Montclair Public Schools
English Language Arts
Curriculum Guide
CSJ English Honors Grade 10
2013-2014
Approved by the Montclair Board of Education
November 2012/Revised: September 2013
Montclair Public Schools
CCSS CSJ English Honors Unit: Marshall A.b
Subject
Social Justice
English
Grade
10
Unit #
Honors
1
Pacing
8-10 Weeks
European Imperialism/Native American Encounters
Unit
Overview
The Center for Social Justice English 10 Honors course is dedicated to engaging students in a rigorous thematic study of American and British literature from a
social justice perspective through reading, comprehending and analyzing classic novels, plays, short stories, and various literary and nonfiction readings. Unit 1
provides an accelerated and intensive study of works and a comprehensive study focused upon the shaping of the New World through the influences of
European Imperialism and Native American culture.
Standard #
CCSS.ELALiteracy.
Reading Standards: Literary Text (Priority or Top
Level Transfer Standards in Bold)
•
RL.9-10.1
CCSS.ELALiteracy.
RL.9-10.2
1: 20132014
•
SLO
#
Student Learning Objectives
Depth of
Knowledge
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text
1
Analyze text in order to provide evidence of how the
text explicitly uses details to support key ideas.
4
2
Cite strong and thorough textual evidence to support
the text (explicit and inferred).
4
Determine a theme or central idea of a text and
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
3
Analyze how the theme or central idea of a text
emerges, is shaped and refined by specific details.
4
4
Interpret how the text supports key ideas or themes
with specific detail.
4
5
Formulate an objective summary that includes how
the central idea emerges, is shaped and refined by
specific details.
4
CCSS.ELALiteracy.
•
Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a
formal or informal tone).
6
Analyze text for word and phrase choices, including
figurative language, connotative and denotative
meaning, and how word and phrase choices
Implicitly affect the meaning of the text
4
CCSS.ELALiteracy.
•
Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g.,
flashbacks) to create such effects as mystery,
tension or surprise
7
Recognize traditional and nontraditional plot
structure
3
8
Analyze plot structure and setting to determine
meaning, mood and tone.
3
RL.9-10.4
RL.9-10.5
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Standard #
CCSS.ELALiteracy.
Writing Standards (Priority or Top Level Transfer
Standards in Bold)
•
W.9-10.1
CCSS.ELALiteracy.
•
W.9-10.1C
CCSS.ELALiteracy.
•
W.9-10.1D
Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
SLO
#
Student Learning Objectives
Depth of
Knowledge
9
Analyze a substantive topic or text to determine if
it is suitable for a written argument.
4
10
Determine method to introduce precise claim(s)
and distinguish the claim(s) from alternate or
opposing claims
3
Use words, phrases, and clauses 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.
11
Analyze arguments to identify fair and unfair claims
and counter claims in texts.
4
12
Recognize: transitional words, phrases, and clauses,
formal style and objective tone, concluding
statements or sections that support the argument
presented
4
Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
13
Recognize and maintain formal style and objective
tone in writing.
3
14
Integrate the norms and conventions appropriate to
the subject.
3
CCSS.ELALiteracy.
•
Provide a concluding statement or section that
follows from and supports the argument
presented.
15
Plan a concluding statement or section that follows
from and supports the argument presented.
3
CCSS.ELALiteracy.
•
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.
16
Write expository texts that display clarity and depth
of thought by comprehensive use of analysis, logical
organization and effective selection of ideas.
3
17
Determine appropriate: formatting, graphics,
3
W.9-10.1E
W.9-10.2
CCSS.ELALiteracy.
3: 20132014
•
Introduce a topic; organize complex ideas,
W.9-10.2A
concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELALiteracy.
•
CCSS.ELALiteracy.
•
Use appropriate and varied transitions to link
the major sections of the text, create cohesion,
and clarify the relationships among complex
ideas and concepts.
•
Use precise language and domain-specific
vocabulary to manage the complexity of the topic.
•
Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
•
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
W.9-10.2B
W.9-10.2C
CCSS.ELALiteracy.
W.9-10.2D
CCSS.ELALiteracy.
W.9-10.2E
CCSS.ELALiteracy.
W.9-10.4
CCSS.ELALiteracy.
W.9-10.5
4: 20132014
•
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
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.
(Editing for conventions should demonstrate
command of Language standards 1–3 up to and
including grades 9–10 here.)
multimedia to aid comprehension.
Write clearly, effectively and perceptively to display
understanding of audience awareness, including
knowledge level and concerns
4
19
Determine appropriate and varied transitions
that: link sections, create cohesion, clarify
relationships among complex ideas/concepts
3
20
Use precise, descriptive, and sensory language to
develop vivid images of experiences, events, setting,
characters
3
21
Use appropriate word choice to create a suitable
tone.
2
22
Formulate a thesis statement and provide adequate
support for it.
4
23
Analyze sources to determine the strongest support
for my claim.
4
24
Recognize why a certain organizational pattern is best
and apply a variety of techniques to logically order
and connect events.
4
25
Recognize how and when to: plan, revise, edit,
rewrite, try a new approach
3
26
Determine focus on: what is most significant for a
specific purpose, and what is significant for a specific
4
18
audience
CCSS.ELALiteracy.
27
Apply conventions of writing to editing process
3
28
Critique their own or others’ products to update or
maintain new and accurate information
4
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to display
information flexibly and dynamically.
29
Apply technology, including the Internet, to produce,
revise, edit, and publish writing
2
30
Determine appropriate information for links
3
31
Create a hyperlink within a document.
2
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
32
Analyze literary and informational texts for credibility.
4
33
Apply credible, relevant evidence to firmly support
original ideas in analytical, reflective, and inquiry
based writing.
