Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Submitted As Part of A Regional Collaborative Design to Achieve the Educational Goals of the Communities served by the Oceanport, Monmouth Beach,
West Long Branch and Shore Regional School Districts
O
Office of
C Curriculum & I
Instruction
Bruce C. Preston -- Regional Director
English
World Literature Grade 9
Curriculum Writing Committee
Nicholas Amaral
BOARD OF EDUCATION INITIAL ADOPTION DATE:
1
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
2
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Course Philosophy
Every individual develops intellectually...
Garamond 12 & Justify
Course Description
Garamond 14 Bold, Underline & Center
Garamond 12 & Justify
3
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
(Shore Regional High School)
Curriculum Map
(This is a worksheet intended to support the development of the overall document. It should be submitted to the supervisors if appropriate but it will not be included in the
final board-approved document)
Garamond 12 Bold
World Literature 9
Garamond 12 Bold
Month
SepOct
Content – What Standards (if known, current Why is this important know? Essential Concepts (Enduring Assessments and Skills: Specific skills
topic or themes
and familiar) Code only
Authentic applications
Understandings)
and strategies for assessments
Unit 1: Introduction
to the Oral
Tradition: Ancient
Greek and Roman
Myth and Theater
Reading Literature: SL.9.2,
RL.9.3,
RL.9.9
Speaking & Listening: SL.9.5
Writing: W.9.3, W.9.9
Essential Concepts:
1. What is effective
communication?
Skills:
Literary Terms/Devices: characterization,
theme, allusion, in medias res, epithet, epic
2. How does language create and poem, epic hero, epic simile, metaphor,
shape our perceptions and
personification, invocation, tragic flaw,
experiences?
tragic hero, dramatic irony, Greek chorus,
props, stage directions, protagonist,
3. How do ancient heroes relate to antagonist, playwright, comedy, tragedy,
dialogue, monologue, soliloquy, aside,
contemporary heroes and to our
heroic couplet
own experiences?
Grammar: Review knowledge of
4. What universal themes in
literature are of interest or concern grammatical devices and parts of speech
to all cultures and societies?
Greek and Latin roots of words
5. Are ancient modes of oral
tradition (Greek theater) relevant Words from Greek and Roman Mythology
today? What are modern
counterparts to ancient Greek
Writing Conventions: Understanding the
theater?
writing process and stages of formal
writing/ MLA format
6. Why should one study different
cultures through literature?
Organize logical paragraphs (opening
4
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
statement, transitions, and topic sentences)
in a well-developed format.
Implications, Perspectives:
Connections to previous and
future study:
Assessment Strategies:
1. Students will create their own god or
goddess and use this character in the
creation of their own original myth modeled
after those examined in class.
2. Students will compose a Literary
Analysis essay on themes and the use of
irony in Oedipus the King.
3. Students will work in groups in order to
reenact pivotal scenes from Oedipus the
King.
4. Students will complete a final unit exam
consisting of the various topics covered in
Greek and Roman culture.
5. Collaborative PowerPoint presentation of
Greek and Roman gods, goddesses, and
heroes.
6. Students will portray a modern version of
classical oral tradition in the creation of a
rap song, music video, etc.
Supplements and Resources:
Homer’s “the Iliad”, Homer’s “the
Odyssey”, Oedipus the King by
Sophocles, “Siren Song” by
Margaret Atwood, “The LotusEaters” by Lord Tennyson,
Mythology by Edith Hamilton
5
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
OctNov
Unit 2: Ancient
African
Fables/Modern
African Literature
Speaking and Listening: SL.9.1,
SL.9.5
Language: L.9.6
Reading Informational Texts:
RI.9.7, RI.9.1
Reading Literature: RL.9.9,
RL.9.6, RL.9.3
Writing: W.9.6, W.9.3
Essential Concepts:
1. What common experiences do
all individuals share?
Skills:
Literary Terms/Devices: metaphor,
colonialism, point-of-view, foreshadow,
2. What universal themes in
postcolonialism, mysticism, apartheid,
literature are of interest or concern “chi”
to all cultures and societies?
Grammar: Parts of Speech Review:
3. What archetypes occur in the
(verbs) irregular, past participle, simple,
world’s cultures through literature? perfect,subject verb agreement (nouns)
common, proper, concrete, possessive,
4. Why would one person or one gerunds
population seek to oppress another?
Correct errors in subject/ verb agreement
and pronoun/ antecedent agreement.
5. How do apartheid and
colonization and the residual
effects of slavery impact the
Writing Conventions: Write a clear
personal journeys of Africans and concise thesis statement.
African Americans?
Work to create an engaging hook/ attention
grabber for introductory paragraphs.
Implications, Perspectives:
Connections to previous and
future study:
Assessment Strategies:
1. Students will create an original fable or
parable modeled after those examined in
class.
2. Students will compose a Literary
Analysis essay on themes in Cry, the
Beloved Country and/or Things Fall Apart,
citing evidence from the text.
6
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
3. Students will work in groups in order to
create a newspaper covering major events
in Cry, the Beloved Country using Google
Docs to collaborate.
4. Students will prepare and participate in
debate panels covering major moral issues
covered throughout the unit.
5. Students will present cultural discoveries
(African crafts, music, artwork, dance, and
fashion) to their peers in a creative and
engaging fashion.
6. Student will create an original narrative
writing (slave/ colonial narrative) to reflect
research on apartheid, slavery, and
oppression.
Supplements and Resources:
Nov- Unit 3: Ancient
Dec Chinese, Japanese
Reading Literature: RL.9.10
and Middle Eastern Speaking and Listening: SL.9.1,
Folktales/Modern SL.9.6, SL.9.2, SL9.5
Asian and Middle
Eastern Memoir
Writing: W.9.9, W.9.10, W.9.7,
W.9.8, W.9.1, W.9.6
Language: L.9.6
Essential Concepts:
1. What is the author’s purpose in Skills:
creating a work, and how does the
author elicit certain responses in Literary Terms/Devices: simile, metaphor,
the reader?
figurative language, foreshadow,
symbolism, perspective, tanka, haiku,
2. What is gained by the reader by memoir, taoism, confucianism
reading multiple texts (ex. memoir,
graphic novel, historical account)? Grammar: Correct sentence fragments and
run-on sentences.
