL.12.2,RL.12.3, RL.12.4, RL.12.6,
RL.12.10, RI.12.1, RI.12.2, RI.12.5, RI.12.7, RI.12.9, RI.12.10, W.12.1, W.12.3,
W.12.4, W.12.6, W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.5, L.12.3, L.12.4,
L.12.5, L.12.6]
o Analyze Essays using SOAPSTone Strategy
o Define and apply Marxist Criticism to texts
o Analyze the relationships among speaker, subject, occasion, audience,
and purpose in creating the tone in a text
o Analyze the difference between stereotype and archetype
o Compose an argumentative text in the form of a letter
o Analyze organization, audience, purpose, and tone in an essay
o Analyze a model literary essay written from a critical perspective
drawing on prior knowledge to form an understanding of Feminist
Criticism
o Compare and contrast similar issues presented in different genres
o Identify the essential features of a folk tale
o Identify Feminist Criticism and apply that knowledge find and use
textual examples to support a claim
o Analyze a text from a Feminist Critical Perspective
o Analyze how an author’s specific word choices and syntax achieve
special effects and support the author’s purpose
•
Writing Workshop 5: Script Writing (before EA 1) [RL.12.2a-d, RL.12.10, RI.12.2,
RI.12.3, RI.12.7, W.12.1a-e, W.12.3, W.12.4, W.12.5, W.12.6, W.12.10, L.12.2,
L.12.4c-d]
o Write a script:
• Analyze drama in order to create an original script depicting
characters using direct and indirect characterization
• Uses a clear organizational schema for conveying ideas
• Uses style in writing, transitions, sentence variety and a
variety of rhetorical devices
• Uses the writing process employing peer editing, revision,
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•
•
•
•
Experiences
•
•
•
•
and editing in the final draft
Final Draft may be used as an enrichment activity
Vocabulary Notebook [L.12.4, L.12.6, R.I.12.4, R.L.12.4]
o In-text Vocabulary Activities
o Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words.
o Use context, structure, and connotations to determine meanings of
words and phrases.
o Discriminate between connotative and denotative meanings and
interpret the connotation.
Socratic Seminar (Make and deliver planned oral presentations independently
and in small groups) [SL.12.4, SL.12.6]
o Include definitions to increase clarity
o Use relevant details to support main ideas
o Illustrate main ideas through anecdotes and examples
o Use grammatically correct language, including vocabulary appropriate
to the topic, audience, and purpose
o Use verbal and nonverbal techniques for presentation
o Evaluate impact and purpose of presentation
o Credit information sources
o Give impromptu responses to questions about presentation
o Give and follow spoken directions to perform specific tasks, answer
questions, or solve problems
o Use a variety of strategies to listen actively
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
Grammar and Usage Activities [L.12.1, L.12.2, L.12.3, L.12.4, L.12.5, L.12.6]
o Appositives: 2.12, 2:13
o Punctuation-Dash, comma, semi-colon, colon: 2.13, 2:16
o Sentence Structures-compound, complex, complex-compound:2:16
o Conjunctive Adverbs:2.16
o Conjunctions:2:16
o Parallel structure:2:13
Embedded Assessment 1: Illuminating Pygmalion (EA1)[RI.12.1, RI.12.2,
W.12.2a-d, W.12.3, W.12.4, W.12.5, SL.12.2, L.12.3]
Embedded Assessment 2: Applying a Critical Perspective(EA2) (Writing
Workshop 9) [RI.12.1, RI.12.2, RI.12.3, W.12.2a-f, W.12.3, W.12.4, W.12.5,
L.12.1, L.12.2, L.12.3, L.12.6]
Script Writing (Writing Workshop 5) [RL.12.2, RL.12.10, RI.12.2, RI.12.3, RI.12.7,
W.12.3a-d, W.12.4, W.12.5, W.12.6, W.12.10, SL.12.2, SL.12.3, SL.12.6, L.12.2b,
L.12.3]
Gender Stereotypes Debate[RI.12.1, RI.12.5, RI.12.6, RI.12.9, W.12.2a-d, SL.1a-d,
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SL.12.3, SL.12.4, SL.12.6]
o Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used
o Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of
reasoning
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Demonstrate command of the conventions of standard English grammar
and usage when speaking.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
Resources
Tier 3
Key Terms
Archetypal Criticism, Marxist Criticism, Feminist, critical perspective, dialogue, motif,
symbol, characterization, direct characterization, indirect characterization, dynamic
character, satire, parody, irony, monologue, tone, allusion, folk tale, literary theory,
thesis, rhetorical devices, myth, drama, syntax ,synthesis, textual evidence,
theme/central idea, understatement, validity, abstract, advocacy, annotate, argument,
articulate citation, context, counterclaim, diction, digital media, explicit, fallacy, implicit,
informational text, legal reasoning, plagiarism
Tier 2
montage, matriarchal, assumption, virtue, Teutonic, icon, virulence, domesticity,
docility, sojourn, paradigm, servitude, abasement, seminal, aspiration, cinematic
elements, poverty, stereotypes, social codes, archetype, pervasive, enfranchisement,
patriarchal, initiation, set design, costume, subtext
Readings
Children’s Story: The Giving Tree, by Shel Silverstein or other text addressing gender
roles dealing with love, happiness, giving, and receiving
Folk Tale:
“Why Women Always Take Advantage of Men
”from Men and Mules, by Zora Neale Hurston
Nonfiction:
Excerpt from “Cinderella, the Legend”
from Kiss Sleeping Beauty Goodbye, by Madonna Kolbenschlag
Hidden Rules Among Classes” from A Framework for Understanding Poverty, by
Ruby Payne
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Drama: Pygmalion, by George Bernard Shaw
Myth:
“Orpheus Sings: Pygmalion and the Statue,”
from Metamorphoses, by Ovid
Short Stories:
“The Story of an Hour,” by Kate Chopin
“A Rose for Emily,” by William Faulkner
Essay: “I Want A Wife” by Judy Brady
Essay: “A Vindication of the Rights of Woman” by Mary Wollstonecraft
Independent Reading Literature Circles
Song of Solomon by Toni Morrison 890L
The Invisible Man by Ralph Ellison 950L
The Poisonwood Bible by Barbara Kinsolver 960L
Animal Farm by George Orwell
1370L
Supporting Text
Supplemental Materials
Art, Music, Media
Teacher Resource Links
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH
Films: Clips from
The Manchurian Candidate, directed by John Frankenhiemer
Nine to Five, directed by Colin Higgins;
The Legend of Bagger Vance, directed by Robert Redford
My Fair Lady, directed by George Cukor
Rear Window, directed by Alfred Hitchcock
Gender Roles Debate: http://absolutenglish.org/?Men-vs-Women-gender-gap-gender
Debate Format, Rubric, Rules:
http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml
http://www.educationworld.com/a_lesson/lesson/lesson304.shtml
Common Core Standards - The Common Core State 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.