4
•
Analyze how an author draws on and transforms
source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by
Shakespeare].
34
Compare/contrast the treatment of similar
themes or topics from two or more texts.
4
•
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.
35
Write with flexibility, concentration, and fluency to
produce high-quality first draft text under a tight
deadline
3
36
Evaluate a piece of writing, and make revision(s) that
substantially improve the piece.
4
•
W.9-10.6
CCSS.ELALiteracy.
•
W.9-10.9
CCSS.ELALiteracy.
W.9-10.9A
CCSS.ELALiteracy.
W.9-10.10
5: 20132014
Standard #
CCSS.ELALiteracy.
SL.9-10.1
6: 20132014
Speaking & Listening Standards (Priority or Top
Level Transfer Standards in Bold)
•
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and
persuasively.
SLO
#
Student Learning Outcomes
Depth of
Knowledge
37
Speak effectively and persuasively in collaborative
discussions: partner, small group, whole class,
teacher-led
4
38
Collaborate with diverse partners on unit content:
topics, texts and issues
4
Standard #
Language Standards (Priority or Top Level Transfer
Standards in Bold)
SLO
#
Student Learning Outcomes
Depth of
Knowledge
CCSS.ELALiteracy.
•
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
39
Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking
2
CCSS.ELALiteracy.
L.9-10.2
•
40
Identify and use the conventions of standard English
2
CCSS.ELA.
Literacy.
L.9-10.2c
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
•
Spell correctly
41
Recall and apply spelling rules
1
CCSS.ELALiteracy.
L.9-10.4c
•
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, or its etymology.
42
Determine the meaning, part of speech or etymology
of a word by using general and specialized reference
materials
3
•
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).
Confirm the meaning of a word or phrase in context
by using context clues or reference materials
3
L.9-10.1
CCSS.ELALiteracy.
L.9-10-.4d
7: 20132014
43
Big Ideas: Marshall A.c
1.
Human beings have the ability to manipulate the world around them in a positive or negative way.
2.
Authority, power, status and privilege influence whose story becomes “truth”.
3.
Early Americans established a culture of subjugation towards Native Americans that continues to impact their society.
4.
Sound opinions require expert support.
Essential Questions: Marshall A.c, C.c
1.
When is it appropriate to go against authority?
2.
When is vengeance justified?
3.
What role does power/status have in determining whose story becomes the “truth”?
4.
How much relevance do Shakespeare’s Romance genre plays have in today’s society?
5.
What does The Tempest say about authority?
6.
How have the ways in which Native Americans been treated by the early settlers and government shaped and impacted their current culture?
7.
How can I justify my opinions and ideas with the support of experts?
8.
How do I respond to questions with evidence from the text?
Assessments: Marshall A.d, D.c
•
Formal and informal formative and summative assessments as determined by the teacher (see examples below)
•
Quizzes: short response, multiple choice and reading checks
•
Entrance and exit tickets
•
Journals
•
Essays
•
Class discussion
•
Collaborative work
•
Common Benchmark as per district schedule
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Key Vocabulary
Romance (genre, Shakespeare)
Blank Verse
Oral tradition
Symbol/Symbolism
Theme
Point of View
Characterization
Suggested Resources (These are recommended; you may select others as long as they are aligned to the standards and Lexile levels
in this unit of study.)
The Tempest by William Shakespeare
The Iroquois Constitution Lexile Level: 1440
“Grace” by Vickie Sears Lexile Level 940
“Indian Education” by Sherman Alexie Lexile Level 830
“Amusements” by Sherman Alexie
•
•
•
CCSS Framework Appendix A: Grade Level Text Complexity (p.5)
CCSS Framework Appendix B: Text Exemplars and Sample Performance Tasks
CCSS Framework Appendix C: Writing Exemplars
9: 20132014
Special Education
• Modifications & accommodations as listed in the
student’s IEP
• Assign a peer to help keep student on task
• Modified or reduced assignments
• Reduce length of assignment for different mode
of delivery
• Increase one to one time
• Working contract between you and student at
risk
• Prioritize tasks
• Think in concrete terms and provide hands on
tasks
• Position student near helping peer or have quick
access to teacher
• Anticipate where needs will be
• Break tests down in smaller increments
• NJDOE resources
•
•
•
•
•
•
DIFFERENTIATION
ELL
Strategy groups
Teacher conferences
Graphic organizers
Modification plan
NJDOE resources
Adapt a Strategy-Adjusting strategies for ESL
students: http://www.teachersfirst.com/content
/esl/adaptstrat.cfm
•
•
•
•
RtI
Tiered Interventions following RtI framework
RtI Intervention Bank
NJDOE resources
Differentiated instruction provided by teacher(s)
and based upon recommendation of I&RS
Committee and
CROSS CURRICULUR RESOURCES
The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/
Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY
21st Century/ Interdisciplinary Themes: Bold all that apply
21st Century Skills: Bold all that apply
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
10: 20132014
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Media Literacy
Information Literacy
Information, Communication & Technology
Life & Career Skills
Technology Infusion
College and Career Readiness
Anchor Standards
CCRA. W.6. Use technology,
including the Internet, to
produce and publish writing
and to interact and
collaborate with others
CCRAW.8. Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source, and
integrate the information
while avoiding plagiarism.
.
CCRA.SL.5. Make strategic
use of digital media and
visual displays of data to
express information and
enhance understanding of
presentations.
11: 20132014
Reading
Writing
RI.9-10.7 Analyze various
accounts of a subject told in
different mediums (e.g., a
person's life story in both
print and multimedia),
determining which details are
emphasized in each account.
W.9-10.6 Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link
to other information and to
display information flexibly
and dynamically
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation.