2. What responsibility does an
individual have after reading a
work of literature?
Understand clauses- independent/
subordinate (independent/ dependent)
3. What is the purpose of inquiry
Properly use commas and semicolons
7
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
and research?
Writing Conventions: Analyze and
4. How can research be made
incorporate quotations into writing.
authentic through collaboration
online in a research project?
Use parallel structure.
5. What benefits have you gained
from your research?
6. What will you remember forty
years from now?
Use various types of phrases (noun, verb,
adjectival, adverbial, participial,
prepositional, absolute) to convey specific
meanings and add variety to writing.
7. How does non-print text
(marketing, advertisement, graphic
design) affect the 21st century
student in terms of career
readiness?
Implications, Perspectives:
Connections to previous and
future study:
Assessment Strategies:
1. Students will participate in formal
accountable talk, citing specific references
from two Asian and/or Middle Eastern
tales, in order to determine how culture has
impacted authors’ purposes.
2. Students will apply cultural background
to examine literary writing structures as
they were meant to influence the reader.
3. Students will create their own their own
original folktale or fairytale modeled after
those examined in class.
4. Students will compose a Literary
8
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Analysis/ Comparison essay on cultural
impact on authors’ intent in two texts,
Hiroshima and Chinese Cinderella.
5. Students will engage in the writing
process (including peer editing and
revision) in order to complete a research
paper on a topic of their choice focusing on
China or Japan.
6. Students will create a comic
book/graphic novel panel of a childhood
memory modeled after Persepolis or
another unit literary work.
7. Students will work in groups to create
and design a Time Capsule for a character
of their choice from the works studied in
this unit.
8. Midterm exam.
Supplements and Resources:
Hiroshima by John Hersey,
Chinese Cinderalla by Adeline Yen
Mah,
JanFeb
Speaking and Listening: SL.9.1
Unit 4: Early
Central and
Southern American Writing: W.9.3, W.9.7
Poetry/ Magical
Realism and
Language: L.9.6
Modern South and
Central American
Reading Literature: RL.9.4,
RL.9.5, RL.9.6, RL.9.7
Essential Concepts:
1. What common experiences do
all individual share?
Skills:
Literary Terms/Devices: simile, metaphor,
2. What are the universal stages in personification, imagery, sensory details,
a person’s journey towards self
alliteration, rhyme, internal rhyme, vignette,
realization?
memoir, coming-of-age, bildungsroman,
repetition, magical realism
3. What is the author’s purpose and
9
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Literature
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
how does the author elicit certain Grammar: Correct use of apostrophe
responses in the reader?
placement possessives
4. How do customs and traditions
vary with cultures?
Writing Conventions: Properly cite using
MLA citation.
5. How can the blending of the
Incorporate research methods into writing.
fantastical/magical and the realistic
elements of a culture be effectively Write simple/complex/and compound
combined in a work of fiction?
sentences to help vary sentence style.
Implications, Perspectives:
Connections to previous and
future study:
Assessment Strategies:
1. Students will compose original short
stories/vignettes focusing on elements of
Magical Realism.
2. Students will compose literary analysis
essays on the major themes found in The
House on Mango Street.
3. Students will design their own original
character that could exist in the world
explored in The House on Mango Street and
create an original series of vignettes in the
voice of this character. Students will use
their knowledge of the novel as a basis for
this final activity.
4. Jigsaw Finale: Two pairs will create a
merged magical realism style story from
their respective accounts.
Supplements and Resources: The
House on Mango Street by Sandra
Cisneros, Living Up the Street by
10
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Gary Soto, poetry by Gary Soto
Standard 10: Lit-Dramas
Mar- Unit 5: Early
European
Literary
Apr
Renaissance and
Shakespearean
Theater
Writing: W.9.10, W.9.3, W.9.9,
W.9.4
Reading Literature: RL.9.1
Speaking and Listening: SL.9.6,
SL.9.2
Language: L.9.6, L.9.3, L.9.1,
L.9.5
Essential Concepts:
1. What is effective communication Skills:
(oral, written, and/or visual
media)?
Literary Terms/Devices: allusion, pun,
oxymoron, alliteration, foreshadow,
2. What is the author’s purpose and personification, simile, metaphor, subtext,
how does the author elicit certain inflection, quatrain, couplet, rhyme, rhythm,
responses from the reader?
meter, sonnet, iambic pentameter,
monologue, soliloquy, aside, conflict,
3. What universal themes in
stanza
literature are of interest or concern
to all cultures and society?
Grammar: Correctly use frequently
confused words (to/too/two,
4. Why should one study different there/their/they’re, effect/affect, its, it’s)
cultures through literature?
Vary word choice and diction
5. How are the biographical and
cultural aspects of the author a
Writing Conventions: Write formal
strong influence on his/her writing? concluding paragraphs in MLA format.
6. How does the author’s original Eliminate redundancy and wordiness in
intent to have his play performed in writing.
front of an audience translate to the
reading of that play in modern
times, and should the play be
performed for true critical
understanding?
7. How can the formal construction
of a Renaissance sonnet be not only
analyzed but also enjoyed by the
modern reader/listener?
Implications, Perspectives:
11
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Connections to previous and
future study:
Assessment Strategies:
1. Students will compose in clear and
coherent writing/ good diction, analytical
essays comparing and contrasting various
themes and character conflicts in Romeo
and Juliet.
2. Students will create playbills for either
Romeo and Juliet focusing on the major
literary elements in each play.