Model Curriculum - The purpose of providing a “model” is to assist districts and schools
with implementation of the Common Core State Standards and New Jersey Core
Curriculum Content Standards by providing an example from which to work and/or a
product for implementation.
Springboard - Educators have online access to textbook content. In addition, teachers
also have online access to: Customizable assessments and reports to inform instruction,
Correlations to state standards, the Common Core State Standards and the rigorous
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Asbury Park School District
College Board standards and A peer-to-peer online professional learning "community”
where teachers and administrators can exchange ideas, share best practices and get
expert advice.
Ted-ed - TED-Ed is a free educational website for teachers and learners. We are a global
and interdisciplinary initiative with a commitment to creating lessons worth sharing. Our
approach to education is an extension of TED’s mission of spreading great ideas. Within
the growing TED-Ed video library, you will find carefully curated educational videos,
many of which represent collaborations between talented educators and animators
nominated through the TED-Ed platform. This platform also allows users to take any
useful educational video, not just TED's, and easily create a customized lesson around
the video. Users can distribute the lessons, publicly or privately, and track their impact
on the world, a class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
www.Empower.com
www.Edu.symbaloo.com
WWW.Quizlet.com
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
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•
•
•
•
•
•
•
•
•
•
Bubbl - Digital brainstorming
Livebinders – Organization of online resources (a digital three ring binder)
Wordle and Tagxedo – Student created “word clouds”
60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
Make Beliefs Comix – Student created comic strips
StoryBird – Art Inspired Digital Storytelling
Prezi – Student created presentations
Voki – Online avatar and movie creator
XtraNormal – Online movie creator
Wikis
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Asbury Park School District
Unit: 3
Unit Duration:
Evolving Perspectives
30 Days
Anchor Standards
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences 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, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
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.
Assess how point of view or purpose shapes the content and style of a text.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Asbury Park School District
Range of Writing
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 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.
Presentation of Knowledge and Ideas
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
CCRA.L.2
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Knowledge of Language
CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.6
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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Asbury Park School District
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
In this unit, students are introduced to the concept of perspective by considering how one’s perception determines his
or her interpretation of the world. A corollary of this fact is the idea that one’s perception of reality is often filtered
through various values, prejudices, and attitudes. Students refine their understanding with scenes from, William
Shakespeare’s The Tragedy of Othello, the Moor of Venice. This study will deepen an understanding of critical
perspectives as applied to Reader Response, Feminist, Marxist, Cultural, and Archetypal Criticism. The many
interpretations are, in some ways, as compelling as the drama itself; thus, Othello offers the ideal opportunity for
introducing Historical Critical Perspective In this level, students will learn and apply multiple literary theories as filters in
order to have deeper and richer ways to think about, interpret, and critique literature and life. Literary theory is
presented to introduce the idea that the world is full of ideologies, theories, and biases through which students
construct an understanding of their own as well as others’ experiences. Studying theory is a means to make students
aware of competing visions of truth that they will examine and define from multiple perspectives.
Unit Goals:
• To interpret multiple representations of a Shakespearean tragedy
• To examine critical perspectives as they apply to drama
• To plan and perform dramatic interpretations of selected scenes
• To analyze ways in which historical contexts have influenced performances of the play
• To write analytical and argumentative pieces based on print and visual texts
• To write a well-organized, cohesive piece under time constraints
Standards
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Asbury Park School District
Reading Literature
RL.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Reading Informational Text
RI.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis; an objective summary of
the text.
RI.12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
RI.12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
RI.12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
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RI.12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the
premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Writing
W.12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
W.12.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy [e.g., The Federalist, presidential addresses]”).W.12.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Speaking and Listening
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
SL.12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SL.12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
SL.12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated
or appropriate.
Language
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern American Usage) as needed.
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. a. Observe hyphenation conventions. b. Spell correctly.
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L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
L.12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
Interdisciplinary Standard(s)
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o
o
o
o
resources enhances creativity and the
construction of knowledge.
8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
8.1.E. Effective use of digital tools assists in
gathering and managing information.
8.1.F. Information accessed through the use
of digital tools assists in generating solutions
and making decisions.
Essential Question(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
How can a dramatic performance reflect a critical perspective?
What role does literature play in the examination of recurring societal issues?
How can I prove what I have learned from the text with the best evidence from the text?
How can I use the interaction of multiple themes presented in the text to summarize the author’s message?
How does the author’s use of the story elements impact the text?
How does the author’s use of special types of figurative language and connotation of the meaning of the text?
How does the text structure help me understand the text?
Why does the structure of the text matter?
How can the author’s choice to structure the text create different elects in the text?
How the discrepancy between what can is said and what is meant change a point of view?
How can the sequence of events and connections to the main points used by the author help me understand the
text?
How does author’s an idea or claims contribute to the whole text?
How does the author’s use of text structure affect the clarity of the meaning of the text?
How do texts of the same time period treat similar themes or topics?
How can I use information to express an idea?
How can I use domain-special vocabulary to express ideas accurately?
Why do I write?
How does the writing process make me a better writer?
How can technology be used as a tool to write, publish, and/or collaborate?
Why is it important to adopt the routine of research, reflection, and revision?
How can I use evidence to support my purpose?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
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24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
How can diverse perspectives change the conversation?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
What resources can I use when I have a problem with writing or language use?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
Check all that apply.
the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem Solving
Health Literacy
T,E,A
Communication and Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
T,E,A
T,E,A
Information Literacy
Accountability, Productivity and Ethics
Media Literacy
Life and Career Skills
T,E,A
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Student Learning Targets/Objectives
1. Draw inferences from the text, including determining where the text leaves matters uncertain.
2. Determine how themes or central ideas interact and build on one another to produce a complex account.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings. (Include Shakespeare as well as other authors.)
5. Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
6. Cite strong and thorough textual evidence to support inferences drawn from the text, including determining
where the text leaves matters uncertain.
7. Determine two or more central ideas of a text and analyze their development over the course of the text.
8. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
9. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course
of a text (e.g., how Madison defines faction in Federalist No. 10).
10. Analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including
whether the structure makes points clear, convincing, and engaging
11. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing
how style and content contribute to the power, persuasiveness, or beauty of the text.
12. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles
and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
13. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
14. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the
claim(s).
15. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate
or opposing claims.
16. When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
17. When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
18. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons.
19. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between reasons and evidence.
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20. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and counterclaims.
21. When writing arguments, establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing and determine what additional information or
research is required to deepen the investigation or complete the task.
22. When writing arguments, provide a concluding statement or section that follows from and supports the
argument presented.
23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
24. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
25. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments.
26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.
27. Draw evidence from informational texts to support analysis, reflection, and research; apply grade 12 Reading
standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority
opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
28. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences.
29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
30. Come to discussions prepared, having read and researched material under study.
31. Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
32. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
33. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
34. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of
an issue; resolve contradictions when possible.
35. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
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36. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
37. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
38. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or
appropriate.
39. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
40. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
41. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
42. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
43. Observe hyphenation conventions.
44. Spell correctly.
45. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
46. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
47. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 12
reading and content, choosing flexibly from a range of strategies.
48. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
49. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
50. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
51. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
52. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
53. Analyze nuances in the meaning of words with similar denotations.
54. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
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Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
o Mock Trial
Other Evidence
o EA 1: Writing an Analysis
o EA 2: Staging an Interpretation
o Writing Workshop 8/Persuasive/Argumentative writing (Teacher selected persuasive prompt pertaining to
“Othello”)
o Mock Trial
Portfolio
• Writing an Analysis (EA1)[RL.12.1, RI.12.1, W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2,
L.12.4c-d]
• Staging an Interpretation (EA2) [RL.12.1, RI.12.1, RI.12.4, RI.12.7,SL.12.3, SL.12.4, L.12.1, L.12.2, L.12.3, L.12.6]
• Writing Workshop 8/Persuasive/Argumentative Writing (Teacher selected persuasive prompt pertaining to
“Othello”) [RI.12.1,RI.12.2, RI.12.4, RI.12.5, W.12.1a-e, W.12.4, W.12.5, W.12.6, W.12.8, L.12.5, L.12.6]
• Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Differentiated Activities
literature circles based on lexile levels, vocabulary enrichment, research project on
Enrichment
Shakespeare’s influence. Character dialogue journal on Othello or Iago (protagonist vs
antagonist)
provide extended time, highlight key language concepts, provide background
information, identify and develop key vocabulary through the use of word walls,
predictograms, word sort, semantic mapping, concept frames and a variety of graphic
organizers; use techniques such as KWL or think/pair/share to activate and/or build
background knowledge and experience; provide literacy scaffolds such as framed
sentences and paragraphs; partner ELL learners with strong English speakers; utilize
ELL
technology and a variety of resources to promote understanding including: multiple
texts at different reading levels, Internet, audio books, video, pictures; reteach
concepts/content in mini lessons; offer a variety of resources, grouping arrangements,
assignments and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning strategies into
instruction; allow students to demonstrate understanding in many ways
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Intervention
Colorin Colorado - A bilingual site for educators of ELLs
Model Curriculum ELL Scaffold
Learning American English Online
support strategies including: literature circles based on lexile levels, provide extended
time, provide visual time, provide background knowledge, use charts and graphics, use a
variety of graphic organizers; provide individual instruction based on skill deficiencies,
provide additional vocabulary resources, and utilize technology to promote
understanding, provide audio books; reteach concepts/content in mini lessons; offer a
variety of resources, grouping arrangements, assignments and tasks; use various
strategies to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow students
to demonstrate understanding in many a variety of ways
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Read Aloud
o Character journals
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Fiction-Nonfiction paired reading
o Guided Writing
o Guided Reading (using text-based questions)
o Visual Prompts
o Auditory Prompts
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Quickwrite
o
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o KWL Chart
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Activities
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
•
Close Reading
Summarizing/Paraphrasing
Graphic Organizers
Brainstorming
Rereading to clarify information
Generating Questions using text based strategies
Use of multimedia
Note Taking
Double-Entry Journal
SOAPSTone
Debate
Predicting
Diffusing
Visualizing
Thinking Aloud
Vocabulary notebook
Margin notes
Socratic Seminar
Timed Writing
Reader Response Journal
Learning Focus Activity:3.1,3.2 [W.12.3, S.L.12.1, L.12.1, L.12.4, L.12.6]
o Preview the unit and set up acting companies so students study with
purpose
•
Literary Analysis: 3.7 The Moor, 3.11 Friendly Banter or Pointed Comments, 3.12
Honest Iago, 3.14 Who’s That Girl?, 3 .13 Emilia’s Secret, 3. 15 Staging Iago’s
Lies, 3.16 Shifting Perspectives [RL.12.1, RL.12.2,RL.12.3, RL.12.4, RL.12.6,
RL.12.10, RI.12.1, RI.12.2, RI.12.5, RI.12.7, RI.12.9, RI.12.10, W.12.1, W.12.3,
W.12.4, W.12.6, W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.5, L.12.3, L.12.4,
L.12.5, L.12.6]
o Analyze texts through the lens of Reader Response Criticism and apply
its definition to both canonical and contemporary texts.
o Analyze texts through the lens of cultural criticism and apply its
definition to multiple texts.
o to analyze characters based on an oral reading
o to write a character analysis of Othello, applying a cultural critical
o Examine organizational structure, style, and thematic concept in
preparation for Embedded Assessment 2
o Analyze how an author’s specific word choices and syntax achieve
special effects and support the author’s purpose
•
Vocabulary Notebook [L.12.4, L.12.6, R.I.12.4, R.L.12.4]
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o
o
o
o
•
In-text Vocabulary Activities
Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words
Use context, structure, and connotations to determine meanings of
words and phrases
Discriminate between connotative and denotative meanings and
interpret the connotation
Writing Workshop 8: /Persuasive/Argumentative writing (Teacher selected
persuasive prompt pertaining to “Othello”) [RI.12.1,RI.12.2, RI.12.4, RI.12.5,
W.12.1a-e, W.12.4, W.12.5, W.12.6, W.12.8, L.12.5, L.12.6]
o Introduce precise, knowledgeable claim(s) and establish the significance
of the claim(s).
o
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
o
Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between reasons and evidence.
o
Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between claim(s) and counterclaims.




•
Experiences
•
•
•
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline
Contains a clear thesis statement
Uses a clear organizational schema for conveying ideas
Uses style in writing, transitions, sentence variety and a variety
of rhetorical devices
Grammar and Usage Activities [L.12.1, L.12.2, L.12.3, L.12.4, L.12.5, L.12.6]
o Sentence structure: 3.9
o Direct quotations: 3.20
o Punctuation-Dash, comma, semi-colon, exclamation marks, period
o Varying syntax for effect
o Hyphenation convention
o MLA Format
Writing an Analysis (EA1)[RL.12.1, RI.12.1, W.12.1a-c, W.12.2c-d, W.12.4,
W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Staging an Interpretation (EA2) [RL.12.1, RI.12.1, RI.12.4, RI.12.7,SL.12.3,
SL.12.4, L.12.1, L.12.2, L.12.3, L.12.6]
Writing Workshop 8/Persuasive/Argumentative writing (Teacher selected
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•
•
persuasive prompt pertaining to “Othello”) [RI.12.1,RI.12.2, RI.12.4, RI.12.5,
W.12.1a-e, W.12.4, W.12.5, W.12.6, W.12.8, L.12.5, L.12.6]
Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Debate/Mock Trial [SL.9.4, SL.9.6]
o Make and deliver planned oral presentations independently and in small
groups.