Speaking/ Listening and
Language
SL.9-10.5. 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.
L.9-10.4.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, or its etymology.
Other
Interactive White Board
Applications
Digital Texts
Audio Texts
Evidence of Student Learning
•
•
•
•
•
•
•
•
•
•
Common benchmarks
Evaluation rubrics
Self-reflections
Self- assessments
Teacher-student conferences
Running records
Students’ published pieces
Unit tests
Quizzes
Journals
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Subject
Social Justice
English
The Quest for Identity
Unit
Overview
Grade
Montclair Public Schools
CCSS “CSJ English 10 Honors” Unit: Marshall A.b
10
Unit # 2
Pacing
Honors
8-10 weeks
The Center for Social Justice English 10 Honors course is dedicated to engaging students in a rigorous thematic study of American and British literature from
a social justice perspective through reading, writing, comprehending and analyzing classic novels, plays, short stories, and various literary and nonfiction
readings. Unit 2 provides an accelerated and intensive study of works and a comprehensive study focused upon informational texts and the strategies
readers use to understand/interpret informational text. Students will analyze a variety of rhetorical strategies used by abolitionists, explore the role of race
and utilize a variety of primary sources to examine the time period from the perspective of historically underrepresented groups.
2012 CCSS Text Measures Grade 10: 1080L to 1335L
Standard #
Reading Standards: Literary Text (Priority
Or Top Level Transfer Standards in Bold)
SLO
#
Student Learning Objectives
Depth of
Knowledge
N/A for Unit 2
Standard
#
CCSS.ELALiteracy.
RI.9-10.1
CCSS.ELALiteracy.
RI.9-10.2
13: 20132014
Reading Standards: Informational Text (Priority
or Top Level Transfer Standards in Bold)
Cite strong and thorough evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by
specific details; provide an objective summary of
the text.
SLO #
Student Learning Objectives
1
Analyze text in order to provide evidence of
how the text explicitly uses details to
support key ideas.
2
Cite strong and thorough textual evidence
to support the text (explicit and inferred).
4
3
Determine the theme or central idea of a
text.
3
4
Analyze how the theme or central idea
emerges.
Depth of
Knowledge
4
3
CCSS.ELALiteracy.
RI.9-10.3
CCSS.ELALiteracy.
RI.9-10.4
CCSS.ELALiteracy.
RI.9-10.5
CCSS.ELALiteracy.
RI.9-10.6
Standard
#
Analyze how the author unfolds an analysis or
series of ideas or events, including the order in
which the points are made, how they are
introduced and developed, and the connections
that are drawn between them.
5
Analyze the author’s use of organizational
patterns and techniques to connect ideas
and overall messages.
4
6
Examine the strategies the author uses to
introduce and develop her/his points.
3
Determine the meaning of words and phrases as
they are used n a text, including figurative,
connotative and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g. how the language of a
court opinion differs from that of a newspaper).
7
Determine the meaning of words and
phrases as they are used in a text.
3
8
Determine the meaning of figurative,
connotative and technical meanings of
words as they are used in a text.
3
9
Analyze the cumulative effect of word
choices on the meaning and tone of a text.
Analyze how the author develops and
refines his/her ideas over the course of a
text.
4
Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter).
10
Determine an author’s point of view or purpose in
a text and analyze how an author uses rhetoric to
advance that point of view or purpose.
12
Reading Standards: Foundational Skills (Priority
or Top Level Transfer Standards in Bold)
N/A (grades k-5 only)
14: 20132014
11
13
SLO #
Explain how the author develops his/her
ideas over the course of a text.
Analyze rhetorical techniques the author
uses to express point of view and/or
purpose.
Support your analysis by citing directly from
the text.
Student Learning Objectives
4
3
4
3
Depth of
Knowledge
Standard
#
CCSS.ELALiteracy.
W.9-10.1a
CCSS.ELALiteracy.
W.9-10.2f
Standard
#
CCSS.ELALiteracy.
SL.9-10.1b
CCSS.ELALiteracy.
SL.9-10.1c
Writing Standards (Priority or Top Level
Transfer
Standards in Bold)
SLO #
Student Learning Objectives
Depth of
Knowledge
Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among claim(s), counterclaim(s), reasons and
evidence.
14
Determine the relationships between claims
and counterclaims, and present the
relationships in a logical, precise way.
4
15
4
Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating
implication or the significance of the topic).
16
Choose an organizational structure that
establishes clear relationships between
claim(s), counterclaims, reasons and
evidence.
Determine an effective conclusion for the
topic that transitions from and supports the
information or explanation presented.
SLO #
Student Learning Outcomes
17
Develop guidelines for successful discussion
and decision-making among peers.
Depth of
Knowledge
18
Formulate opinions, ideas, thoughtprovoking questions, and conclusions based
on prior and new evidence.
4
19
Pose and respond to questions by
connecting to larger themes, issues or
contexts
3
Speaking & Listening Standards (Priority or Top
Level Transfer Standards in Bold)
Work with peers to set rules for collegial discussion
and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate
views), clear goals and deadlines, and individual
roles as needed.
Propel conversations by posing and responding to
questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
20
15: 20132014
Engage peers in discussions through
questioning or responding to their ideas.
4
3
3
CCSS.ELALiteracy.
SL.9-10.1d
Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and reasoning
presented.
21
Analyze evidence from diverse perspectives
that supports personal opinions and ideas as
well as those of others, and make new
connections as a result of the evidence.
4
CCSS.ELALiteracy.
SL.9-10.4
Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
organization, development, substance and style are
appropriated to purpose, audience and task.
22
Synthesize and present evidence or
reasoning posed to succinctly and logically
justify personal viewpoints.