3. Students will choose one major event in
Romeo an Juliet and create a newspaper
article for The Verona Gazette (such as the
Prince’s warnings, Capulets vs. Montague
counter-columns, ongoing feud chronicle,
police records of the feud).
4. Formal presentation of student
newspaper creations.
5. Students will work in groups and choose
one major scene from Romeo and Juliet and
re-enact this scene using a modern twist.
6. Students will create an original one-act
play incorporating the elements of modern
drama discussed in this unit.
7.Students will formally present their
chosen character persona by a series of
written letters to other characters in the
play(s)--- focusing on major conflicts.
8. Collaborative groups will create and
12
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
write original sonnets in proper sonnet
style.
9. Collaborative groups will orally interpret
their original sonnets.
Supplements and Resources:
William Shakespeare’s The
Tragedy of Romeo and Juliet
May- Unit 6: Early North Reading Informational: RI.9.3,
June American Literary .9.6, RI.9.9, RI.9.10
Tradition/Modern
American Voices
Speaking and Listening: SL.9.1,
SL.9.2, SL.9.3, SL.9.4, SL.9.5,
SL.9.6
Writing: W.9.1, W.9.2, W.9.9,
W.9.10
Reading Literature: RL.9.7,
RL.9.10, RL.9.1
Essential Concepts:
Skills:
1. What are the universal stages in
a person's journey toward selfLiterary Terms/Devices: imagery, simile,
realization?
metaphor, personification, American
Dream, conflict, characterization,
2. What is the author’s purpose in microcosm, foreshadow, narrator, narrative,
creating a work, and how does the allusion, point-of-view, symbolism,
author elicit certain responses in
protagonist, antagonist, flashback
the reader?
Grammar: Review of all grammar skills
3. What responsibility does an
learned this year.
individual have after reading a
work of literature?
Writing Conventions: Review of all
writing skills learned this year.
4. How are heroes similar and
different across cultures?
5. How is the journey of the
individual best depicted by an
author for a particular cultural
background and authors’ purpose?
6. What effect does censorship
have on both authors and readers
and on a society?
Implications, Perspectives:
13
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Connections to previous and
Assessment Strategies:
1. Choice of novel: Group power point
future study:
presentation on 1. Dystopic Novel:
censorship in society including researched
political cartoons, artwork, and propaganda
2. Of Mice and Men/ To Kill a
Mockingbird: racism, poverty, farm life,
mental disabilities, and friendship.
3. Students will write a synthesis essay
discussing the influence of early
civilizations on modern literature and
culture.
4. Reflective essay examining each
student’s journey through the learning
process of the past year.
5. Use the Internet to craft a shared blog
citing evidence from researched news
articles on the authors’ lives, times, and
cultural/societal issues.
6.Final exam.
Supplements and Resources: Of
Mice and Men by John Steinbeck,
To Kill a Mockingbird by Harper
Lee
Essential Concepts:
Skills:
14
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Implications, Perspectives:
Connections to previous and
future study:
Supplements and Resources:
Assessment Strategies:
Essential Concepts:
Skills:
Implications, Perspectives:
Connections to previous and
future study:
Supplements and Resources:
Assessment Strategies:
Essential Concepts:
Skills:
Implications, Perspectives:
15
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Connections to previous and
future study:
Assessment Strategies:
Supplements and Resources:
16
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
(District Name)
Scope, Sequence and, Assessment
Garamond 12 Bold & Center
Course Name
Garamond 12 Bold & Center
Unit Title
Unit Understandings and Goals
Recommended Duration
Garamond 14 Bold & Center
Repeat column headings
Assessments
Diagnostic
(before)
Grammar Resources Used:
Eats, Shoots, and Leaves by Lynne Truss
The Grammar Plan Book by Constance Weaver
Anguished English by Richard Lederer
17
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Formative
(during)
Summative
(after)
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1 Overview
Content Area: English
Unit Title: Introduction to the Oral Tradition: Ancient Greek and Roman Myth and Theater
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: September-October / 6 Weeks
Unit Summary: The unit will include a survey of the major myths of Greek antiquity, including the appropriate gods, heroes and
heroines, and the stories these cultures told about them. Time will be spent examining the nature and social function of mythology,
and exploring this seemingly universal phenomenon. Another area of consideration will be the legacy of mythology in modern
literature and popular culture.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Heroism, religion and faith, immortality, love, fate, sacrifice, generosity and hospitality
Unit Rationale: Greek mythology is one of the ancient mythologies that shaped religion and forward thought. Many of the lessons
and morals it imparts are still of use today. Its influence is seen in everything from astronomy and geography to language and modern
cliches . It is important to have a firm grasp on the basics of mythology in order to understand today’s developments. Students will
more readily recognize and comprehend mythological references in literature and history texts. It is believed that this will lead to a
better understanding of said texts, thereby enriching students' reading comprehension, and deepening their enjoyment of reading and
learning. Students will also learn how basic literary devices were used within the context of these texts.
18
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Targets
Standards: Reading Literature: SL.9.2, RL.9.3, RL.9.9
Speaking & Listening: SL.9.5
Writing: W.9.3, W.9.9
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
1. What is effective communication?
2. How do ancient heroes relate to contemporary heroes and to our
own experiences?
3. What universal themes in literature are of interest or concern to all cultures
and societies?
4. Are ancient modes of oral tradition (Greek theater) relevant today?
5. What are modern counterparts to ancient Greek theater?
6. Why should one study different cultures through literature?
7. Are ancient modes of oral tradition (Greek theater) relevant today? What are
modern counterparts to ancient Greek theater?
8. Why should one study different cultures through literature?
9. How does language create and shape our perceptions and experiences?
1. Summer Reading: Locating themes and providing textual support deepens a
person’s understanding of a text.
2. Reading multicultural literature that spans backgrounds and time periods allows
readers to better understand the diversity in the world around them.
