Bedminster Township School
Unit #1: Individual and Society – Conflict & Social Justice (1 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
3.5.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G2, G4-G13, H1-H4
A2-A7, B1, B3-B4, C1-C8, D1-D5, D8-D9, D11-D15
A1-A2, A4, A6-A7, B1-B4, C1-C4, D1-D8
A1-A6, B1-B7
A1-A4, B5, C3
3.1.9:
3.2.9:
3.3.9:
3.4.9:
3.5.9:
D1-D3, E1-E2, F2, G5, G7, G11, H1, H4-H5
A2-A7, B4-B5, B10-B11, C1, C4-C8, D1-D3,
A2-A3, B4-B6, C1, D1-6
A1, A3, B1
A3, C1
Understandings:
Students will understand that…
Essential Questions:
Life in rural India lends to obstacles and
difficulties that are not easily overcome
● There is a marked clash between traditional
versus modern modes of thought
● There were many resounding effects of
British colonization on India
● Change is often met with reluctance and lack
of understanding
What problem-solving strategies can
individuals use to manage conflict and change?
● How does an individual’s point of view
affect the way they deal with conflict?
● What personal qualities have helped you to
deal with conflict and change?
● How does conflict influence an
individual’s decisions and actions?
Students will know…
Students will be able to…
Geography of India
Sociological & political facets of past and
present India
● Components of life in rural and urban India
●
●
●
●
●
NJCCCS 2004
Use research skills to collect facts about life
in past and present India
● Demonstrate their findings in an oral
presentation
● Trace the development of characters and
conflict as a means of understanding the causes
and effects of change in the novel
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Performance Tasks:
Other Evidence:
Create and present a Power Point
● Chapter quizzes
presentation on assigned topic focused on India ● Final evaluation consisting of quote analysis
and short answer questions
in groups of 2-3
● Maintain nectar/sieve experiences list
● Essay examining the clash between
traditional versus modern modes of thought
● Daily reading logs
● Daily journal entries and writing prompts
(“Thoughts for Thinkers”)
● Large and small group class discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
●
Learning Plan
Learning Activities:
Resources:
Anticipation guide
● “Student Starts the Class”: choose but not
limited to: student brings in a thematically
linked quote and runs a 5-10 minute
discussion, recaps the learning from the day
before, introduces and defines a new word
from the reading, identifies a passage from the
reading that was particularly memorable or
interesting)
● Sociograms
● Culture bank comparing and contrasting our
world vs. novel’s
● Compare family values between students’
world vs. novel
● T-chart tracking effects and signs of
modernization
●
●
NJCCCS 2004
Novel study: Nectar In a Sieve by Kamala
Markandaya
● Samuel Taylor Coleridge’s “Work Without
Hope” in conjunction with thematic study
● "Pictures of Marriage"—autobiography by
Ved Mehta
● "Letter to Lord Irwin" and "About That
Letter"—letter and commentary by Mahatma
Gandhi
● "Rice"—poem by Chemmanam Chacko
● "Snatched From Death"—folktale translated
by Dwijendra Nath Neog
● "In India, Marriages Made by Computer"—
newspaper article by Sheila Teft
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #1: Individual and Society – Conflict & Social Justice (2 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
3.5.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G1-G2, G4-G13, H1-H2, H4
A2-A7, B1, B3-B4, C1-C8, D1-D5, D8-D9, D11-D12, D15
A1-A2, A6-A7, B2-B3, D1, D8
A1-A2
A1-A4, B1-B3, B5, C1-C3
3.1.9:
3.2.9:
3.3.9:
3.4.9:
3.5.9:
D1-D3, E1-E2, F2, G5, G7, G9-G11, H1, H4-H5
A2-A7, B4-B5, C1, C4-C8, D1-D3,
A1-A3, B4-B6, C1, D1
A1, B1, B3
A1-A3, C1-C3
Understandings:
Students will understand that…
Essential Questions:
What is oppression and what are the root
causes?
● When should an individual take a stand
against what he/she believes to be an injustice?
What are the most effective ways to do this?
● What are the factors that create an imbalance
of power within a culture?
● Is it ever necessary to question the status
quo?
● Can literature serve as a vehicle for social
change?