4
23
Clearly and logically present information
with consideration to purpose and to
audience.
3
Standard
#
Language Standards (Priority or Top Level
Transfer Standards in Bold)
CCSS.ELA.
Literacy.
L.9-10.2a
CCSS.ELA.
Literacy.
L.9-10.2b
Use a semi-colon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
Use a colon to introduce a list or quotation.
CCSS.ELALiteracy.
L.9-10.3
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.
Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
CCSS.ELALiteracy.
L.9-10.3a
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SLO #
Student Learning Outcomes
24
Connect independent clauses correctly
using a semicolon and/or conjunctive
adverb.
Use a colon to introduce a list or quotation.
25
Depth of
Knowledge
3
3
26
Apply appropriate skills to understand how
language functions in different contexts.
3
27
Write, edit, and adapt work according to
appropriate style manual standards.
3
CCSS.ELALiteracy.
L.9-10.4a
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.
CCSS.ELALiteracy.
L.9-10.4b
Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical, advocate,
advocacy).
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
CCSS.ELA.
Literacy.
L.9-10.5
28
Apply context clues to determine the
meaning of a word or phrase.
3
29
Determine or clarify the meaning of
unknown or multiple meaning words and
phrases.
3
30
Recognize and correctly use patterns of
word changes.
3
31
Demonstrate understanding of figurative
language.
3
32
Demonstrate understanding of word
relationships and nuances in word
meanings.
Interpret figures of speech in context and
analyze their role in the text.
3
CCSS.ELA.
Literacy.
L.9-10.5a
Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the
text.
33
CCSS.ELA.
Literacy.
L.9-10.5b
Analyze nuances in the meaning of words with
similar denotations.
34
Analyze nuances in the meaning of words
with similar denotations to understand the
words in context.
Big Ideas: Marshall A.c
•
•
•
•
•
Abolitionists used slave narratives to promote awareness and to foster support in order to bring an end to slavery.
Slave narratives appealed to the emotions of the readers.
Religion was often used to justify enslavement and harsh treatment of African slaves.
Reading non-fiction can enhance our lives and encourage lifelong learning.
The slaves experienced many trials and tribulations throughout the time period, and studying/analyzing these narratives help us to better
understand the time period.
17: 20132014
3
4
•
Slave narratives make up a large part of the American Literature genre.
Essential Questions: Marshall A.c, C.c
•
•
•
•
•
•
•
•
•
•
Why are slave narratives important?
How is style of writing influenced by purpose?
How is education related to human freedom?
Why do people attempt to reform society?
How do people attempt to reform society?
What are key features of slave narratives?
What were the effects of slavery on daily life?
How did life in the South compare/contrast to life in the North?
What role did religion play during the time period?
How does gender influence experiences in slave narratives?
Assessments: Marshall A.d, D.c
•
•
•
•
•
•
•
•
•
•
Formal and informal formative and summative assessments as determined by the teacher (see examples below)
Quizzes: short response, multiple choice and reading checks
Entrance and exit tickets
Reaction/reflection journals
Essays
Class discussion
Collaborative work
Graphic Organizers
Homework
Common Benchmark as per district schedule
Key Vocabulary
Slave Narrative
Middle Passage
Abolitionist
Chattel
Underground Railroad
Religion of the South
Curse of Ham
Dehumanization
Emotional Appeal
Suggested Resources (These are recommended; you may select others as long as they are aligned to the standards and Lexile levels
in this unit of study.)
18: 20132014
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The Narrative of the Life of Frederick Douglass by Frederick Douglass 1080L
Incidents in the Life of a Slave Girl by Harriet A. Jacobs 740L
The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano 1250L
Southern Womanhood and Slavery by Leigh Fought 800L
Up from Slavery: An Autobiography Booker T. Washington 1320L
The Narrative of William Wells Brown 2650L
Common Core State Standards Initiative http://www.corestandards.org/
Partnership for Assessment for College and Careers http://www.parcconline.org/
The Lexile Framework for Reading: http://www.lexile.com/
Project Gutenberg: http://www.gutenberg.org
JSTOR
EBSCOhost
Oxford English Dictionary
Encyclopedia Britannica
Prentice Hall American Literature, The Interesting Narrative of the Life of Olaudah Equiano (excerpt), pp. 44-48
•
•
•
CCSS Framework Appendix A: Grade Level Text Complexity (p.5)
CCSS Framework Appendix B: Text Exemplars and Sample Performance Tasks
CCSS Framework Appendix C: Writing Exemplars
Special Education
19: 20132014
DIFFERENTIATION
ELL
RtI
• Modifications & accommodations as
listed in the student’s IEP
• Assign a peer to help keep student on
task
• Modified or reduced assignments
• Reduce length of assignment for
different mode of delivery
• Increase one to one time
• Working contract between you and
student at risk
• Prioritize tasks
• Think in concrete terms and provide
hands on tasks
• Position student near helping peer or
have quick access to teacher
• Anticipate where needs will be
• Break tests down in smaller increments
• NJDOE resources
20: 20132014
•
•
•
•
•
•
Strategy groups
Teacher conferences
Graphic organizers
Modification plan
NJDOE resources
Adapt a Strategy-Adjusting strategies for ESL
students: http://www.teachersfirst.com/content/esl/adaptstrat.
cfm
• Tiered Interventions following RtI
framework
• RtI Intervention Bank
• NJDOE resources
• Differentiated instruction provided by
teacher(s) and based upon
recommendation of I&RS Committee
and
CROSS CURRICULUR RESOURCES
The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/
Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
21st
apply
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY
Century/ Interdisciplinary Themes: Bold all that
21st Century Skills: Bold all that apply
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
Technology Infusion
College and Career
Readiness Anchor
Standards
CCRA. W.6. Use technology,
including the Internet, to
produce and publish writing
and to interact and
collaborate with others
CCRAW.8. Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source,
and integrate the
information while avoiding
plagiarism.