Unit Learning Targets
Skills:
Students will …
Literary Terms/Devices: characterization, theme, allusion, in medias res, epithet,
epic poem, epic hero, epic simile, metaphor, personification, invocation, tragic flaw,
1. Read actively, comprehend evaluatively, and appreciate the importance of oral tragic hero, dramatic irony, Greek chorus, props, stage directions, protagonist,
tradition.
antagonist, playwright, comedy, tragedy, dialogue, monologue, soliloquy, aside,
2. Identify the elements that comprise the genre of myth and epic Greek and Roman heroic couplet
theater
4. Evaluate the origins and characteristics of Greek and Roman culture.
Grammar:
5. Read and write in a particular genre (myth, drama, and poetry via collaborative
1. Review knowledge of grammatical devices and parts of speech
and accountable talk.
2. Greek and Latin roots of words
3. Examine the origin, structure and conventions of Epic poetry).
19
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
6. Analyze pieces of literature by examining literary elements and techniques.
3. Words from Greek and Roman Mythology
4. Words from Greek and Roman Mythology
Writing Conventions:
1. Understanding the writing process and stages of formal writing/ MLA format
2. Organize logical paragraphs (opening statement, transitions, and topic sentences)
in a well-developed format.
Evidence of Learning
Summative Assessment:
1. Students will create their own god or goddess and use this character in the creation of their own original myth modeled after those examined in class.
2. Students will compose a Literary Analysis essay on themes and the use of irony in Oedipus the King.
3. Students will work in groups in order to reenact pivotal scenes from Oedipus the King.
4. Students will complete a final unit exam consisting of the various topics covered in Greek and Roman culture.
5. Collaborative PowerPoint presentation of Greek and Roman gods, goddesses, and heroes.
6. Students will portray a modern version of classical oral tradition in the creation of a rap song, music video, etc.
Equipment needed:
Teacher Resources: Glencoe World Literature Textbook, Homer’s “the Iliad”, Homer’s “the Odyssey”, Oedipus the King by Sophocles, “Siren Song” by Margaret
Atwood, “The Lotus-Eaters” by Lord Tennyson, Mythology by Edith Hamilton, “The Cyclops in the Ocean” by Nikki Giovanni, Film Troy, Film O’ Brother Where
Art Thou, “The Cyclops” by Percy Bysshe Shelley, Heroes Gods and Monsters of the Greek Myths by Bernard Evslin, Eats Shoots and Leaves by Lynne Truss, The
Grammar Plan Book by Constance Weaver, Anguished English by Richard Lederer
Formative Assessments:
1. Accountable Talk - informal talk in literary circles, collaborative textual analysis
2. Daily reflective journal entries. (ex. personal connections to ancient characters from mythology)
3. Quizzes on various reading assignments utilizing multiple choice questions.
4. Higher order questions on myths, ancient cultures, and oral tradition.
20
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
21
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
22
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2 Overview
Content Area: English
Unit Title: Ancient African Fables and Modern African Literature
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: October-November / 6 weeks
Unit Summary: The unit will serve as a survey of African myths, fables, and literature. Time will be spent discussing the major themes
and issues presented in African Literature and connecting them to that of Greek Mythology. Ancient Egypt produced a rich written
literature, from myths and hymns to love poetry. Oral storytellers preserved literary traditions of heroes and kings. Throughout Africa,
oral literature such as myths, folktales, poetry, and proverbs were also present. Students will look to apply the varying types African
Literature examined, to their lives and the society they live in. Primary focus will be on the culture and historical significance of the
writing.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Social disintegration, fear, fate and freewill, justice, family and nation
Unit Rationale: From their origins in oral traditions, stories have been the vehicles for transmitting culture, preserving memories and
making sense of the world. Students will examine storytelling through folk tales, the stories that originated from the lives and
experiences of people -- the "folk." As these stories were told over and over from one generation to the next and traveled across
countries and continents, they were treasured as cultural necessities and, therefore, equipment for living. By understanding the land and
language, people and places, customs and changes associated with them, students can appreciate their origins and later distributions
over time and place.
23
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Targets
Standards: Speaking and Listening: SL.9.1, SL.9.5
Language: L.9.6
Reading Informational Texts: RI.9.7, RI.9.1
Reading Literature: RL.9.9, RL.9.6, RL.9.3
Writing: W.9.6, W.9.3
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings:
1. What common experiences do all individuals share?
1. Reading multicultural literature that spans backgrounds and time periods allows
2. What universal themes in literature are of interest or concern to all cultures and readers to better understand the diversity in the world around them.
societies?
3. What archetypes occur in the world’s cultures through literature?
4. Why would one person or one population seek to oppress another?
5. How do apartheid and colonization and the residual effects of slavery impact the
personal journeys of Africans and African Americans?
Unit Learning Targets:
Skills:
Students will ...
Literary Terms/Devices: metaphor, colonialism, point-of-view, foreshadow,
postcolonialism, mysticism, apartheid, “chi”
1. Understand and appreciate the importance of oral tradition.
2. Identify the elements that comprise the genre of fable and parable.
3. Identify and understand the qualities of the tragic hero in literature.
4. Support or refute social issues cited in the literature studied in this unit.
5. Read and write in a particular genre (fable and parable).
6. Analyze pieces of literature by examining literary elements and techniques.
7. Define vocabulary words closely related to South Africa’s terrain, society, and
politics.
Grammar:
1. Parts of Speech Review: (verbs) irregular, past participle, simple, perfect,subject
verb agreement (nouns) common, proper, concrete, possessive, gerunds
2. Correct errors in subject/ verb agreement and pronoun/ antecedent agreement.
Writing Conventions:
1. Write a clear concise thesis statement.
2. Work to create an engaging hook/ attention grabber for introductory paragraphs.
24
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Evidence of Learning
Summative Assessment:
1. Students will create an original fable or parable modeled after those examined in class.
2. Students will compose a Literary Analysis essay on themes in Cry, the Beloved Country and/or Things Fall Apart, citing evidence from the text.