o Include definitions to increase clarity
o Use relevant details to support main ideas
o Illustrate main ideas through anecdotes and examples
o Use grammatically correct language, including vocabulary appropriate
to the topic, audience, and purpose
o Use verbal and nonverbal techniques for presentation
o Evaluate impact and purpose of presentation
o Credit information sources
o Give impromptu responses to questions about presentation
o Give and follow spoken directions to perform specific tasks, answer
questions, or solve problems
o Use a variety of strategies to listen actively
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
Resources
Tier 3
abstract, advocacy, annotate, argument, articulate citation, context, counterclaim,
diction, digital media, explicit, fallacy, implicit, literary analysis, MLA format, literary
criticism, nuance, paradox, perspective, plagiarism, rhetoric, dramatic irony, verbal
irony, situational irony, asides, soliloquies, blocking, tragic hero, tragic flaw, tragedy,
style, subplot, subtle, syntax, synthesis, textual evidence, theme/central idea,
understatement, validity, voice, historical criticism
Key Terms
Readings
Tier 2
abhor, assay, err, preposterously, mere, mandate, prattle, pertain, heathen,
conjuration, obsequious, maim, incense, overt, malicious, foe, lascivious, insolent,
rebuke, discourse, trifle, pliant, embark, beguile, kindred, bade, woo, iniquity, prate,
tyranny, provoke, mockery, equivocal, beseech, sovereign, promulgate, sully,
boisterous, alacrity, consecrate, shun, adversity, palpable, torment, peril, subdue,
corrigible, carnal, cuckold, adieu, facile, prosperity, egregiously, perdition, nuptial,
valiant, ensue, gallant, infirmity, rouse, contention, citadel, exquisite, prologue,
slanderer, mutiny, bestow, divest, malice, peevish, brawler, lame, vile, strife, satiety,
obscure, eminent, billet, knavery, strumpet, voluble, mince, circumscription,
authenticity, fatuous, simpleton, pompous, perserverance
Drama: The Tragedy of Othello, the Moor of Venice, or Hamlet by William Shakespeare
Song: “The Right to Love,” by Gene Lees and Lalo Schifrin
Literary Criticism: Excerpt from “The Moor in English Renaissance Drama,” by Jack
D’Amico
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Essay: “Othello on Stage and Screen,” by Sylvan Barnet
Othello by Julius Lester
Supporting Text
Supplemental Materials
Art, Music, Media
Teacher Resource Links
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH
http://quizlet.com/2042081/english-othello-vocabulary-flash-cards/
Any of the following film versions:
“O” directed by Tim Blake Nelson, 2001 (Rated R, must get parent permission)
Othello, directed by Orson Welles, 1952
Othello, directed by Stuart Burge, 1965
Othello, directed by Jonathan Miller, 1981
Othello, directed by Franco Zeffirelli, 1986
Othello, directed by Janet Suzman, 1989
Othello, directed by Oliver Parker, 1995
Common Core Standards - The Common Core State 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.
Model Curriculum - The purpose of providing a “model” is to assist districts and schools
with implementation of the Common Core State Standards and New Jersey Core
Curriculum Content Standards by providing an example from which to work and/or a
product for implementation.
Springboard - Educators have online access to textbook content. In addition, teachers
also have online access to: Customizable assessments and reports to inform instruction,
Correlations to state standards, the Common Core State Standards and the rigorous
College Board standards and A peer-to-peer online professional learning "community”
where teachers and administrators can exchange ideas, share best practices and get
expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a global
and interdisciplinary initiative with a commitment to creating lessons worth sharing. Our
approach to education is an extension of TED’s mission of spreading great ideas. Within
the growing TED-Ed video library, you will find carefully curated educational videos,
many of which represent collaborations between talented educators and animators
nominated through the TED-Ed platform. This platform also allows users to take any
useful educational video, not just TED's, and easily create a customized lesson around
the video. Users can distribute the lessons, publicly or privately, and track their impact
on the world, a class, or an individual student.
www.Empower.com
www.newsela.com
www.Edu.symbaloo.com
www.Centerforlearning.org
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Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Unit: 4
Unit Duration:
Multiple Perspectives
26 Days
Anchor Standards
Reading
Key Ideas and Details
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5 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.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 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.
Presentation of Knowledge and Ideas
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.6 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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Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
This unit expands students’ understanding of critical perspectives by offering opportunities to apply multiple critical
perspectives to a single text. As students reflect on how different perspectives inform their understanding of texts, they
begin to see the importance of multiple ways of looking at texts, events, and life. The process of applying multiple
critical perspectives and engaging in student-led discussions is scaffolded through the reading of an acclaimed graphic
novel. Initially led by the teacher, students gradually move to greater independence throughout their reading. Students
then apply skills they have learned to independent reading and analyses of novels or play of literary merit and
participate in student-led discussion groups. This blend of independent work and collaboration prepares students for
investigations and presentations they will prepare in Unit 5’s culminating activities. Using a graphic novel provides an
opportunity to discuss contemporary expansion of the traditional literary canon.
Unit Goals:
• To trace a reading through a critical perspective over the course of an extended text
• To analyze two literary works through multiple critical perspectives
• To analyze and then utilize text features of a graphic novel
• To create a presentation using a performance-based or visual medium
Standards
Reading Literature
RL.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
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RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
RL.12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist.)
RL.12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
RL.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
RI.12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis; an objective summary of
the text.
RI.12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
Writing
W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
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e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
W.12.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics”).
W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible; and determine what additional information or research is
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required to deepen the investigation or complete the task.
SL.12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
SL.12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SL.12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
SL.12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated
or appropriate.
Language
L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern American Usage) as needed.
L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. a. Observe hyphenation conventions. b. Spell correctly.
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
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conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
L.12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
o 8.1.E. Effective use of digital tools assists in
gathering and managing information.
o 8.1.F. Information accessed through the use
of digital tools assists in generating solutions
and making decisions.
Interdisciplinary Standard(s)
Visual and Performing Arts
• 1.4 Visual and performing arts; All students
demonstrate proficiency in the following content
knowledge and skills for their required area of
specialization in DANCE, MUSIC, THEATRE, or VISUAL
ART
o 1.4.10.A.3 Develop informed personal
responses to an assortment of artworks across
the four arts disciplines (dance, music, theatre,
and visual art), using historical significance,
craftsmanship, cultural context, and originality
as criteria for assigning value to the works
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Essential Question(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
How do media production elements shape a message?
How can an examination of texts through multiple perspectives affect understanding?
How can multiple representations of an original source be interpreted differently?
What strategies am I using to become an independent and proficient reader of literary texts?
How can I prove what I have learned from the text with the best evidence from the text?
How can I use the interaction of multiple themes presented in the text to summarize the author’s message?
How does the author’s use of the story elements impact the text?
How does the author’s use of special types of figurative language and connotation of the meaning of the text?
How does the text structure help me understand the text?
How can I use appropriate details and organization to express a real or imagined event?
How can I use appropriate techniques to express the event more electively?
Why does the structure of the text matter?
How can the author’s choice to structure the text create different elects in the text?
How the discrepancy between what can is said and what is meant change a point of view?
How can the sequence of events and connections to the main points used by the author help me understand the
text?
How do texts of the same time period treat similar themes or topics?
How can I use information to express an idea?
How can I use domain-special vocabulary to express ideas accurately?
Why do I write?
How does the writing process make me a better writer?
How can technology be used as a tool to write, publish, and/or collaborate?
Why is it important to adopt the routine of research, reflection, and revision?
How can I use evidence to support my purpose?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
What resources can I use when I have a problem with writing or language use?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
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37. How can technology be used as a writing resource tool?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
Check all that apply.
the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem Solving
Health Literacy
T,E,A
Communication and Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
T,E,A
T,E,A
T,E,A
Information Literacy
Accountability, Productivity and Ethics
Media Literacy
Life and Career Skills
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Student Learning Targets/Objectives
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
2.
Determine two or more themes or central ideas of a text and analyze their development over the course of the
text.
3.
4.
Provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
5.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings. (Include Shakespeare as well as other authors.)
6.
Determine the meaning of words and phrases as they are used in the text.
7.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
8.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what
is really meant (e.g., satire, sarcasm, irony, or understatement).
9.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
10.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
11.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades
11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
12.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
13.
When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and
its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
14.
When writing narratives, create a smooth progression of experiences or events.
15.
When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
16.
When writing narratives, use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
17.
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
18.
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
19.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
20.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
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21.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
22.
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
23.
Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading
standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same period treat similar
themes or topics”).
24.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences.
25.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
26.
Come to discussions prepared, having read and researched material under study.
27.
Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
28.
Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
29.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
30.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of
an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
31.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
32.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
33.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
34.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
35.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or
appropriate.
36.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking;
apply the understanding that usage is a matter of convention, can change over time, and is sometimes
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contested.
37.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
38.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing; observe hyphenation conventions when writing.
39.
40.
Spell correctly when writing narratives.
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
41.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
42.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies.
43.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase
44.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable) when writing and speaking.
45.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
46.
Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text when writing and speaking.
47.
Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the
meaning of words with similar denotations.
48.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level.
49.
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Assessments
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
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•
o Model Curriculum Unit Assessment
Other Evidence
o EA 1: Presenting a Literary Work Through Multiple Critical Perspectives
o Writing Workshop 10: Research on Maus (teacher created research paper)
o
•
•
Writing Workshop 6: Open-Ended Expository Prose Prompt 3
Portfolio
Embedded Assessment 1:Presenting a Literary Work Through Multiple Critical Perspectives [RL.12.1,
RI.12.1, W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Writing Workshop 6: Open-Ended Expository Prose Prompt 3 [W.12.1, W.12.3a-d, W.12.4, W.12.5,
W.12.6, W.12.8, L.12.5, L.12.6]
•
Writing Workshop 10: Research on Maus (teacher created research paper)[RI.12.2, W.12.4, W.12.5,
W.12.6, W.12.7, W.12.9a, L.12.]
•
Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Differentiated Activities
Enrichment
ELL
Intervention
literature circles based on lexile levels, vocabulary enrichment, research project on
Shakespeare’s influence. Create a graphic novel using current issues in society today.
provide extended time, highlight key language concepts, provide background
information, identify and develop key vocabulary through the use of word walls,
predictograms, word sort, semantic mapping, concept frames and a variety of graphic
organizers; use techniques such as KWL or think/pair/share to activate and/or build
background knowledge and experience; provide literacy scaffolds such as framed
sentences and paragraphs; partner ELL learners with strong English speakers; utilize
technology and a variety of resources to promote understanding including: multiple
texts at different reading levels, Internet, audio books, video, pictures; reteach
concepts/content in mini lessons; offer a variety of resources, grouping arrangements,
assignments and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning strategies into
instruction; allow students to demonstrate understanding in many ways
Colorin Colorado - A bilingual site for educators of ELLs
Model Curriculum ELL Scaffold
Learning American English Online
support strategies including: literature circles based on lexile levels, provide extended
time, provide visual time, provide background knowledge, use charts and graphics, use a
variety of graphic organizers; provide individual instruction based on skill deficiencies,
provide additional vocabulary resources, and utilize technology to promote
understanding, provide audio books; reteach concepts/content in mini lessons; offer a
variety of resources, grouping arrangements, assignments and tasks; use various
strategies to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow students
to demonstrate understanding in many a variety of ways
Teaching and Learning Actions
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Instructional Strategies
Teaching
o Activate Prior Knowledge
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Read Aloud
o Character journals
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Fiction-Nonfiction paired reading
o Guided Writing
o Guided Reading (using text-based questions)
o Visual Prompts
o Auditory Prompts
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Quickwrite
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o KWL Chart
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading to clarify information
o Generating Questions using text based strategies
o Use of multimedia
o Note Taking
o Double-Entry Journal
o SOAPSTone
o SIFT
o DIDLS
o Predicting
o Diffusing
o Visualizing
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o
o
o
o
o
o
Activities
Thinking Aloud
Vocabulary notebook
Margin notes
Socratic Seminar
Timed Writing
Reader Response Journal
• Learning Focus Activity: 4.1,4.2 [W.12.3, S.L.12.1, L.12.1, L.12.4, L.12.6]
o Preview the unit and set up acting companies so students study
with purpose
•
Literary Analysis: 4.3 Beginning the Graphic Novel, 4. 4 Framing the
Narrative, 4.5 Transitioning to a New Land, 4. 6 Angles and Perspectives, 4.7
Marginalized Peoples, 4.8 Choosing a Perspective, 4 .9 Adapting for an
Audience, 4. 11 The Author’s Perspective, 4 .12 Multiple Perspectives on the
Graphic Novel [RL.12.1, RL.12.2,RL.12.3, RL.12.4, RL.12.6, RL.12.10, RI.12.1,
RI.12.2, RI.12.5, RI.12.7, RI.12.9, RI.12.10, W.12.1, W.12.3, W.12.4, W.12.6,
W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.5, L.12.3, L.12.4, L.12.5, L.12.6]
o Analyze texts through the lens of Reader Response Criticism and
apply its definition to both canonical and contemporary texts.
o Analyze texts through the lens of cultural criticism and apply its
definition to multiple texts.
o to analyze characters based on a close read
o Compare and contrast a paired read
o Analyze how an author’s specific word choices and syntax achieve
special effects and support the author’s purpose
•
Vocabulary Notebook [L.12.4, L.12.6, R.I.12.4, R.L.12.4]
o In-text Vocabulary Activities
o Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words
o Use context, structure, and connotations to determine meanings of
words and phrases
o Discriminate between connotative and denotative meanings and
interpret the connotation
•
Writing Workshop 6: Open-Ended Expository Prose Prompt 3 [W.12.1,
W.12.3a-d, W.12.4, W.12.5, W.12.6, W.12.8, L.12.5, L.12.6]
o Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
o
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
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what is most significant for a specific purpose and audience
o
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products
•
Graphic Novel Analysis (MAUS): 4.13 Independent Reading and Discussion
[RL.12.1, RL.12.2, RL.12.3, RI.12.1, RI.12.2, RI.12.8, W.12.1]
o Reading Guides: Answer text-dependent questions, make
predictions, inferences, draw conclusions, and connect prior
knowledge to support reading comprehension.