● Does an institution/culture ever have a right
to censor its artists?
● What allows some individuals to take a stand
against prejudice/oppression while others
choose to participate in it?
●
Censorship carries the dangerous potential of
inhibiting thought
● People need to stand up against the majority
for their beliefs/what is right despite the
consequences
● There is an undeniable difference between
trivial and quality information/knowledge
● The government should work with the
people, not against
●
Students will know…
Students will be able to…
Facts about censorship before and during the ● Use research skills to collect facts about
20th century
censorship and oppression in various historical
contexts
● Facts about the Salem Witch Trials
● Causes and effects of McCarthyism
● Express their findings orally and in writing
● Facts about book burning – U.S. and Nazi
● Trace the development of characters and
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
●
Bedminster Township School
conflict as a means of understanding control
and freedom in the novel
Assessment Evidence
Performance Tasks:
Other Evidence:
Research “Media In Our World” – censorship ● Chapter quizzes
and endorsements
● Final evaluation consisting of quote analysis
and short answer questions
● Analysis of key quotes and connection to
novel
● Daily reading logs
● Examination of allusions and relevance to
● Daily journal entries and writing prompts
novel
(“Thoughts for Thinkers”)
● Tracking Montag as a dynamic character
● Large and small group class discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
●
Learning Plan
Learning Activities:
Resources:
Introductory activity – Research World of
1953 (TVs, TV programs, home architecture,
clothing/hair style, women’s roles)
● Sociogram
● Interactive Notebook: each pair of facing
pages is set up so that one page is the class
notes on content, process, activities, etc, and
the facing page is to be used for the student’s
individual interaction with the learning
experience (e.g., drawings, words, mind maps,
responses, reactions. etc.).
● Annotating a Text
● Censorship Webquest
● Symbolism Log
● Student violence worksheet
● Creating mottoes for novel
● Art assignment (Mechanical Hound or
Advertisement)
●
●
NJCCCS 2004
Novel study: Fahrenheit 451 by Ray
Bradbury
● Matthew Arnold’s “Dover Beach”
● "Harrison Bergeron" by Kurt Vonnegut
● " You Have Insulted Me " by Kurt Vonnegut
● "The Cold Equations," Tom Godwin
● "The Pedestrian," Ray Bradbury
● “The Portable Phonograph” by Walter Van
Tilburg Clark
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #2: The American Dream (1 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
3.5.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G1-G13, H1, H4
A2-A7, B1, B3-B4, C1-C8, D1-D5, D9, D12-D13, D15
A1-A2, A6-A7, B2-B3, C1-C4, D1-D8
A1-A2, A5, B1, B6-B7
A1-A4, B5
3.1.9:
3.2.9:
3.3.9:
3.4.9:
D1-D3, E1-E2, F2, G5, G7, G11, H1, H3-H5
A2-A7, B4-B5, B7, C1, C4-C8, D1-D3, D7
A1-A3, B4-B6, C1, D1
A1, A3
Understandings:
Students will understand that…
Essential Questions:
What is the American Dream and to what
extent is it achievable for all Americans?
● In what ways does the American Dream
mean different things for different
Americans?
● How has the American Dream changed
over time?
● What is the perspective of a given nature,
culture, or region in regard to the American
Dream and what factors create those
perceptions?
●
Familial and marital ties can lead to obstacles
in accomplishing one’s dreams
● There are consequences to living by the rules
governed by society
● A person’s own character flaws can prevent
him/her from achieving one’s goals
●
Students will know…
Students will be able to…
Facts about New England culture
● Societal expectations during the early 1900s
●
●
NJCCCS 2004
Discuss perceptions and opinions about the
institution of marriage
● Trace the use of symbolism throughout the
novel and the effects each have on plot
development
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Performance Tasks:
Other Evidence:
Pictionary Dictionary (sketch of words +
action)
● Write a lead article for the Bettsbridge Eagle,
giving an objective account of Mattie and
Ethan's accident
● The characters from Ethan Frome are
affected by the isolation of life in a rural area
during the winter. Using a psychology book, a
health textbook, or another resource, research
the importance of having social relationships
and the emption, physical, and social effects of
isolation on an individual. Then write a short
case study to examine how isolation affects
either Ethan, Zenna, or Mattie. Present your
case study to the class
●
●
Chapter quizzes
● Final evaluation consisting of quote analysis
and short answer questions
● Daily reading logs
● Large and small group class discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
Learning Plan
Learning Activities:
Resources:
Daily journal entries and writing prompts
(“Thoughts for Thinkers”)
● Sociogram
● Interactive Notebook: each pair of facing
pages is set up so that one page is the class
notes on content, process, activities, etc, and
the facing page is to be used for the student’s
individual interaction with the learning
experience (e.g., drawings, words, mind maps,
responses, reactions. etc.).