3. Students will work in groups in order to create a newspaper covering major events in Cry, the Beloved Country using Google Docs to collaborate.
4. Students will prepare and participate in debate panels covering major moral issues covered throughout the unit.
5. Students will present cultural discoveries (African crafts, music, artwork, dance, and fashion) to their peers in a creative and engaging fashion.
6. Student will create an original narrative writing (slave/ colonial narrative) to reflect research on apartheid, slavery, and oppression.
Equipment needed:
Teacher Resources: Glencoe World Literature Textbook, Cry, the Beloved Country: Alan Paton, No Longer at Ease: Chinua Achebe (excerpts), Things Fall Apart:
Chinua Achebe (excerpts), I Know Why the Caged Bird Sings: Maya Angelou (excerpts), Eats Shoots and Leaves by Lynne Truss, The Grammar Plan Book by
Constance Weaver, Anguished English by Richard Lederer
Formative Assessments:
1. Accountable Talk/ Socratic Seminar to examine characters’ challenges, resulting themes, present in post-colonization literature
2. Daily reflective journal entries on colonization and post-slavery issues that challenge and enlighten students’ understanding.
3. Quizzes on various reading assignments utilizing multiple choice questions.
4. Questions on various reading assignments.
5. Collaborative research and discovery on colonization and post-slavery
6. Research and collect various artwork, crafts, and music, depicting the cultures of people from varied African nations and African Americans.
7. Debate preparations and collaborations.
Planning Matrix for how to differentiate in this unit:
25
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
26
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
27
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 3 Overview
Content Area: English
Unit Title: Ancient Chinese, Japanese and Middle Eastern Folktales/Modern Asian and Middle Eastern Memoir
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: November- December
Unit Summary: The unit will serve as a survey of Chinese, Japanese, and Middle Eastern literature. Students consider the beauty and
craftsmanship of the works, as well as the effects of their experience and the subsequent challenges. They consider religious,
generational, and cultural conflicts, effects of modernization, political struggle, and other themes common to many literary works. At
the same time, students recognize that not all literary works make explicit political or cultural statements and that all works must be
approached on their own terms. In order to enrich their understanding, students investigate the historical background of selected
works, as well as author biographies. They have the opportunity to read varying types of literature from this major literary culture.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Women and femininity, politics, freedom and confinement, fear, family, religion, stoicism and personal
submission
Unit Rationale: China possesses one of the world's major literary traditions. Its texts have been preserved for over 3,000 years.
Reverence for the past has influenced the preservation of these cultural sources, and may have influenced the invention of woodblock
printing in the 9th century and moveable type printing in the 12th century. The practice of collecting and reproducing libraries has also
played a major role in the transmission of literary tradition. Most important, China can boast an unbroken cultural tradition based on
the Chinese script as a language — a written medium — independent of spoken dialectic difference. Students will closely examine
28
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
various types of literature including the graphic novel, memoir, poetry, short story, and drama.
Learning Targets
Standards: Reading Literature: RL.9.10
Speaking and Listening: SL.9.1, SL.9.6, SL.9.2, SL9.5
Writing: W.9.9, W.9.10, W.9.7, W.9.8, W.9.1, W.9.6
Language: L.9.6
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings:
1. What is the author’s purpose in creating a work, and how does the author elicit 1. Reading multicultural literature that spans backgrounds and time periods allows
certain responses in the reader?
readers to better understand the diversity in the world around them.
2. What is gained by the reader by reading multiple texts (ex. memoir, graphic
novel, historical account)?
3. What responsibility does an individual have after reading a work of literature?
4. What is the purpose of inquiry and research?
5. How can research be made authentic through collaboration online in a research
project?
6. What benefits have you gained from your research?
7. What will you remember forty years from now?
8. How does non-print text (marketing, advertising, graphic design) affect the 21st
century student in terms of career readiness?
Unit Learning Targets
Skills:
Students will …
Literary Terms/Devices: simile, metaphor, figurative language, foreshadow,
symbolism, perspective, tanka, haiku, memoir, taoism, confucianism
1. Read and discuss various folktales citing common elements in each.
2. Examine traditional Japanese and Chinese fairy tales and compare these to the
fairytales they are familiar with.
3. Work in groups to research various elements of Chinese and Japanese history
and the Cultural Revolution.
Grammar:
1. Correct sentence fragments and run-on sentences.
2. Understand clauses- independent/ subordinate (independent/ dependent)
29
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
4.Use this group work in order to choose a topic for an individual research paper.
5. Role-play as victims of war and conduct interviews of one another regarding
themes found in the various works studied in our unit.
6. Discuss and debate the ethics of war and relate to situations they research from
current events.
7. View examples of different types of propaganda and use this knowledge to
create a propaganda poster for one of the topics discussed in the unit.
8. Use the above skills in order to compose a persuasive essay on the topic of their
choice.
3. Properly use commas and semicolons
Writing Conventions:
1. Analyze and incorporate quotations into writing.
2. Use parallel structure.
3. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) to convey specific meanings and add variety to writing.
Evidence of Learning
Summative Assessment:
1. Students will participate in formal accountable talk, citing specific references from two Asian and/or Middle Eastern tales, in order to determine how culture has
impacted authors’ purposes.
2. Students will apply cultural background to examine literary writing structures as they were meant to influence the reader.
3. Students will create their own their own original folktale or fairytale modeled after those examined in class.
4. Students will compose a Literary Analysis/ Comparison essay on cultural impact on authors’ intent in two texts, Hiroshima and Chinese Cinderella.
5. Students will engage in the writing process (including peer editing and revision) in order to complete a research paper on a topic of their choice focusing on China
or Japan.
6. Students will create a comic book/graphic novel panel of a childhood memory modeled after Persepolis or another unit literary work.