o Identify author’s main idea and purpose
o Historical analysis explaining the influence of historical content on
the form, style, and point of view of a written work
o Analyze the cultural or social function of a literary text
o Fishbowl Discussions
o Group work and discussion on themes
•
Writing workshop 10: Conduct a research on the Holocaust[RI.12.2, W.12.4,
W.12.5, W.12.6, W.12.7, W.12.9a, L.12.]
o Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
•
o
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience
o
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products
o
Integrate multiple sources of information presented in diverse
formats and media
Make and deliver planned oral presentations independently and in small
groups: 4.10 Designing a Media Communication [SL.9.4, SL.9.6]
o Include definitions to increase clarity
o Use relevant details to support main ideas
o Illustrate main ideas through anecdotes and examples
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose
o Use verbal and nonverbal techniques for presentation
o Evaluate impact and purpose of presentation
o Credit information sources
o Give impromptu responses to questions about presentation
o Give and follow spoken directions to perform specific tasks, answer
questions, or solve problems
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o
o
o
Use a variety of strategies to listen actively
Summarize and evaluate information presented orally by others
Assume shared responsibility for collaborative work
•
Experiences
•
•
Grammar and Usage Activities [L.12.1, L.12.2, L.12.3, L.12.4, L.12.5, L.12.6]
o Semicolon
o Compound adjectives
o Hyphens
o Commas
Embedded Assessment: Presenting a Literary Work Through Multiple Critical
Perspectives (EA1)[RL.12.1, RI.12.1, W.12.1a-c, W.12.2c-d, W.12.4, W.12.5,
W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Writing Workshop 10: Research on Maus (teacher created research
paper)[RI.12.2, W.12.4, W.12.5, W.12.6, W.12.7, W.12.9a, L.12.]
•
Writing Workshop 6: Open-Ended Expository Prose Prompt 3 [W.12.1, W.12.3ad, W.12.4, W.12.5, W.12.6, W.12.8, L.12.5, L.12.6]
•
Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Resources
Key Terms
Readings
Tier 3
abstract, advocacy, annotate, argument, articulate citation, context, counterclaim,
diction, digital media, explicit, fallacy, implicit, literary analysis, MLA format, literary
criticism, nuance, paradox, perspective, plagiarism, rhetoric, dramatic irony, primary,
secondary, style, subplot, subtle, syntax, synthesis, textual evidence, theme/central
idea, understatement, validity, voice, Historical Criticism
Tier 2
anti-semantic, Aryan, bunker, caricature, Bar Mitzvah, Germaine, Gestapo, ghetto,
combinatory, glaucoma, governess, neurotic, recuperate, scapegoat, perspective,
systematic, hemorrhage, senile, Yiddish, liquidate, Zionist, annexed, frontier,
seamstress, communist, Auschwitz, concentration camps, Holocaust
Graphic Novel:
The Arrival, by Shaun Tan
Maus by Art Spielman
Nonfiction: Excerpt from Understanding Comics, by Scott McCloud
Poem: “The New Colossus,” by Emma Lazarus
Essay: Excerpt from “Comments on The Arrival,” by Shaun Tan
Supporting Text
Supplemental Materials
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
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Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH
Lyrics: “The Immigrant Song,” by Led Zeppelin
Art, Music, Media
Teacher Resource Links
Common Core Standards - The Common Core State 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.
Model Curriculum - The purpose of providing a “model” is to assist districts and schools
with implementation of the Common Core State Standards and New Jersey Core
Curriculum Content Standards by providing an example from which to work and/or a
product for implementation.
Springboard - Educators have online access to textbook content. In addition, teachers
also have online access to: Customizable assessments and reports to inform instruction,
Correlations to state standards, the Common Core State Standards and the rigorous
College Board standards and A peer-to-peer online professional learning "community”
where teachers and administrators can exchange ideas, share best practices and get
expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a global
and interdisciplinary initiative with a commitment to creating lessons worth sharing. Our
approach to education is an extension of TED’s mission of spreading great ideas. Within
the growing TED-Ed video library, you will find carefully curated educational videos,
many of which represent collaborations between talented educators and animators
nominated through the TED-Ed platform. This platform also allows users to take any
useful educational video, not just TED's, and easily create a customized lesson around
the video. Users can distribute the lessons, publicly or privately, and track their impact
on the world, a class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
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• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Unit: 5
Unit Duration:
Creating Perspectives
25 Days
Anchor Standards
Reading
Key Ideas and Details
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5 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.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 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.
Presentation of Knowledge and Ideas
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.6 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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Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
This unit is the culmination of the Senior English experience, asking students to assess how various critical lenses they
have explored may be applied to a single subject to inform understanding of underlying tensions that contribute to the
subject’s resonance and importance. Students analyze print and nonprint journalistic texts—and their own reactions to
them. They also consider how personal and cultural experiences, assumptions, and biases influence perspectives on
what is “true” about events, becoming filters that strongly influence how we interpret the world. By studying how a
single event is reported by different journalistic sources (both initially and over time), students explore how critical
lenses they have examined influence ways we each define truth.
Unit Goals:
• To identify ways in which media shape how and what we know about particular events
• To investigate how different media channels communicate information about a particular event
• To investigate a variety of perspectives on a single event
• To analyze how different critical perspectives shape the reporting and interpreting of events
• To create media texts applying multiple lenses to the investigation and representation of an event
Standards
Reading Literature
RL.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
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meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
RL.12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
RL.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
RI.12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis; an objective summary of
the text.
RI.12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
RI.12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
RI.12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and
literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
RI. 12.10 By the end of grade 12, read and comprehend literary nonfiction in the grades 11- 12–CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each
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while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
W.12.9a-bDraw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics”).
.
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W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
SL.12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SL.12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
Language
L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
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L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary)
L.12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
o 8.1.E. Effective use of digital tools assists in
gathering and managing information.
Interdisciplinary Standard(s)
Social Studies
6.1 All students will acquire the knowledge and skills
to think analytically about how past and present
interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and
skills enable students to make informed decisions that
reflect fundamental rights and core democratic values
as productive citizens in local, national, and global
communities.
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o
8.1.F. Information accessed through the use
of digital tools assists in generating solutions
and making decisions.
Essential Question(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
How do media sources impact our understanding of the truth and significance of issues?
How can media texts be constructed to support agendas or interpretations?
How can multiple representations of an original source be interpreted differently?
What strategies am I using to become an independent and proficient reader of literary texts?
How can I prove what I have learned from the text with the best evidence from the text?
How can I use the interaction of multiple themes presented in the text to summarize the author’s message?
How does the author’s use of the story elements impact the text?
How does the author’s use of special types of figurative language and connotation of the meaning of the text?
How does the text structure help me understand the text?
How can I use appropriate details and organization to express a real or imagined event?
How can I use appropriate techniques to express the event more electively?
Why does the structure of the text matter?
How can the author’s choice to structure the text create different elects in the text?
How the discrepancy between what can is said and what is meant change a point of view?
How can the sequence of events and connections to the main points used by the author help me understand the
text?
How do texts of the same time period treat similar themes or topics?
How can I use information to express an idea?
How can I use domain-special vocabulary to express ideas accurately?
Why do I write?
How does the writing process make me a better writer?
How can technology be used as a tool to write, publish, and/or collaborate?
Why is it important to adopt the routine of research, reflection, and revision?
How can I use evidence to support my purpose?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
What resources can I use when I have a problem with writing or language use?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
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34.
35.
36.
37.
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
Check all that apply.
the appropriate skill.
st
21 Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem Solving
Health Literacy
T,E,A
Communication and Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
T,E,A
T,E,A
T,E,A
Information Literacy
Accountability, Productivity and Ethics
Media Literacy
Life and Career Skills
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Student Learning Targets/Objectives
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of
the text.
3. Provide an objective summary of the text.
4. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
5. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings. (Include Shakespeare as well as other authors.)
6. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist.)
7. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
8. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades
11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
9. Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
10. Cite strong and thorough textual evidence to support inferences drawn from the text, including determining
where the text leaves matters uncertain.
11. Determine two or more central ideas of a text and analyze their development over the course of the text.
12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging
15. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
16. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and
literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
17. By the end of grade 12, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
18. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
19. When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and
its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
20. When writing narratives, create a smooth progression of experiences or events.
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21. Write narratives to develop real or imagined experiences or events using effective technique; use narrative
techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
22. When writing narratives, use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
23. When writing narratives, use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
24. When writing narratives, provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
25. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
26. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the
claim(s).
27. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from
alternate or opposing claims.
28. When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
29. When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
30. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons.
31. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between reasons and evidence.
32. When writing arguments, establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
33. When writing arguments, provide a concluding statement or section that follows from and supports the
argument presented.
34. Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
35. Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.
36. Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading
standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period
treat similar themes or topics”).
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37. Apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy [e.g., The Federalist, presidential addresses]”).
38. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
39. Explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
40. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines,
and establish individual roles as needed.
41. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
42. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of
an issue; resolve contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
43. Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
44. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
45. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
46. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.
47. Observe hyphenation conventions.
48. Spell correctly when writing narrative and argument taxts.
49. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening; vary syntax for effect,
consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
50. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase
51. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
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52. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12
reading and content, choosing flexibly from a range of strategies; consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage;
53. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
54. Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text when writing and speaking.
Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
Other Evidence
o EA1(Writing Workshop 10: Research)Examining How an Issue Is Presented in Media Texts
o EA2: Creating a Media Text
o Writing Workshop 8: Persuasive/Argumentative Writing: Open-ended Persuasive Prompt 2
•
•
•
•
Portfolio
Embedded Assessment 2: Creating a Media Text [RI.12.1,RI.12.2, RI.12.3, W.12.1a-c, W.12.2c-d, W.12.4,
W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Embedded Assessment 1(Writing Workshop 10: Research) Examining How an Issue Is Presented in Media
Texts[RI.12.2, W.12.4, W.12.5, W.12.6, W.12.7, W.12.9a, L.12.]
Writing Workshop 8: Persuasive/Argumentative Writing: Open-ended Persuasive Prompt 2 [RI.12.2,
RI.12.3, W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4]
Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Differentiated Activities
Enrichment
literature circles based on lexile levels, vocabulary enrichment, research project on a
controversial topic in society today
ELL
provide extended time, highlight key language concepts, provide background
information, identify and develop key vocabulary through the use of word walls,
predictograms, word sort, semantic mapping, concept frames and a variety of graphic
organizers; use techniques such as KWL or think/pair/share to activate and/or build
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background knowledge and experience; provide literacy scaffolds such as framed
sentences and paragraphs; partner ELL learners with strong English speakers; utilize
technology and a variety of resources to promote understanding including: multiple
texts at different reading levels, Internet, audio books, video, pictures; reteach
concepts/content in mini lessons; offer a variety of resources, grouping arrangements,
assignments and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning strategies into
instruction; allow students to demonstrate understanding in many ways
Intervention
Instructional Strategies
Colorin Colorado - A bilingual site for educators of ELLs
Model Curriculum ELL Scaffold
Learning American English Online
support strategies including: literature circles based on lexile levels, provide extended
time, provide visual time, provide background knowledge, use charts and graphics, use a
variety of graphic organizers; provide individual instruction based on skill deficiencies,
provide additional vocabulary resources, and utilize technology to promote
understanding, provide audio books; reteach concepts/content in mini lessons; offer a
variety of resources, grouping arrangements, assignments and tasks; use various
strategies to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow students
to demonstrate understanding in many a variety of ways
Teaching and Learning Actions
Teaching
o Activate Prior Knowledge
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Read Aloud
o Character journals
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Fiction-Nonfiction paired reading
o Guided Writing
o Guided Reading (using text-based questions)
o Visual Prompts
o Auditory Prompts
o Using critical and divergent thinking and assimilating prior knowledge to draw
conclusions
o Quickwrite
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Activities
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o KWL Chart
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading to clarify information
o Generating Questions using text based strategies
o Use of multimedia
o Note Taking
o Double-Entry Journal
o Predicting
o Diffusing
o Visualizing
o Thinking Aloud
o Vocabulary notebook
o Margin notes
o Socratic Seminar
o Timed Writing
o Reader Response Journal
• Learning Focus Activity: 5.1, [W.12.3, S.L.12.1, L.12.1, L.12.4, L.12.6]
o Preview the unit and set up acting companies so students study
with purpose
•
Close Reading Passage Analysis: 5.2 How Do You Get Information?, 5.3
Constructing Public Opinion, 5.4 Reporting Live, 5.5 Framing the Investigation,
5. 6 Throwing Light on the Situation [RL.12.1, RL.12.2,RL.12.3, RL.12.4, RL.12.6,
RL.12.10, RI.12.1, RI.12.2, RI.12.5, RI.12.7, RI.12.9, RI.12.10, W.12.1, W.12.3,
W.12.4, W.12.6, W.12.9a-d, SL.12.1, SL.12.2, SL.12.4, SL.12.5, L.12.3, L.12.4,
L.12.5, L.12.6]
o Analyze texts through the lens of Reader Response Criticism and apply
its definition to both canonical and contemporary texts.
o Analyze texts through the lens of cultural criticism and apply its
definition to multiple texts.
o Compare and contrast a paired read
o Analyze how an author’s specific word choices and syntax achieve
special effects and support the author’s purpose
•
Film Analysis(comparing informational text to film): 5.7 Considering the Medium
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5.10, That Sounds Just Right, 5.11 Turning Facts into Narrative, 5.12 Voir Dire:
Facing a Jury of Your Peers [RI.12.1, RI.12.2, RI.12.3, RI.12.9, RI.12.10, SL.12.1,
SL.12.2, SL.12.3]
o To review techniques for close reading visual texts
o To analyze stylistic conventions of nonfiction films
o To interpret the relationship between narrative mode and
audience engagement
o To analyze print and nonprint texts for evidence of critical perspectives
o To evaluate the impact of bias/an inferred agenda on the credibility of a
text
o To analyze an author’s use of rhetoric for evidence of bias
•
Vocabulary Notebook [L.12.4, L.12.6, R.I.12.4, R.L.12.4]
o In-text Vocabulary Activities
o Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words
o Use context, structure, and connotations to determine meanings of
words and phrases
o Discriminate between connotative and denotative meanings and
interpret the connotation
•
Writing Workshop 8: Persuasive/Argumentative Writing: Open-ended
Persuasive Prompt 2 [W.12.1, W.12.3a-d, W.12.4, W.12.5, W.12.6, W.12.8,
L.12.5, L.12.6]
o Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
•
o
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience
o
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products
Embedded Assessment 1(Writing Workshop 10: Research) Examining How an
Issue Is Presented in Media Texts: 5.8 Looking for Trouble, 5.9 Evaluating
Sources [RI.12.2, W.12.4, W.12.5, W.12.6, W.12.7, W.12.9a, L.12.]
o Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
o
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience
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o
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products
Integrate multiple sources of information presented in diverse
formats and media
Embedded Assessment 2: Creating a Media Text [RI.12.1,RI.12.2, RI.12.3,
W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
o To evaluate how music and visual rhetoric contribute to tone in a
media text
o To close read a visual text to interpret the effect of cinematic
techniques
o To develop a plan for establishing tone in an original visual text
o To synthesize various critical perspectives into a coherent overall
text
o To select and organize elements of a media text for rhetorical effect
o
•
Experiences
•
Quickwrite: 5.13 Timed Writing [W.12.10]
•
Grammar and Usage Activities [L.12.1, L.12.2, L.12.3, L.12.4, L.12.5, L.12.6]
o Varying sentence lengths
o Rhetorical questions (5.5)
o Appositives (5.6)
o Direct quotes
o Commas
o Adverbial phrases
o Rhetorical questions
o Fragments
•
•
•
•
•
Key Terms
Embedded Assessment 2: Creating a Media Text [RI.12.1,RI.12.2, RI.12.3,
W.12.1a-c, W.12.2c-d, W.12.4, W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4c-d]
Embedded Assessment 1(Writing Workshop 10: Research) Examining How
an Issue Is Presented in Media Texts[RI.12.2, W.12.4, W.12.5, W.12.6,
W.12.7, W.12.9a, L.12.]
Writing Workshop 8: Persuasive/Argumentative Writing: Open-ended
Persuasive Prompt 2 [RI.12.2, RI.12.3, W.12.1a-c, W.12.2c-d, W.12.4,
W.12.5, W.12.6, L.12.1b, L.12.2, L.12.4]
Unit Reflection [RI.12.4, RI.12.7, L.12.6]
Debate[SL.12.1, SL.12.2, SL.12.3, SL.12.4]
Resources
Tier 3
abstract, advocacy, annotate, argument, articulate citation, context, counterclaim,
diction, digital media, explicit, fallacy, implicit, literary analysis, MLA format, literary
criticism, nuance, paradox, perspective, plagiarism, rhetoric, dramatic irony, primary,
secondary, style, subplot, subtle, syntax, synthesis, textual evidence, theme/central
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Asbury Park School District
idea, understatement, validity, voice, rhetorical slander, antithetical
Readings
Tier 2
resentment, unprecedented, palatable, media, credible, unreliable, logical, media
channel, furrow, ailment, mandate, virtue, portal, vocation, transgression, wretch ,
lassitude, vice , atone, heed, defile, edict, sanction, vindicate, creed, impotent,
botch, reverence, sage
Documentaries:
News War, Part III: What’s Happening to the News, from Frontline
Shut Up and Sing, directed by Barbara Kopple and Cecilia Peck, 2006
Essays:
“How the Media Twists the News,” by Sheila Gribben Liaugminas
“Media Bias Comes from Viewers Like You,” by Tyler Cohen
Articles:
“The Dixie Chicks,” by Betty Clarke
“The Dixie Chicks Keep the Heat on Nashville,” by Bill Friskics-Warren
“No More Whistlin’ Dixie,” by Jim Lewis
“Radio Gets Static on Hill,” by Brooks Bolick
“The Dixie Chicks: America Catches Up with Them,” by Jon Pareles
“Dixie Chicks Among Esteemed Outlaws,” by Ashley Sayeau
“A Tired Old Song,” by Jonah Goldberg
And other relevant and reputable news articles
Columns:
“Shut Up and Sing?” by Chet Flippo
“Speaking Up and Speaking Out,” by Melissa Silverstein
Supporting Text
Supplemental Materials
Art, Music, Media
Teacher Resource Links
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH
• Television News Clip: “Dixie Chicks: Not Ready to Make Nice,” from CBS News
• Film: Edward Scissorhands, directed by Tim Burton, 1990
Common Core Standards - The Common Core State 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.
Model Curriculum - The purpose of providing a “model” is to assist districts and schools
with implementation of the Common Core State Standards and New Jersey Core
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Curriculum Content Standards by providing an example from which to work and/or a
product for implementation.
Springboard - Educators have online access to textbook content. In addition, teachers
also have online access to: Customizable assessments and reports to inform instruction,
Correlations to state standards, the Common Core State Standards and the rigorous
College Board standards and A peer-to-peer online professional learning "community”
where teachers and administrators can exchange ideas, share best practices and get
expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a global
and interdisciplinary initiative with a commitment to creating lessons worth sharing. Our
approach to education is an extension of TED’s mission of spreading great ideas. Within
the growing TED-Ed video library, you will find carefully curated educational videos,
many of which represent collaborations between talented educators and animators
nominated through the TED-Ed platform. This platform also allows users to take any
useful educational video, not just TED's, and easily create a customized lesson around
the video. Users can distribute the lessons, publicly or privately, and track their impact
on the world, a class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
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Asbury Park School District
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead into
student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Asbury Park School District
Scope and Sequence Overview:
1
2
3
4
5
6
7
8
9
14
15
16
17
18
UNIT 1:Perception Is Everything
10
11
12
13
UNIT 2: The Collective Perspective
19
20
21
UNIT 3: Evolving Perspectives
22
23
24
25
26
27
35
36
UNIT 4: Multiple Perspectives
28
29
30
31
32
33
34
UNIT 5: Creating Perspectives
Submitted by: ____Christine DeMarsico________________________________
Date: 8/21/13
Curriculum and Instruction Administration:
Approved
Date: _____________________
Board of Education:
Approved
Date: _____________________
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