.
CCRA.SL.5. Make strategic
use of digital media and
21: 20132014
Reading
RI.9-10.7 Analyze various
accounts of a subject told in
different mediums (e.g., a
person's life story in both
print and multimedia),
determining which details
are emphasized in each
account.
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Media Literacy
Information Literacy
Information, Communication & Technology
Life & Career Skills
Writing
W.9-10.6 Use technology, including
the Internet, to produce, publish,
and update individual or shared
writing products, taking advantage
of technology’s capacity to link to
other information and to display
information flexibly and
dynamically
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of
each source in answering the
research question; integrate
information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
Speaking/ Listening and
Language
SL.9-10.5. 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.
L.9-10.4.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, or its etymology.
Other
Interactive White Board
Applications
Digital Texts
Audio Texts
visual displays of data to
express information and
enhance understanding of
presentations.
Evidence of Student Learning
•
•
•
•
•
•
•
•
•
•
Common benchmarks
Evaluation rubrics
Self-reflections
Self- assessments
Teacher-student conferences
Running records
Students’ published pieces
Unit tests
Quizzes
Journals
22: 20132014
following a standard format for
citation.
Montclair Public Schools
CCSS CSJ English 10 Gr. Honors Unit: Marshall A.b.
10
Unit #
3
Pacing
Honors
th
Subject
Social
Justice
English
Grade
8-10 weeks
Images of Women
Unit
Overview
The Center for Social Justice English 10High Honors Course is dedicated to engaging students in a rigorous thematic study of American
and British literature from a social justice perspective through reading, comprehending and analyzing classic novels, plays, short stories
and various literary and nonfiction reading. Unit 3 provides an accelerated and intensive study of works and a comprehensive study
focused upon the Images of Women in Society and the patriarchal view of roles of woman.
CCSS Text Measures Grade 10: 1080L to 1335L
Standard
#
RL.9-10.3
23: 20132014
•
Reading Standards: Literary Text (Priority or Top
Level Transfer Standards in Bold)
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over
the course of a text, interact with other characters,
and advance the plot or develop the theme.
SLO #
Student Learning Objectives
Depth of
Knowledge
1
Analyze how characters change over the
course of the text
4
2
Explain how characters’ motivations/traits
affect the plot
4
3
Describe the conflict and motivations in
character(s)’
3
4
Analyze how the character(s)’ : conflicts,
motivations and interactions advance the
plot
4
RL.9-10.7
24: 20132014
•
Analyze the representation of a subject or a key
scene in two different artistic mediums, including
what is emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
5
Know various artistic mediums
1
6
Explain how and why an artist/author
chooses to represent a subject or a scene
3
7
Understand the literary and artistic use of
the terms “subject” and key scene
3
8
Analyze why the artist/author emphasized
ideas for effect
4
9
Explain what is stressed or missing from a
given representation in two different artistic
mediums ( e.g. “ Musee des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus)
4
Standard #
RI.9-10.8
RI.9-10.9
Reading Standards: Informational Text (Priority or Top
Level Transfer Standards in Bold)
• Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Standard #
W.9-10.1B
W.9-10.8
25: 20132014
•
•
SLO #
Student Learning Objectives
Depth of
Knowledge
3
10
Delineate the argument and specific claims
in a text
11
Evaluate the argument in a text
4
12
Evaluate the specific claim(s) in a text
4
13
Assess the validity of reasoning, the
relevance of the evidence, and the
sufficiency of the evidence
4
14
Distinguish between fallacious and valid
reasoning
Analyze seminal U.S. documents of historical
and literary significance
3
Analyze for related themes and concepts
4
15
16
Writing Standards (Priority or Top Level Transfer
Standards in Bold)
Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
SLO #
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the usefulness
of each source in answering the research question;
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Student Learning Objectives
17
Develop claims and counterclaims fairly
18
Analyze the knowledge level and concerns
of the rhetorical audience
19
Assess the usefulness/authoritative print of
each source in answering the research
question.
20
21
Recognize authoritative digital and print
sources.
4
Depth of
Knowledge
3
4
4
2
2
22
Cite in standard formats.
2
23
Define and Identify plagiarism
2
24
Perform an advanced search.
3
Apply advanced searches effectively
Standard
#
SL.9-10.5
Speaking & Listening Standards (Priority or Top Level
Transfer Standards in Bold)
•
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.
SLO #
25
Recognize digital media
26
Evaluate the usefulness of digital media in
presentations to enhance understanding of
findings, reasoning and evidence
27
26: 20132014
Student Learning Outcomes
Use digital media strategically in
presentations to enhance understanding and
to add interest
Depth of
Knowledge
2
4
4
SL.9-10.6
•
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language
standards 1 and 3 for specific expectations.)
28
Describe audience, situation and purpose
3
29
Model effective speaking/speech in a variety
of situations
4
30
Standard
#
L.9-10.1b
•
Language Standards (Priority or Top Level Transfer
Standards in Bold)
SLO #
Evaluate audience needs including
perceptions and misconceptions
Student Learning Outcomes
4
Depth of
Knowledge
Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
31
Recognize various types of phrases (e.g.
noun, verb)
32
Use phrases and clauses correctly to add
variety and convey meanings in writing.
3
3
L.9-10.2
•
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
33
Apply correct capitalization, punctuation and
spelling.
1
L.9-10.4
•
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly
from a range of strategies.
34
Identify words and phrases with multiple
meanings
1
35
Apply context clues to identify the meaning
of a word or phrase
4
Big Ideas
•
•
•
•
•
•
Obsession can be crippling.
Remaining true to oneself is essential in order to maintain one’s identity.
Oftentimes, people’s desires conflict with society’s expectations.
Theocracies require adherence to a strict moral code, which overshadows personal freedom.
Symbols and the structure of a novel convey the author’s ultimate intention.
Literary criticism is a tool to better understand varying perspectives on a text and inter-textual connections.
Essential Questions
•
Are women held to a different standard than men?
27: 20132014
•
•
•
•
•
•
•
•
How does guilt affect people?
How does Hawthorne portray the rule of women in society?
What message is Hawthorne advocating about women in society?
In what way does society use stigmas in order to deem what is socially acceptable?
In a patriarchal society are women alienated from their own individuality?
Can marriage and motherhood be sources of oppression?
How has a history of discrimination affected women’s writing?
Does a speech/essay have the power to persuade many years after it is written?
Assessments
•
•
•
•
•
•
•
•
•
•
Formal and informal formative and summative assessments as determined by the teacher (see examples below)
Quizzes: short response, multiple choice and reading checks
Entrance and exit tickets
Reaction/reflection journals
Essays
Class discussion
Collaborative work
Graphic Organizers
Homework
Common Benchmark as per district schedule
Key Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
Anti-Transcendentalism
Puritanism
Romanticism, Realism, Naturalism
Gothic Novel
Allusions
Allegory
Woman’s Suffrage
Characterization
Parable
Symbolism
Irony
Feminism
Suggested Resources (CCSS Exemplar Texts in Bold)
•
•
•
The Scarlet Letter – Nathaniel Hawthorne 1340L
“Sinners in the Hands of an Angry God” – Jonathan Edwards 1210L
“The Minister’s Black Veil” – Nathaniel Hawthorne 1260L
28: 20132014
•
•
The Story of an Hour – Kate Chopin 970L
th
“Woman in the 19 Century” – Marget Fuller 1340L
“Declaration of Sentiments” – Elizabeth Cady Stanton/lLucretia Mott1490L
Assessment Readings
“The Birthmark’”- (excerpt) Nathaniel Hawthorne 1540L
“Women Beware Science: ‘The Birthmark’” (excerpt) – Judith Fetterly 1000L
•
•
•
•
•
•
•
•
Common Core State Standards Initiative http://www.corestandards.org/
Partnership for Assessment for College and Careers http://www.parcconline.org/
The Lexile Framework for Reading: http://www.lexile.com/
Project Gutenberg: http://www.gutenberg.org
JSTOR
EBSCOhost
Oxford English Dictionary
Encyclopedia Britannica
•
•
•
Special Education
• Modifications & accommodations as
listed in the student’s IEP
• Assign a peer to help keep student on
task
• Modified or reduced assignments
• Reduce length of assignment for
different mode of delivery
• Increase one to one time
• Working contract between you and
student at risk
• Prioritize tasks
• Think in concrete terms and provide
hands on tasks
• Position student near helping peer or
have quick access to teacher
• Anticipate where needs will be
• Break tests down in smaller increments
• NJDOE resources
•
•
•
•
•
•
DIFFERENTIATION
ELL
Strategy groups
Teacher conferences
Graphic organizers
Modification plan
NJDOE resources
Adapt a Strategy-Adjusting strategies for ESL
students: http://www.teachersfirst.com/content/esl/adaptstrat.cf
m
CROSS CURRICULUR RESOURCES
The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/
29: 20132014
RtI
• Tiered Interventions following RtI
framework
• RtI Intervention Bank
• NJDOE resources
• Differentiated instruction provided by
teacher(s) and based upon
recommendation of I&RS Committee
and
Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
21st
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY
Century/ Interdisciplinary Themes: Bold all that apply
21st Century Skills: Bold all that apply
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
30: 20132014
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Media Literacy
Information Literacy
Information, Communication & Technology
Life & Career Skills
Technology Infusion
College and Career
Readiness Anchor
Standards
CCRA. W.6. Use
technology, including the
Internet, to produce and
publish writing and to
interact and collaborate
with others
CCRAW.8. Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source,
and integrate the
information while
avoiding plagiarism.
.
CCRA.SL.5. Make
strategic use of digital
media and visual
displays of data to
express information and
enhance understanding
of presentations.
31: 20132014
Reading
Writing
RI.9-10.7 Analyze various
accounts of a subject told in
different mediums (e.g., a
person's life story in both print
and multimedia), determining
which details are emphasized in
each account.
W.9-10.6 Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness
of each source in answering the
research question; integrate
information into the text
selectively to maintain the flow
of ideas, avoiding plagiarism and
following a standard format for
citation.
Speaking/ Listening and
Language
SL.9-10.5. 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.
L.9-10.4.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, or its etymology.
Other
Interactive White Board
Applications
Digital Texts
Audio Texts
Evidence of Student Learning
•
•
•
•
•
•
•
•
•
•
Common benchmarks
Evaluation rubrics
Self-reflections
Self- assessments
Teacher-student conferences
Running records
Students’ published pieces
Unit tests
Quizzes
Journals
32: 20132014
Montclair Public Schools
Subject
Social Justice
English
Grade
Social Activism in Literature
Unit
Overview
CCSS “CSJ English 10 High Honors” Unit: Marshall A.b
10
Unit # 4
Pacing
8-10 weeks
Honors
The Center for Social Justice English 10 High Honors course is dedicated to engaging students in a rigorous thematic study of American and
British literature from a social justice perspective through reading, comprehending and analyzing classic novels, plays, short stories, and
various literary and nonfiction readings. In this unit students will be exploring works that focus on social activism and analyze language in
literature related to social justice.
10th Grade Lexile Range: 1080L to 1335L
Standard #
Reading Standards:
CCSS.ELALiteracy.
RL.9-10.1
CCSS.ELALiteracy.
RL.9-10.2
CCSS.ELALiteracy.
RL.9-10.4
33: 20132014
Literary Text (Priority
Or Top Level Transfer Standards in Bold)
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal
tone).
SLO
#
Student Learning Objectives
Depth of
Knowledge
4
1
Analyze text in order to provide evidence of how
the text explicitly uses details to support key ideas.
2
Cite strong and thorough textual evidence to
support the text (explicit and inferred).
Analyze how the theme or central idea of a text
emerges, is shaped and refined by specific details.
4
4
Interpret how the text supports key ideas or themes
with specific detail.
4
5
Formulate an objective summary that includes how
the central idea emerges, is shaped and refined by
specific details.
Analyze text for word and phrase choices, including
figurative language, connotative and denotative
meaning, and how word and phrase choices
Implicitly affect the meaning of the text
3
6
4
4
4
CCSS.ELALiteracy.
RL.9-10.9
Analyze how an author draws on and transforms source
material in a specific work (e.g how Shakespeare treats
a theme or topic from Ovid or the Bible, or how a later
author draws on a play by Shakespeare).
7
Compare/Contrast the treatment of similar
themes or topics from two or more texts
4
8
Analyze allusions, metaphors, parables and
parodies
4
9
Differentiate between primary text and source
materials
Analyze key ideas and details in literature
4
Synthesize knowledge and ideas at appropriate
complexity levels
4
CCSS.ELALiteracy.
RL.9-10.10
By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at the
high end of the grades 9-10 text complexity band
independently and proficiently.
Standard #
Reading Standards: Informational Text (Priority or Top
Level Transfer Standards in Bold)
• By the end of grade 10, read and comprehend
literary nonfiction at the high end of the grades
9-10 text complexity band independently and
proficiently
SLO #
Reading Standards: Foundational Skills (Priority or Top
Level Transfer Standards in Bold)
SLO #
CCSS.ELALiteracy.
RI.9-10.10
Standard #
Standard #
CCSS.ELALiteracy.
W.9-10.1d
CCSS.ELALiteracy.
W.9-10.2B
34: 20132014
N/A (grades k-5 only)
Writing Standards (Priority or Top Level Transfer
Standards in Bold)
Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
10
11
Student Learning Objectives
12
Comprehend key ideas and details, craft, and
structure
13
Synthesize knowledge and ideas at appropriate
complexity levels
Student Learning Objectives
SLO #
Student Learning Objectives
14
Develop formal writing style and objective tone
while attending to the norms and conventions of
the discipline
15
Write clearly, effectively and perceptively to display
understanding of audience awareness, including
knowledge level and concerns
4
Depth of
Knowledge
3
4
Depth of
Knowledge
Depth of
Knowledge
4
4
CCSS.ELALiteracy.
W.9-10.2E
Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
16
Use appropriate word choice to create a suitable
tone.
3
CCSS.ELALiteracy.
W.9-10.7
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
17
Analyze a substantive topic or text to determine if
it is suitable for a written argument.
4
18
Determine method to introduce precise claim(s)
and distinguish the claim(s) from alternate or
opposing claims
3
CCSS.ELALiteracy.
W.9-10.9b
Apply grades 9-10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument
and specific claims in a text, assess whether the
reasoning is valid and the evidence is relevant and
sufficient; identify the false statements and fallacious
reasoning”).
19
Apply grades 9-10 reading standards to literary
nonfiction
4
20
Evaluate the argument and claims in a specific text
4
21
Assess the validity of the reasoning and the
relevancy and sufficiency of the evidence
3
22
Critique false statements and fallacious reasoning
4
Standard #
Speaking & Listening Standards (Priority or Top Level
Transfer Standards in Bold)
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SLO #
CCSS.ELALiteracy.
SL.9-10.1a
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.
25
CCSS.ELALiteracy.
SL.9-10.2
Integrate multiple sources of information presented in
diverse media or formats (e.g. visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source.
CCSS.ELALiteracy.
SL.9-10.1
35: 20132014
Student Learning Outcomes
Depth of
Knowledge
4
23
Speak effectively and persuasively in collaborative
discussions: partner, small group, whole class,
teacher-led
24
Collaborate with diverse partners on unit content:
topics, texts and issues
Prepare textual evidence to promote and stimulate
a thoughtful, well-reasoned exchange of ideas
based upon material(s)/text(s) under study.
4
26
Integrate multiple sources of information
presented in diverse media
4
27
Evaluate the credibility and accuracy of each source
4
3
CCSS.ELALiteracy.
SL.9-10.6
Standard #
CCSS.ELALiteracy.
L.9-10.1
CCSS.ELALiteracy.
L.9-10.2
CCSS.ELA.
Literacy.
L.9-10.2c
CCAA.ELA.
Literacy.
L.9-10.5A
CCSS.ELALiteracy.
L.9-10-.4d
CCSS.ELALiteracy.
L.9-10.6
36: 20132014
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate
28
Demonstrate audience awareness in speech
3
29
Demonstrate command of formal English in speech
when appropriate or indicated
3
Language Standards (Priority or Top Level Transfer
Standards in Bold)
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
SLO #
Student Learning Outcomes
30
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
31
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking
Identify and use the conventions of standard
English
Depth of
Knowledge
2
Spell correctly
32
Recall and apply spelling rules
1
Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
33
Interpret figures of speech in context, and analyze
their role in the text
4
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).
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.
34
Verify the meaning of a word or phrase by using
context clues.
3
35
Select appropriate academic and domain specific
words and phrases sufficient for reading, writing,
speaking and listening at appropriate readiness
levels
4
36
Demonstrate independence in gathering
vocabulary knowledge by using context clues
4
2
Big Ideas: Marshall A.c
•
•
•
•
•
•
Human beings have the ability to manipulate the world around them in a positive or negative way.
Authority, power, status and privilege influence whose story becomes “truth”.
Sound opinions require expert support.
Culture and society tend to corrupt our intuition, establishing other determiners for morality and truth
that deny us our own truths.
However, the past, in terms of learning and knowledge, should not limit or define who we are today.
Our understanding of culture and society is constructed/ shaped by language.
Essential Questions: Marshall A.c, C.c
• When is it appropriate to go against authority?
• What choices do people make in the face of injustice?
• How does (and should) a person define his/her place in society?
• How successful was non-violence as a strategy in the Civil Rights Movement?
• What are the responsibilities of individuals within a society?
• Does an individual have the ability to change society?
• How does one’s perspective shape or alter truth?
• How does one preserve a sense of independence in or individualism in society and human institutions?
• What role does power/status have in determining whose story becomes the “truth”?
• How can I justify my opinions and ideas with the support of experts?
• What lasting effect did Transcendentalism have on society and the world?
• How have ideas about race been used to decide who is included and who is excluded?
• What can be done to counter harmful myths about race?
• How do I respond to questions with evidence from the text?
Assessments: Marshall A.d, D.c
• Formal and informal formative and summative assessments as determined by the teacher (see examples below)
• Quizzes: short response, multiple choice and reading checks
• Entrance and exit tickets
• Journals
• Essays
• Class discussion
• Collaborative work
• Common Benchmark as per district schedule
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Key Vocabulary
• Transcendentalism
• Conformity/Non-conformity
• Realism
• Naturalism
• Gothic Novel
• Bildungsroman
• Style
• Sexism
• Ableism
• Gender bias
• Racism
• Socioeconomic status
• Euphemism
• Oxymoron
• Heterosexism
• Dominant culture
Suggested Resources (These are recommended; you may select others as long as they are aligned to the standards and Lexile levels in this unit of study.)
• “Self-Reliance” –Ralph Waldo Emerson 1690L
• “Civil Disobedience” - Henry David Thoreau 2000L
• Jane Eyre - C. Bronte 890L
• Harvey Milk NP
• Article of the Week :http://kellygallagher.org/resources/articles.html
• Common Core State Standards Initiative http://www.corestandards.org/
• Partnership for Assessment for College and Careers http://www.parcconline.org/
• The Lexile Framework for Reading: http://www.lexile.com/
• American Rhetoric: http://www.americanrhetoric.com/top100speechesall.html
• Project Gutenberg: http://www.gutenberg.org
• JSTOR
• EBSCOhost
• Oxford English Dictionary
Encyclopedia Britannica
• CCSS Framework Appendix A: Grade Level Text Complexity (p.5)
• CCSS Framework Appendix B: Text Exemplars and Sample Performance Tasks
• CCSS Framework Appendix C: Writing Exemplars
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Special Education
• Modifications & accommodations as
listed in the student’s IEP
• Assign a peer to help keep student on
task
• Modified or reduced assignments
• Reduce length of assignment for
different mode of delivery
• Increase one to one time
• Working contract between you and
student at risk
• Prioritize tasks
• Think in concrete terms and provide
hands on tasks
• Position student near helping peer or
have quick access to teacher
• Anticipate where needs will be
• Break tests down in smaller increments
• NJDOE resources
•
•
•
•
•
•
DIFFERENTIATION
ELL
Strategy groups
Teacher conferences
Graphic organizers
Modification plan
NJDOE resources
Adapt a Strategy-Adjusting strategies for ESL
students: http://www.teachersfirst.com/content/esl/adaptstrat.
cfm
CROSS CURRICULUR RESOURCES
The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/
Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY
21st Century/ Interdisciplinary Themes: Bold all that
21st Century Skills: Bold all that apply
apply
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
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RtI
• Tiered Interventions following RtI
framework
• RtI Intervention Bank
• NJDOE resources
• Differentiated instruction provided by
teacher(s) and based upon
recommendation of I&RS Committee
and
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Media Literacy
Information Literacy
Information, Communication & Technology
Life & Career Skills
Technology Infusion
College and Career
Readiness Anchor
Standards
CCRA. W.6. Use technology,
including the Internet, to
produce and publish writing
and to interact and
collaborate with others
CCRAW.8. Gather relevant
information from multiple
print and digital sources,
assess the credibility and
accuracy of each source,
and integrate the
information while avoiding
plagiarism.
.
CCRA.SL.5. Make strategic
use of digital media and
visual displays of data to
express information and
enhance understanding of
presentations.
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Reading
Writing
RI.9-10.7 Analyze various
accounts of a subject told in
different mediums (e.g., a
person's life story in both
print and multimedia),
determining which details
are emphasized in each
account.
W.9-10.6 Use technology,
including the Internet, to produce,
publish, and update individual or
shared writing products, taking
advantage of technology’s capacity
to link to other information and to
display information flexibly and
dynamically
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness
of each source in answering the
research question; integrate
information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
following a standard format for
citation.
Speaking/ Listening and
Language
SL.9-10.5. 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.
L.9-10.4.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, or its etymology.
Other
Interactive White Board
Applications
Digital Texts
Audio Texts
Evidence of Student Learning
•
•
•
•
•
•
•
•
•
•
Common benchmarks
Evaluation rubrics
Self-reflections
Self- assessments
Teacher-student conferences
Running records
Students’ published pieces
Unit tests
Quizzes
Journals
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