7. Students will work in groups to create and design a Time Capsule for a character of their choice from the works studied in this unit.
8. Midterm exam
Equipment needed:
Teacher Resources: Hiroshima by John Hersey, Chinese Cinderalla by Adeline Yen Mah, Red Scarf Girl: A Memoir of the Cultural Revolution: Ji-Li Jiang
(excerpts) , The Sound of Waves: Yukio Mishima (excerpts), Snow Flower and the Secret Fan: Lisa See (excerpts), Persepolis: The Story of a Childhood: Marjane
Satrapi (excerpts), Eats Shoots and Leaves by Lynne Truss, The Grammar Plan Book by Constance Weaver, Anguished English by Richard Lederer
Formative Assessments:
1. Students will use Accountable Talk to compare and contrast literary works/ different genres to examine literature from Asia and the Middle East in order to set the
framework for more formal research, writing, and oral presentation.
30
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
3. Daily Reflective journal entries connecting characters’ experiences to students’ daily lives.
4. Quizzes on various reading assignment utilizing multiple choice questions.
5. Inquiry/ higher order questions on various reading assignments.
6. Collaborate to research online fairytales from both China and Japan and Europe/America.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
31
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
32
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 4 Overview
Content Area: English
Unit Title: Early Central and Southern American Poetry/ Magical Realism and Modern South and Central American Literature
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: January- February
Unit Summary: This unit will serve as a survey or early Central and Southern American literature. The literature of the peoples of the
early Americas explored the origin of humanity and the relationship between humans and the gods. Students consider religious,
generational, and cultural conflicts, as well as the effects of modernization, political struggle, and other themes common to many
literary works of this culture. Students will examine the use and effect of magical realism in the literature. Students read works by Jorge
Luis Borges, Julio Cortázar, Gabriel García Márquez, and others. They become aware of the authors’ views of literature itself—its
forms, peculiarities, language, and relationship to reality.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Identity, dreams hopes and plans, society and class, family, culture, women and femininity, gender roles,
neighborhood life, religion
Unit Rationale: Students will gain a clear understanding of the Latin American heritage and cultural milieu. The selected materials deal
with past and current attitudes and perceptions prevalent in some parts of Latin America. In order for students to really understand,
appreciate, and possibly identify with the dilemmas posed in the literature, it is necessary for them to acquire an understanding of the
33
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
dynamics of how and why, Latin American society and culture actually functions in different situations. In order to reach this goal,
students will read literary works and view films dealing with, but not limited to the following cultural issues: The role of women,
cultural gender expectations, political structure, and the role of religion. Existing customs, as well as myths, will also be explored in
terms of their effects on socialization and acculturation.
Learning Targets
Standards: Speaking and Listening: SL.9.1
Writing: W.9.3, W.9.7
Language: L.9.6
Reading Literature: RL.9.4, RL.9.5, RL.9.6, RL.9.7
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
1. What common experiences do all individual share?
2. What are the universal stages in a person’s journey towards self realization?
3. What is the author’s purpose and how does the author elicit certain responses in
the reader?
4. How do customs and traditions vary with cultures?
5. How can the blending of the fantastical/magical and the realistic elements of a
culture be effectively combined in a work of fiction?
1. Reading multicultural literature that spans backgrounds and time periods allows
readers to better understand the diversity in the world around them.
2. Traditional narrative structure reflects society’s belief in humanism and progress,
helping us as readers to better understand our world.
Unit Learning Targets
Skills:
Students will…
Literary Terms/Devices:simile, metaphor, personification, imagery, sensory
details, alliteration, rhyme, internal rhyme, vignette, memoir, coming-of-age,
bildungsroman, repetition, magical realism
1. Understand the author’s use of episodic style and unusual structure in a novel.
2. Identify and understand how authors express their cultural identities.
3. Identify and understand the idea of stereotypes and their negative impact on
Grammar:
society
1. Correct use of apostrophe placement possessives
4. Understand the characteristics of Magical Realism and its importance in Central
34
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
and South American Literature.
5. Identify and discuss symbolism in the various literary pieces discussed in this
Writing Conventions:
unit.
1. Properly cite using MLA citation.
6. Create vignettes and small literary sketches modeled after the works examined in 2. Incorporate research methods into writing.
this unit.
3. Write simple/complex/and compound sentences to help vary sentence style.
Evidence of Learning
Summative Assessments:
1. Students will compose original short stories/vignettes focusing on elements of Magical Realism.
2. Students will compose literary analysis essays on the major themes found in The House on Mango Street.
3. Students will design their own original character that could exist in the world explored in The House on Mango Street and create an original series of vignettes in
the voice of this character. Students will use their knowledge of the novel as a basis for this final activity.
4. Jigsaw Finale: Two pairs will create a merged magical realism style story from their respective accounts.
Equipment needed:
Teacher Resources: Glencoe World Literature, The House on Mango Street: Sandra Cisneros, Living Up the Street: Gary Soto(excerpts), Like Water for Chocolate:
Laura Esquivel (excerpts), One Hundred Years of Solitude: Gabriel Garcia Marquez (excerpts), Woman Hollering Creek: Sandra Cisneros, Eats Shoots and Leaves by
Lynne Truss, The Grammar Plan Book by Constance Weaver, Anguished English by Richard Lederer
Formative Assessments:
1. Classroom discussions on various reading assignments.
2. Daily Reflective journal entries.
3. Quizzes on various reading assignment utilizing multiple choice questions.
4. Questions on various reading assignments
5. Brainstorm for newspaper style vocabulary and magical/fantastical vocabulary.
6. Groups of four are assigned an event from government or society. Jigsaw: divide into pairs with one pair creating a straight newspaper account and the other pair
creating an allegorical/magical account of the same event.