● Annotating a Text
● Collaborative Annotation: after students
complete their own annotation of a text, in
groups of 3-5, students pass their annotated
copy to the person on the right. Each person
then focuses, and makes additions to the
original reader’s commentary. The next time
the paper passes the new reader adds
commentary to both of the previous work.
●
●
NJCCCS 2004
Novel study: Ethan Frome by Edith Wharton
● "Confessions of a Hypochondriac" by
Barbara Graham
● "The Snow Man" by Wallace Stevens
● "Desert Places" by Robert Frost
● "Mirage" by Christina Rossetti
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Thus, each person in the group has 2-4 people
build and expand on his/her work)
● Written Conversations: partners using this
strategy “talk” about literature by carrying on a
conversation with each other in writing. After
reading a portion of the text, readers address
their response to their partner. The two then
exchange their notes and respond to each
other’s writing. They should try to make
meaning of the piece through questions,
comments, discussions of likes, dislikes,
personal connections, etc. The written
conversations can serve as an excellent
precursor to paired, small-group, and class
discussion)
● Anticipation Guide
● Responsilities vs. Self: in small groups make
two lists: family responsibilities parents remind
them of and individual desires that seem to be
in conflict with these obligations. Discuss what
forms these conflicts take (defiance,arguments,
excuses, etc.), how they are usually resolved,
and how they might be handled better. One
conflict from each
group might be presented to the class for
discussion and suggestions for resolution
● Visual representation of key scene(s)
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #2: The American Dream (2 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
3.5.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G4-G13, H1-H2, H4-H5
A1-A7, B1-B4, C1-C8, D1-D5, D7-D9, D12-D13, D15
A1-A2, A6-A7, B2-B3, C1-C4, D1-D8
A1-A3, A5-A6, B1, B5-B7
A1-A4, B3, C3
3.1.9:
3.2.9:
3.3.9:
3.4.9:
3.5.8:
D1-D3, E1-E2, F1-F2, G5, G7, G11, H1, H3-H5
A2-A7, B1, B4-B5, B7-B10, C1-C2, C4-C8, D1-D3, D7
A1-A3, B1, B4-B6, C1, D1
A1-A3
A1-A3, B1, C1-C3
Understandings:
Students will understand that…
Essential Questions:
What are the elements of a culture?
What is the American Dream and to what
extent is it achievable for all Americans?
● In what ways does the American Dream
mean different things for different
Americans?
● How has the American Dream changed
over time?
● What is the perspective of a given nature,
culture, or region in regard to the American
Dream and what factors create those
perceptions?