35
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
36
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Resources Provided
●
37
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 5 Overview
Content Area: English
Unit Title: Early European Literary Renaissance and Shakespearean Theater
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: March - April
Unit Summary: This unit will serve as a survey of Shakespearean texts, such as his various sonnets, as well as required texts including
Romeo and Juliet and/or A Midsummer Night’s Dream. Students will examine some of Shakespeare’s most famous literary pieces,
while gaining an appreciation for Shakespeare as a famous writer and thusly understanding/interpreting his dramas. Students will use
these works to build upon the studentís vocabulary, research skills and editing abilities. Students will also work in writing groups to
help sharpen the students revision and discussion skills. Finally, students will also work in groups to perform chosen scenes, as this is
the greatest way to truly understand drama.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Love, hate, art and culture, mortality, death, fate and freewill, family, foolishness and folly, the supernatural,
versions of reality
Unit Rationale: Students will make connections between classic literature and their own modern day lives by identifying and exploring
various themes that still pop up in young adult literature today. Students will work to identify and explain narrative elements of a story
and further discussion of Shakespeare’s play. Shakespeare’s plays contain themes that transcend time and place. The Shakespearean
tragedy Romeo and Juliet is considered by many to be the greatest love story of all time. Its historical/literary significance demands the
attention of readers in most high school curricula. Everyone at some point in their lives will read a Shakespearean work or be subject to
38
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
a song, film, poem, or other form of literature that has drawn its ideas from his work. Therefore, it could be said that Shakespeare
cannot only connect with a student’s life, but also with the culture and mass media that surrounds/influences it.
Learning Targets
Standards:
Standard 10: Lit-Dramas
Writing: W.9.10, W.9.3, W.9.9, W.9.4
Reading Literature: RL.9.1
Speaking and Listening: SL.9.6, SL.9.2
Language: L.9.6, L.9.3, L.9.1, L.9.5
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
1. What is effective communication (oral, written, and/or visual media)?
1. How Shakespeare’s plays are entertaining and relevant to our lives today.
2. What is the author’s purpose and how does the author elicit certain responses
2. A close reading of poetry focuses on language and structure to lead a reader to
from the reader?
deeper meaning and an appreciation of language.
3. What universal themes in literature are of interest or concern to all cultures and
society?
4. Why should one study different cultures through literature?
5. How are the biographical and cultural aspects of the author a strong influence on
his/her writing?
6. How does the author’s original intent to have his play performed in front of an
audience translate to the reading of that play in modern times, and should the play
be performed for true critical understanding?
7. How can the formal construction of a Renaissance sonnet be not only analyzed
but also enjoyed by the modern reader/listener?
Unit Learning Targets
Skills:
39
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Students will…
Literary Terms/Devices: allusion, pun, oxymoron, alliteration, foreshadow,
personification, simile, metaphor, subtext, inflection, quatrain, couplet, rhyme,
rhythm, meter, sonnet, iambic pentameter, monologue, soliloquy, aside, conflict,
stanza
1. Understand the Elizabethan world view
2. Understand and become familiar with Shakespearean language.
3. Understand and identify the influence of Greek Drama on Shakespeare and
modern European theater.
Grammar:
4. Understand and explain the different classifications of tragedy and comedy.
1. Correctly use frequently confused words (to/too/two, there/their/they’re,
5. Compare and Contrast the major components of the Greek Theater and
effect/affect,
its/it’s)
Shakespeare’s Globe.
2. Vary word choice and diction
6. Develop a character profile for each major character of our play.
7. Read and write in a particular genre (Shakespearean and Modern Drama).
8. Identify and analyze examples of irony within a play and explain the role which Writing Conventions:
1. Write formal concluding paragraphs in MLA format.
irony plays in comedy.
2. Eliminate redundancy and wordiness in writing.
9. View and discuss the influence of Romeo and Juliet on different media.
Evidence of Learning
Summative Assessments:
1. Students will compose in clear and coherent writing/ good diction, analytical essays comparing and contrasting various themes and character conflicts in Romeo
and Juliet.
2. Students will create playbills for either Romeo and Juliet focusing on the major literary elements in each play.
3. Students will choose one major event in Romeo an Juliet and create a newspaper article for The Verona Gazette (such as the Prince’s warnings, Capulets vs.
Montague counter-columns, ongoing feud chronicle, police records of the feud).
4. Formal presentation of student newspaper creations.
5. Students will work in groups and choose one major scene from Romeo and Juliet and re-enact this scene using a modern twist.
6. Students will create an original one-act play incorporating the elements of modern drama discussed in this unit.
7.Students will formally present their chosen character persona by a series of written letters to other characters in the play(s)--- focusing on major conflicts.
8. Collaborative groups will create and write original sonnets in proper sonnet style.
9. Collaborative groups will orally interpret their original sonnets.
Equipment needed:
Teacher Resources: William Shakespeare’s The Tragedy of Romeo and Juliet, William Shakespeare’s A Midsummer Night’s Dream, Shakespeare’s Sonnets, Eats
Shoots and Leaves by Lynne Truss, The Grammar Plan Book by Constance Weaver, Anguished English by Richard Lederer
40
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments:
1. Beginning Accountable Talk --- sharing experiences --- about or regarding plays being experienced in live presentation form, visual media, and text-read mode.
2. Daily Reflective journal entries comparing the experiences of Shakespeare to personal/modern experiences.
3. Quizzes on various reading assignment utilizing multiple choice questions.
4. Questions on various reading assignments
5. In collaborative groups, students will informally assess themselves and each other on sonnet structure and will then practice reading various sonnets aloud.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
41
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
42
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 6 Overview
Content Area: English
Unit Title: Early North American Literary Tradition/Modern American Voices
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing: May - June
Unit Summary: This unit will serve as a survey of Modern American Literature, predominantly the novels such as Of Mice and Men
and To Kill a Mockingbird. Students will explore the larger implications of literature and the ability to use fiction as a tool to look at
their own lives and the choices they make through the reading of these novels/novellas. This unit will continue the focus on reading
strategies and developing an understanding of the primary elements of fiction.
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes: Racism and segregation, isolation, freedom, friendship, peer pressure, life lessons, the American Dream,
revenge
Unit Rationale: The novels in this unit present students with an outstanding example of how carefully crafted language can elevate
one’s written work. Students will learn effective word choice, how to utilize the power theme as a launching point, and how to
incorporate specific strategies for developing a thesis, using sensory imagery. Students will gain a more complete appreciation for
Modern American Literature while developing their own meta-strategies for reading, writing, and revising.
Learning Targets
Standards:
43
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Reading Informational: RI.9.3, .9.6, RI.9.9, RI.9.10
Speaking and Listening: SL.9.1, SL.9.2, SL.9.3, SL.9.4, SL.9.5, SL.9.6
Writing: W.9.1, W.9.2, W.9.9, W.9.10
Reading Literature: RL.9.7, RL.9.10, RL.9.1
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
1. What are the universal stages in a person's journey toward self-realization?
1. In order to ensure the well-being of our democracy, we must be mindful of how
2. What is the author’s purpose in creating a work, and how does the author elicit we exercise power and how power is exercised upon us.
certain responses in the reader?
2. The reader creates meaning through his/her interaction with the text.
3. What responsibility does an individual have after reading a work of literature?
4. How are heroes similar and different across cultures?
5. How is the journey of the individual best depicted by an author for a particular
cultural background and authors’ purpose?
6. What effect does censorship have on both authors and readers and on a society?
Unit Learning Targets
Skills:
Students will…
Literary Terms/Devices: imagery, simile, metaphor, personification, American
1. Students will work in groups to create charts to identify themes and motifs in the
Dream, conflict, characterization, microcosm, foreshadow, narrator, narrative,
novel.
allusion, point-of-view, symbolism, protagonist, antagonist, flashback
2. Students will work on activities in order to become familiar with certain terms
specific to the novel.
3. Students will trace the evolution of the hero and heroine’s names in the novel and Grammar:
1. Review of all grammar skills learned this year.
use this information to discuss gender roles in society.
4. Students will compare and contrast the society depicted in Anthem to modern day
Writing Conventions:
society.
5. Students will debate moral issues sparked by the reading of Anthem (censorship 1. Review of all writing skills learned this year.
and governmental control).
6. Students will cite examples of censorship and governmental control from
newspapers and news programs.
44
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
7. Students will trace the journey of the heroes of Anthem using Carl Jung’s
Monomyth cycle.
8. Students will work in groups in order to research examples of censorship in
society.
Evidence of Learning
Summative Assessment (X days)
1. Choice of novel: Group power point presentation on 1. Dystopic Novel: censorship in society including researched political cartoons, artwork, and propaganda
2. Of Mice and Men/ To Kill a Mockingbird: racism, poverty, farm life, mental disabilities, and friendship.
3. Students will write a synthesis essay discussing the influence of early civilizations on modern literature and culture.
4. Reflective essay examining each student’s journey through the learning process of the past year.
5. Use the Internet to craft a shared blog citing evidence from researched news articles on the authors’ lives, times, and cultural/societal issues.
6.Final exam.
Equipment needed:
Teacher Resources: Of Mice and Men by John Steinbeck, To Kill a Mockingbird by Harper Lee, Anthem by Ayn Rand, Fahrenheit 451 by Ray Bradbury, Eats
Shoots and Leaves by Lynne Truss, The Grammar Plan Book by Constance Weaver, Anguished English by Richard Lederer
Formative Assessments:
1. Accountable Talk on texts closely read with students’ having closely read and brought to the discussion, textual evidence/ citations for Rand, Lowery, and
Bradbury’s shared vision of dystopias.
2. Workshop Model: Mentor text / independent reading, using dystopic literature excerpts (Lowery, Bradbury etc.) as the mentor text(s) students will bring to
accountable talk circle, important citations to contribute to the discussion.
3. Daily Reflective journal entries for the students’ responses to Rand, Lowery, and Bradbury’s concerns.
4. Quizzes on various reading assignments utilizing multiple choice questions.
5. Inquiry/higher order questions regarding students’ independent reading/ outside texts, to compare literary elements of the authors of primary and outside texts.
6. Research online, collaboratively, to search for newspaper articles relevant to real life issues forming the authors’ concerns and themes.
7. RTO: Partner research about the Great Depression in regards to 1. the farm community as a backdrop for how Steinbeck would develop his characters/ 2. research
how the deep South communities would respond to racism and prejudice as a backdrop to how Lee used characterization and dialogue to develop these themes.
45
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
46
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Resources Provided
●
47
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 7 Overview
Content Area: English
Unit Title:
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
48
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
Evidence of Learning
Summative Assessment (X days)
Equipment needed:
Teacher Resources:
Formative Assessments:
49
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
50
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
51
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 8 Overview
Content Area: English
Unit Title:
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
52
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
Evidence of Learning
Summative Assessment (X days)
Equipment needed:
Teacher Resources:
Formative Assessments:
53
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
54
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
55
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 9 Overview
Content Area: English
Unit Title:
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
56
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
Evidence of Learning
Summative Assessment (X days)
Equipment needed:
Teacher Resources:
Formative Assessments:
57
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
58
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
59
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 10 Overview
Content Area: English
Unit Title:
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
60
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
Evidence of Learning
Summative Assessment (X days)
Equipment needed:
Teacher Resources:
Formative Assessments:
61
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
62
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
63
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 11 Overview
Content Area: English
Unit Title:
Target Course / Grade Level: World Literature Grade 9
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections: Social Studies, Visual and Performing Arts, World Languages
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
Unit Essential Questions:
Unit Enduring Understandings
64
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
Evidence of Learning
Summative Assessment (X days)
Equipment needed:
Teacher Resources:
Formative Assessments:
65
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Planning Matrix for how to
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
66
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
●
67
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
68
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,