●
●
Our stories and lives are influenced by our
cultural context, and there are many elements to a
culture
● There is more than one Hispanic cultural
● Where we live affects our story-telling
●
Students will know…
Students will be able to…
That stories and lives are influenced by cultural
context
● There are many elements to a culture
●
●
NJCCCS 2004
Describe elements of culture
Compare their culture to another and
make meaning of symbols and values
● Infer the ways their culture has shaped
their identity
● Be open to considering another
individual’s culture
● Imagine or relate to someone else’s
●
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
situation
Realize the affects of culture and be
cognizant of discrimination that people of
different cultures experience
●
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Performance Tasks:
Other Evidence:
Develop a presentation that reveals student’s
● Chapter quizzes
understanding of how he/she is shaped by culture to an ● Final evaluation consisting of quote
analysis and short answer questions
audience of students from Mexico
● Five-chapter minimum autobiographical book that
● Essay reflecting on and explaining a
will “will help you remember what you know, as well specific element of Hispanic culture
as show others who you are”
● Daily reading logs
● Culture and Folktale Poster
● Large and small group class
(http://www.sdcoe.k12.ca.us/score/Patch/patchtg.html) discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
●
Learning Plan
Learning Activities:
Resources:
View “Culture” PowerPoint presentation
● Novel study: House on Mango Street
Reflect on the ways that the themes in the vignettes
by Sandra Cisneros
of The House on Mango Street intersect with students’
personal lives by responding to each through reaction
and connection
● Elements of one’s culture pie chart (symbols,
language, technology, customs, traditions, beliefs,
values)
● Interview family member using Culture Activity
Questions
● Anticipation Guide
● Sociogram
● “The Most Important Word”
●
●
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #3: Utopia & Dystopia
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8: A1, C2-C4, D1-D4, E1-E2, F1-F5, G4-G8, G13, H1-H2
3.2.8: A2-A7, B1, B3-B4, C1-C8, D1-D5, D9, D12-D13, D15
3.3.8: A1-A2, A6-A7, B2-B3, C1-C4
3.4.8: A1-A2, A5, B1, B6-B7
3.5.8: B5
3.1.9:
3.2.9:
3.3.9:
3.4.9:
D1-D3, E1-E2, F2, G5, G7, G11
A2-A7, B4-B5, B7, C1, C4-C8, D1-D3, D7
A1-A3, B4-B6, C1, D1
A1, A3
Understandings:
Students will understand that…
● With dilemmas, comes choices, and then
consequences that follow
● Absolute power leads to corruption
● Man is paradoxically good and evil
● Fear instigates irrational behavior
● Defects in society can be traced to the defects
in individuals
Essential Questions:
● How would we define a utopian society?
● What are the ideals (e.g., freedom,
responsibility, justice, community, etc.) that
should be honored in a utopian society?
● How do power and ambition influence the
choices made?
● How do competing notions of what a
utopian society should look like lead to
conflict?
● Is utopia attainable? At what cost would it
be worth attaining?
Students will know…
Students will be able to…
The difference between savage and civilized
behavior codes
● The factors that lead to corruption and
disintegration of structure
●
●
NJCCCS 2004
Trace the use of symbolism throughout the
novel and the effects each have on plot
development
● Trace the development of characters and
conflict as a means of understanding order and
chaos in the novel
● Understand the psychological effects of
isolation, loss of structure, loss of innocence on
individual behavior
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Performance Tasks:
Other Evidence:
Students will create their own versions of
utopia, complete with rules, guidelines, and
hierarchies
● Create a map of the island
● Trace the development of symbols
throughout the novel by creating a visual
representation of the symbol’s significance in
connection to the meaning in the novel,
including a log of the symbol’s appearance in
the novel
● Create a mask to represent the boys on the
island, as well as a mask that represents the
face you show the world
●
●
Chapter quizzes
● Final evaluation consisting of quote analysis
and short answer questions
● Essay examining the struggle between good
and evil
● Daily reading logs
● Large and small group class discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
Learning Plan
Learning Activities:
Resources:
Sociogram
● Novel study: Lord of the Flies by William
Symbolism Log
Golding
● Transactional Reading Journal: A set number
of required entries are to be completed that
respond to the beginning, middle, and end of
the text. The teacher and/or students can
generate options such as: any element of
writer’s craft, personal connections, a letter to
the author, character, another literary character,
a piece of art the work inspires, etc.
● Keep track of conflicts and their resolutions
throughout the novel
● Track indicators of the break-up of the
civilized society throughout plot
●
●
NJCCCS 2004
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #4: Decisions, Actions, & Consequences (1 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
3.5.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G1-G13, H1, H4
A2-A7, B1, B3-B4, C1-C8, D1-D5, D9, D12-D13, D15
A1-A2, A6-A7, B2-B3, C1-C4, D1-D8
A1-A2, A5, B1, B6-B7
A1-A4, B5
3.1.9:
3.2.9:
3.3.9:
3.4.9:
D1-D3, E1-E2, F2, G5, G7, G11, H1, H3-H5
A2-A7, B4-B5, B7, C1, C4-C8, D1-D3, D7
A1-A3, B4-B6, C1, D1
A1, A3
Understandings:
Students will understand…
Essential Questions:
What is the relationship between decisions
and consequences?
● How do we know how to make good
decisions?
● How can a person’s decisions and actions
change his/her life?
● How do the decisions and actions of
characters reveal their personalities?
● How do decisions, actions, and
consequences vary depending on the
different perspectives of the people
involved?
●
● The
nature of the relationships among
students, teachers, administrators, and parents
● Discipline
● Friendships and cliques
● Violence
● Peer Pressure
● Conformity
Students will know…
Students will be able to…
The components and consequences of
conformity
● The components of a good leader
● The effects of scapegoating
●
●
NJCCCS 2004
Use research skills to collect facts about mob
mentality and conformity
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Other Evidence:
Performance Tasks:
Oral presentation and visual aid comparing
● Large and small group class discussion
Brother Leon to Hitler
● Teacher observation of students’
● Writing an article using “bias” for The Trinity collaboration in group activities
● Chapter quizzes
Gazette
● Analysis of key quotes and connection to
● Final evaluation consisting of quote analysis
novel
and short answer questions
● Research the psychology of group decision● Essay examining conformity vs.
making, conformity, and scapegoating (Miller
individualism
and Schacter research). Then write a short case ● Daily reading logs
study to examine how these findings related to ● Large and small group class discussion
the boys at Trinity.
● Teacher observation of students’
collaboration in group activities
● Character Charts
●
Learning Plan
Learning Activities:
Resources:
Design poster for character other than Jerry
Sociogram (focus: Isolation)
● Retell story from another character’s point of
view
● Create a bulletin board with newspaper and
magazine articles that deal with gang activity,
group intimidation, mob mentality
●
●
●
NJCCCS 2004
Novel study: The Chocolate War by Robert
Cormier
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Unit #4: Decisions, Actions, & Consequences (2 of 2)
Desired Results
Established Goals – NJ Language Arts Literacy Core Curriculum Content Standards:
3.1.8:
3.2.8:
3.3.8:
3.4.8:
A1, C2-C4, D1-D4, E1-E2, F1-F5, G4, G6-G7, H1-H2
A1-A7, B1-B2, B4, C1-C8, D1-D5, D9, D12-D13, D15
A1-A2, A6-A7, B2-B3, C1-C4, D1-D8
A1-A2, A5, B1, B6-B7
3.1.9:
3.2.9:
3.3.9:
3.4.9:
D1-D3, E1-E2, F2, G5, G7, G11
A2-A7, B1, B4-B5, B7, B9, C1, C4-C8, D1-D3, D7
A1-A2, B4-B6, C1, D1
A1, A3
Understandings:
Students will understand that…
Peace and happiness cannot be bought
Good can prevail over evil
● Even people with morals and ethics can
become corrupt
Essential Questions:
● What is the relationship between decisions
and consequences?
● How do we know how to make good
decisions?
● How can a person’s decisions and actions
change his/her life?
● How do the decisions and actions of
characters reveal their personalities?
Students will know…
Students will be able to…
The dichotomy between good versus evil
● The effects of corruption stemming from
greed
●
●
●
●
NJCCCS 2004
Consider their own futures and the role of
wealth in them
● Improve vocabulary and comprehension
skills
● Trace the use of symbolism throughout the
novel and the effects each have on plot
development
Prepared by Ms. Lolly Ham
Board Approval Date:
Bedminster Township School
Assessment Evidence
Performance Tasks:
● Create a 16-20 line poem reflecting on the
positive and negative events in their lives
● Work in groups to select music for each
member’s poem
● Write a parable or children’s book
(moral/lesson)
● Diary of a Big Winner
Other Evidence:
●Chapter quizzes
● Final evaluation consisting of quote analysis
and short answer questions
● Daily reading logs
● Large and small group class discussion
● Teacher observation of students’
collaboration in group activities
● Character Charts
Learning Plan
Learning Activities:
Resources:
Anticipation Guide
● Symbolism Log
● Letter of Condolence
● Steinbeck time line
● Sociogram
●
●
NJCCCS 2004
Novel study: The Pearl by John Steinbeck
Prepared by Ms. Lolly Ham
Board Approval Date: