SHORE REGIONAL HIGH SCHOOL DISTRICT
West Long Branch, New Jersey
Content Area: English
Course: English II
Mr. Leonard Schnappauf, Superintendent/Principal
Dr. Robert McGarry, Director of Curriculum and Instruction
BOARD OF EDUCATION
Anthony F. Moro, Jr., President
Tadeusz “Ted” Szczurek, Vice President
Nancy DeScenza
David Baker
Elizabeth Garrigal
Diane Merla
Russell T. Olivadotti
Ronald O’Neill
Frank J. Pingitore
Paul Rolleri
Date of Last Revision and Board Adoption: 8/27/2009
English
English II
REVISION PREPARED BY
Melissa Bahrs
Beverly Muldoon
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Table of Contents
English Program Mission Statement…………………………...…………………………………………………………...………….…4
Course Description and “Big Ideas”……………………………………………………….……………………….…………………..…4
Essential Questions ……………………………………………………………………………………………………………………….4
Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….6
Benchmark Objectives………………………………………………………………………………………………………………….…6
Scope and Sequence……………………………………………………………………………………………………………………… 6
Learning Resources………………………………………………………………………………………………………………………..7
Grading Procedures………………………………………………………………………………………………………………………. 9
Course Evaluation…………………………………………………………………………………………………………………………9
New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course…………………………...11
Units of Study……………………………………………………………………………………………………………………………26
Addenda …..…………………………………………………………………………………………………..…………………………44
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English Program Mission Statement
The mission of the Shore Regional High School English program is to support students in their development of language skills and in
the connections they make to others through oral, written, and varied media communication. Students will explore universal motifs by
studying enduring literature and by linking their readings to other areas of knowledge including the arts, history, sciences
mathematics, world language, and social sciences. Such activities, which require critical thinking, reading, speaking and writing, will
foster the development of tolerance, individuality, academic responsibility, and intellectual curiosity.
Course Description and “Big Ideas”
In their second year of English, students study American literature from pre-colonial times to the present. Topics include the study of
American writers, their literature, the influence of their literature on the culture, and the influence of the times on their ideas and
writings. In addition, students will consider the influence of this writing on media, culture, literature, and philosophy today. This
course is also designed to develop language skills through an integrated study of speaking, grammar, composition, and literature. The
writing process is emphasized and students are expected to read critically.
“Essential Questions”
Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following
essential questions:
1. What common experiences do all individuals share?
2. How does language create and shape our perceptions and our experiences?
3. What are the universal stages in a person's journey toward self-realization?
4. What is effective communication (oral, written, and/or visual media)?
5. What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader?
6. What responsibility does an individual have after reading a work of literature
7. What is the purpose of inquiry and research?
8. How can research be made authentic?
9. What benefits have you gained from your research? What will you remember forty years from now?
10. What universal themes in literature are of interest or concern to all cultures and societies?
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11. What archetypes occur in the world’s cultures throughout history?
12. How are heroes similar and different across cultures?
13. What is the author’s ethical responsibility to the reader?
14. How do the ethical decisions that characters make relate to those we make?
15. Why would one person or one population seek to oppress another?
16. Why should one study different cultures through literature?
17. How do customs and traditions vary with cultures?
18. Can individuals or societies have different opinions and still be right?
The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of
other standards in the areas of: Visual and Performing Arts, Science, Social Studies, Technology Literacy, Career Education and
Consumer/Family/Life Skills.
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Primary (P) Content Area and Secondary (S) Areas of Focus
NJCCC Standard
1. Visual and Performing Arts
2. Health and Physical Education
3. Language Arts Literacy
4. Mathematics
S
P
NJCCC Standard
5. Science
6. Social Studies
7. World Languages
8. Technology Literacy
S
S
NJCCCS Standard
9. Career Education and Consumer/ Family/ Life Skills
S
S
Benchmark Objectives
These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in
the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when
instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in
areas tested by the State when the tests are scheduled.
Scope and Sequence
This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time
frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an
overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation.
The Units included in this course include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Self realization/Transformation: Voices for Freedom
Self Realization/Transformation: War
Self realization/Transformation: Social/Cultural Revolution
Communication/Expression: Individualism/Celebration of Self
Communication/Expression: Real Voices and Perspectives
Inquiry: Academic Curiosity and Personal Exploration
Social Universals/Social Continuum: The American Dream
Ethical Responsibility: The Individual vs. Society
World View: The Immigrant in America: Cultural Clash
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Learning Resources
(Textbooks, technology resources, media, primary documents, etc.).
1. Prentice Hall Literature: Timeless Voices, Timeless Themes-The American Experience (2000)
2. McDougal Littell: The Language of Literature: American Literature (2002)
3. Holt: Elements of Literature: Essentials of American Literature (2005)
4. Mini-Lessons for Literature Circles. Harvey Daniels & Nancy Steineke (2004)
5. Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Harvey Daniels (2002)
6. To Kill a Mockingbird. Harper Lee
7. Death of Salesman. Arthur Miller
8. A Raisin in the Sun. Lorraine Hansberry
9. Fallen Angels. Walter Dean Myers
10. Red Badge of Courage. Stephen Crane
11. The Bean Trees. Barbara Kingsolver
12. The Glass Menagerie. Tennessee Williams
13. The Crucible. Arthur Miller
14. The Scarlet Letter. Nathaniel Hawthorne
15. Of Mice and Men. John Steinbeck
16. The Great Gatsby. F. Scott Fitzgerald
17. The Absolutely True Diary of a Part Time Indian. Sherman Alexie
18. Catcher in the Rye. J. D. Salinger
19. The Adventures of Huckleberry Finn. Mark Twain
20. Breathing Underwater . Alex Flinn
21. Staying Fat for Sarah Byrnes . Chris Crutcher
22. The Rules of Survival. Nancy Werlin
23. Saint Iggy. K.L. Going
24. Speak. Laurie Halse Anderson
25. Such a Pretty Girl. Laura Wiess
26. Stuck in Neutral. Terry Trueman
27. Cruise Control. Terry Trueman
28. A Brief Chapter in My Impossible Life. Dana Reinhardt
29. The Hunger Games. Suzanne Collins
30. Deadline Chris Crutcher
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31. www.youtube.com
32. http://www.readwritethink.org/lessons/index.asp
33. http://www.readingrockets.org/article/82?theme=print
34. http://www.webenglishteacher.com/index.html
35. http://www.ettc.net/barto/StrategiesForSuccessNJASK-HSPA-LA/ContentMainPage.htm
36. http://www.greece.k12.ny.us/instruction/ELA/6-12/BackwardDesign/Overview.htm
37. http://www.ncte.org/
38. http://school.discoveryeducation.com/lessonplans/9-12.html
39. http://www.theteacherscorner.net/
40. http://www.wikispaces.com/
41. http://www.proboards.com/index.html
42. http://edsitement.neh.gov/
43. http://www.eduplace.com/graphicorganizer/
44. http://school.discoveryeducation.com/schrockguide/arts/artlit.html
45. http://www.rockhall.com/teacher/sti-lesson-plans/
46. http://grammar.about.com/od/shortpassagesforanalysis/a/hughesharlem07.htm
47. http://grammar.about.com/od/60essays/a/theireyesessay.htm
48. http://www.chompchomp.com/menu.htm (interactive grammar site)
49. http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
50. http://staff.esuhsd.org/danielle/English%20Department%20LVillage/Persuasive.html
51. http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
52. http://grammar.ccc.commnet.edu/grammar/
53. http://www.kent.k12.wa.us/curriculum/writing/sec_writing/persuasivewritesites.htm
54. http://bcs.bedfordstmartins.com/everyday_writer3e/addresources/exercises.html#intro
55. http://bcs.bedfordstmartins.com/exercisecentral/tutorials/Index.html
56. http://www.thewritesource.com/studentmodels/
57. http://www.rubrician.com/writing.htm
58. www.literaturecircles.com
59. http://www.jigsaw.org/overview.htm
60. http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/
61. http://www.powerpointforteachers.blogspot.com/
62. https://bensonlibrary.pbworks.com/How%20to%20Create%20a%20Book%20Trailer
63. http://jc-schools.net/tutorials/PPT-games/
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64. http://teach.fcps.net/trt10/PowerPoint.htm
65. http://www.readinggroupguides.com/content/index.asp
66. http://www.argo217.k12.il.us/departs/english/blettiere/speech.htm
67. http://www.freetech4teachers.com/2009/05/great-glogster-tutorial.html
68. http://www.poets.org/index.php
69. http://www.tolerance.org/
Grading Procedures
The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and
final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course.
Marking period grades will be based on the average of unit grades and any special cross-unit projects.
Unit assessments, delineated for each unit, will include such measures as:
1.
2.
3.
4.
Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s)
Records of oral participation in classroom discussions related to unit objectives
Records of achievement of lesson objectives (i.e. quizzes, relevant homework)
Research paper and Oral Defense assessment
Course Evaluation
Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade)
in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant midterm and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring
greater support or modification). Course evaluation requires the pursuit of answers to the following questions:
1. To what extent is the course content, instruction and assessments aligned with the required NJCCS?
2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s?
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3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced,
introduced, and developed?
In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for
the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final
Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the
curriculum and instructional methods are needed.
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New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course
Primary: Language Arts Literacy
3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to
become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Cumulative Progress Indicator
Addressed in
this course?
A. Concepts About Print/Text

1. Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of
contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
B. Phonological Awareness
No additional indicators at this grade level.
C. Decoding and Word Recognition

1. Decode new words using structural and context analysis.
D. Fluency

1. Read developmentally appropriate materials at an independent level with accuracy and speed.
2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

E. Reading Strategies (before, during, and after reading)
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•
Identify, assess, and apply personal reading strategies that were most effective in previous learning
from a variety of texts.

1. Practice visualizing techniques before, during, and after reading to aid in comprehension.
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2. Judge the most effective graphic organizers to use with various text types for memory retention and
monitoring comprehension
F. Vocabulary and Concept Development
1. Use knowledge of word origins and word relationships, as well as historical and literary context clues,
to determine the meanings of specialized vocabulary.
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2. Use knowledge of root words to understand new words.
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3. Apply reading vocabulary in different content areas.

4. Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words
using the dictionary, thesaurus, glossary, and technology resources.

5. Define words, including nuances in meanings, using context such as definition, example, restatement,
or contrast.
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G. Comprehension Skills and Response to Text
1. Apply a theory of literary criticism to a particular literary work.
2. Analyze how our literary heritage is marked by distinct literary movements and is part of a global
literary tradition.
3. Compare and evaluate the relationship between past literary traditions and contemporary writing.
4. Analyze how works of a given period reflect historical and social events and conditions.
5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on
meaning.
6. Interpret how literary devices affect reading emotions and understanding.
7. Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile,
personification).
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8. Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement
and understatement in text and explain their effect on the reader.
9. Analyze how an author's use of words creates tone and mood, and how choice of words advances the
theme or purpose of the work.
10. Identify and understand the author’s use of idioms, analogies, metaphors, and similes, as well as
metrics, rhyme scheme, rhythm, and alliteration in prose and poetry.
11. Identify the structures in drama, identifying how the elements of dramatic literature (e.g., dramatic
irony, soliloquy, stage direction, and dialogue) articulate a playwright’s vision.
12. Analyze the elements of setting and characterization to construct meaning of how characters influence
the progression of the plot and resolution of the conflict.
13. Analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.
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14. Identify and analyze recurring themes across literary works and the ways in which these themes and
ideas are developed.
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15. Identify, describe, evaluate, and synthesize the central ideas in informational texts.
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16. Distinguish between essential and nonessential information.
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17. Analyze the use of credible references.

18. Differentiate between fact and opinion by using complete and accurate information, coherent
arguments, and points of view.
19. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms,
contracts, etc.
20. Read, comprehend, and be able to follow information gained from technical and instructional manuals
(e.g., how-to books, computer manuals, instructional manuals).
21. Distinguish between a summary and a critique.
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22. Summarize informational and technical texts and explain the visual components that support them.

23. Evaluate informational and technical texts for clarity, simplicity and coherence and for the
appropriateness of graphic and visual appeal.
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24. Identify false premises in an argument.
25. Analyze foundational U.S. documents for their historical and literary significance and how they reflect
a common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the
U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from
Birmingham Jail”).
H. Inquiry and Research
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1. Select appropriate electronic media for research and evaluate the quality of the information received.
2. Develop materials for a portfolio that reflect a specific career choice.
3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g.,
periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre,
and produce evidence of reading.
5. Apply information gained from several sources or books on a single topic or by a single author to
foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various
audiences, and the extent to which they anticipate and address reader concerns.
7. Produce written and oral work that demonstrates synthesis of multiple informational and technical
sources.
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8. Produce written and oral work that demonstrates drawing conclusions based on evidence from
informational and technical text.

9. Read and compare at least two works, including books, related to the same genre, topic, or subject and
produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings) to
determine how authors reach similar or different conclusions.

3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different
audiences and purposes.
Cumulative Progress Indicator
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1. Engage in the full writing process by writing daily and for sustained amounts of time.
Addressed in
this course?


2. Define and narrow a problem or research topic.

3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the
intended message, audience, and purpose for writing.

4. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought,
sophisticated word choice and sentence variety, and subtlety of meaning.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Review and edit work for spelling, usage, clarity, and fluency.

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7. Use the computer and word-processing software to compose, revise, edit, and publish a piece.
8. Use a scoring rubric to evaluate and improve own writing and the writing of others.

9. Reflect on own writing and establish goals for growth and improvement.
B. Writing as a Product (resulting in a formal product or publication)
1. Analyze characteristics, structures, tone, and features of language of selected genres and apply this
knowledge to own writing.
2. Critique published works for authenticity and credibility.
3. Draft a thesis statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a
central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic,
critique, or position paper.
6. Write a literary research paper that synthesizes and cites data using researched information and
technology to support writing.
7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite
sources, such as periodicals, interviews, discourse, and electronic media.
8. Foresee readers' needs and develop interest through strategies such as using precise language, specific
details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating
and countering concerns and arguments and advancing a position.
9. Provide compelling openings and strong closure to written pieces.
10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures,
computer-generated presentation).
11. Use the responses of others to review content, organization, and usage for publication.
12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in
a variety of genres.
13. Write sentences of varying length and complexity using precise vocabulary to convey intended
meaning.
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C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective
personal style.
3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships
between ideas.
4. Use transition words to reinforce a logical progression of ideas.
5. Use knowledge of Standard English conventions to edit own writing and the writing of others for
correctness.
6. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software
resources to edit written work.
7. Create a multi-page document using word processing software that demonstrates the ability to format,
edit, and print.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Employ the most effective writing formats and strategies for the purpose and audience.
2. Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis
essay) that:
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Develops a thesis;
Creates an organizing structure appropriate to purpose, audience and context;
Includes relevant information and excludes extraneous information;
Makes valid inferences;
Supports judgments with relevant and substantial evidence and well-chosen details; and
provides a coherent conclusion.
3. Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view,
literary elements, and literary merit, and produce an interpretation of overall effectiveness.
4. Apply all copyright laws to information used in written work.
5. When writing, employ structures to support the reader, such as transition words, chronology,
hierarchy or sequence, and forms, such as headings and subtitles.
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6.
Compile and synthesize information for everyday and workplace purposes, such as job applications,
resumes, business letters, college applications, and written proposals.
7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a
piece of writing.
8. Analyze deductive arguments (if the premises are all true and the argument’s form is valid, the
conclusion is true) and inductive arguments (the conclusion provides the best or most probable
explanation of the truth of the premises, but is not necessarily true.)

3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different
audiences and purposes.
Cumulative Progress Indicator
A. Discussion
1. Support a position integrating multiple perspectives.
Addressed in
this course?


2. Support, modify, or refute a position in small or large-group discussions.

3. Assume leadership roles in student-directed discussions, projects, and forums.

4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next
stage.
B. Questioning (Inquiry) and Contributing
1. Ask prepared and follow-up questions in interviews and other discussions.
2. Extend peer contributions by elaboration and illustration.
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3. Analyze, evaluate, and modify group processes.
4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary
elements.

5. Question critically the position or viewpoint of an author.

6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.

7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore
a question and consider perspectives).

8. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore
a question and consider perspectives).
9. Paraphrase comments presented orally by others to clarify viewpoints.
10. Give and follow spoken instructions to perform specific tasks to answer questions or to solve
problems.
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1. Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written
communications.

2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

D. Oral Presentation

1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation,
dramatization, and personal expression).
1. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition,
and transition words).
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2. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and
articulation) when speaking.

2. Edit drafts of speeches independently and in peer discussions.

3. Modify oral communications through sensing audience confusion, and make impromptu revisions in
oral presentation (e.g., summarizing, restating, adding illustrations/details).

4. Use a rubric to self-assess and improve oral presentations.
3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.
Cumulative Progress Indicator
A. Active Listening
Addressed in
this course?

1. Discuss, analyze and extend ideas heard orally.

1. Distinguish emotive from persuasive oral rhetoric.

2. Demonstrate active listening by taking notes, asking relevant questions, making meaningful
comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of
a literary selection, or scientific or educational presentation.

3. Identify and define unfamiliar vocabulary through context in oral communications.
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4. Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective
B. Listening Comprehension

1. Summarize, make judgments, and evaluate the content and delivery of oral presentations.

1. Evaluate the credibility of a speaker.

2. Determine when propaganda and argument are used in oral forms.

2. Listen and respond appropriately to a debate.
3. Follow oral directions to perform specific tasks to answer questions or solve problems.
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4. Paraphrase information presented orally by others.
5. Analyze the ways in which the style and structure of a speech supports or confuses its meaning or
purpose.

3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts
and resources.
Cumulative Progress Indicator
A. Constructing Meaning from Media
Addressed in
this course?

1. Understand that messages are representations of social reality and vary by historic time periods and
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parts of the world.

1. Identify and evaluate how a media product expresses the values of the culture that produced it.

2. Identify and select media forms appropriate for the viewer's purpose.

3. Examine the commonalities and conflicts between the visual and print messages (e.g., humor, irony,
or metaphor) and recognize how words, sounds, and images are used to convey the intended
messages.
B. Visual and Verbal Messages

1. Analyze media for stereotyping (e.g., gender, ethnicity).

1. Analyze visual techniques used in a media message for a particular audience and evaluate their
effectiveness.
2. Analyze the effects of media presentations and the techniques to create them.

2. Analyze visual techniques used in a media message for a particular audience and evaluate their
effectiveness.
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3. Analyze the effects of media presentations and the techniques to create them.
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4. Compare and contrast how the techniques of three or more media sources affect the message.
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C. Living with Media

1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture
(e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical
education standards and visual and performing arts standards).
2. Identify and discuss the political, economic, and social influences on news media.

3. Identify and critique the forms, techniques (e.g., propaganda) and technologies used in various media
messages and performances.
4. Create media presentations and written reports using multi-media resources using effective images,
text, graphics, music and/or sound effects that present a distinctive point of view on a topic.

Secondary Content Area: Visual and Performing Arts
1.1: Aesthetics
A: 2, 3; B: 1, 2
1.2: Creation and Performance
B: 1, 2; C: 1, 2, 4
1.3: Elements and Principles
B: 3.1; C: 1, 2, 3; D: 2
1.4: Critique
A: 1, 3; B: 1, 2
1.5: History/Culture
A: 1, 2; B: 1, 2
23
Secondary Content Area: Social Studies
6.1: Social Studies Skills
A: 1, 2, 3, 4, 5, 6, 7, 8
6.2: Civics
A: 5; B: 2, 3, 4, 5; D: 2, 4, 5; E: 5, 6, 7, 8, 9, 10, 12, 13, 14, 15
6.3: World History
D: 6; E: 1, 2, 3; F: 1, 2; G: 2; H: 1, 3
6.4: United States and New Jersey History
A: All; B: All: C: All; D: 2, 3, 5; E: 1, 2, 3, 6; F: 2, 4; G: 2; H: 2, 3, 6; I: 8, 10, 11; J: 2, 7; K: 2, 4, 6; L: 6, 7
6.5: Economics
B: 3, 7
6.6: Geography
A: 5; B: 1, 2, 3; D: 3, 4, 5; E: 1, 2, 3, 4, 7, 8
Secondary Content Area: Science
5.1: Scientific Processes
A: 1, 2, 3; B: 1, 2
5.2: Science and Society
A: 1; B: 1, 2
5.3: Environmental Studies
A: 1; B: 1, 2
Secondary Content Area: Technological Literacy
8.1: Computer and Information Literacy
A: 1, 5, 6, 7, 8, 9; B: 1, 2, 3, 4, 5, 6 , 7, 8, 9, 10, 11, 12
24
8.2: Technology Education
A: 3; C: 3
Secondary Content Area: Career Education and Consumer, Family and Life Skills
9.1: Career and Technical Education
A: 1, 2, 3; B: 1, 2, 3, 4, 5
9.2: Consumer, Family, and Life Skills
A: 1, 2, 3, 4; B: 1, 2, 3; C: 1, 2; D: 1, 2, 3, 4, 5; E: 6
25
Unit 1: SELF REALIZATION/TRANSFORMATION: Voices for Freedom
Unit Question(s)
1. What common
experiences do all
individuals share in
their quest for
freedom?
2. What are the universal
stages in a
person’s/society’s
journey toward selfrealization?
3. What personal sacrifices
must individuals and
groups make in order
to attain
4. What responsibility
does an individual
have after reading
about the struggles
for liberty against
formidable odds
Objectives
Students will be able to:
1. read critically and connect ideas to
unit study.
2. learn vocabulary from the context of
the literature.
3. analyze literary elements, including
rhetorical devices, primary and
secondary sources, and historical
narrative.
4. understand how historical narrative
reflect the personal qualities and
motives of their writer
5. understand a document of critical
importance in U.S. history.
6. understand a persuasive speech
including the rhetorical appeals of
pathos, logos, and ethos.
7. write in clear expository prose about
issues of freedom and transformation.
Resources
1. from Of Plymouth
Plantation. William
Bradford
2. The Declaration of
Independence. Thomas
Jefferson
3. from the Iroquois
Constitution.
Dekanawida
4. Declaration of
Sentiments of the
Seneca Falls
Woman’s Rights
Convention.
Elizabeth Cady
Stanton
5. Speech to the
Virginia
Convention. Patrick
Henry
Formative Assessment
Strategies
1. Think, Pair, Share
Pacing
Guide
September
Marking
Period
1
2. Reflective
Questions with wait
time
3. Concept assessment
before and after
4. Summarize main
ideas
5. Brief in class
written response
relating to the unit
ideas
6. Portfolio review
with teacher
7. Homework as a
monitor of learning
8. Jigsaw: Cooperative
Learning Technique
6. from The Crisis.
Thomas Paine
8. express an opinion incorporating
selected rhetorical devices.
26
Standards
3.1: A, C, D, E, F, G, H
Instructional Activities, Methods, and
Assignments
1. Paraphrase/summarize difficult
passages
1. Quizzes
2. Collaborative learning groups
3. Tests
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
Unit Summative Assessment(s)
3. Oral interpretations of speeches and
historical documents
2. Essays
4. Homework
5. Multi-media Presentation
6. Persuasive Speech
3.5: A, B.C
4. Peer editing to improve writing
.
5. Participate in class discussions
directed by teacher
6. Share examples of musical lyrics that
express your feelings about freedom.
7. Write in journal/creative, persuasive,
narrative and expository/informational
formats.
8. View digital media and responding
to non print text to amplify readings and
discussion.
27
Unit 2: SELF REALIZATION/TRANSFORMATION: War
Unit Question(s)
1. What common
experiences do all
individuals share
regarding issues of war
and peace?
2. What notions about
courage do these war
related selections
suggest?
3. What costs to the
individual, family, and
society arise from the
life and death
experiences of war?
4. How do people give a
voice to the unspeakable
life experiences?
5. How does the
reader/audience do
his/her part in
acknowledging the
unspeakable life
experiences?
6. Is there such a thing as a
good war?
Objectives
Students will be able to:
1. read critically and connect ideas to
unit study.
2. compare and contrast works from
varied genres within the thematic cluster
of war and peace.
3. identify and appreciate narrative
voices and perspectives from warrelated literature.
4. write in both clear expository prose
and via creative expression about issues
of war and survival.
5. use multi-media to communicate the
themes and perspectives of war and
survival.
6. research non fiction accounts of war
and compare/contrast to works of fiction
7. critique film about war using a
critic’s tone.
8. understand how imagery conveys
tone in a literary work.
Resources
Formative Assessment
Strategies
1. Fallen Angels:
Walter Dean Myers
1.Think, Pair,
Share
2. Red Badge of
Courage. Stephen
Crane
2. Reflective
Questions with
wait time
3. from Things They
Carried, “Speaking
of Courage.” Tim
O’Brien
3. Concept
assessment
before and
after
4. “Grass.” Carl
Sandburg
October
Marking
Period
1
4. Summarize
main ideas
5. “In Another
Country.” E.
Hemingway
5. Brief in class
written
response
relating to the
unit ideas
6. “The Death of the
Ball Turret
Gunner.” Randall
Jarrell
6. Homework as a
monitor of
learning
7. from Hiroshima.
“A Noiseless Flash.”
John Hersey
Pacing
Guide
7. Teacher check
in on debate
progress
8. Jigsaw:
Cooperative
Learning
Activity
28
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. Write an eye-witness report as a
wartime journalist, in a non-glorifying
and honest way.
Unit Summative Assessment(s)
1. Quizzes
2. Essays
3. Tests
2. Select from a choice of quality war
films and write a review using a
distinctive critic’s voice.
3. Find an article, news account, or
essay about any war and compare this
account with an incident or description
from one of the selections read during
the unit.
4. Homework
5. Multi-media Presentation
6. Debate
7. Critique
4. Write a letter to the speaker of a
given work trying to explain how you
feel and why, being sure to convey the
mood about what you think is
happening.
5. Divide into small groups and have
students research shell shock, battle
fatigue, and civilian suffering. Report to
the class the group’s findings.
6. Divide the class into teams and
debate the topic: Is a “good war”
possible?
29
Unit 3: SELF REALIZATION/TRANSFORMATION: Social and Cultural Revolution
Unit Question(s)
1. What common
experiences do all individuals
share?
2. What is the author’s
purpose in creating a work,
and how does the author
elicit certain responses from
the reader?
3. How does language
created and shape our
perceptions about one
another?
4. How do customs and
traditions vary with cultures?
5. Why would one person or
one population seek to
oppress another?
Objectives
Students will be able to:
1. determine major ideas in selected
works by writers who explore social
oppression and unrest.
2. distinguish literal and figurative
meaning in selected poems.
3. draw conclusions about an author’s
purpose.
4. understand the effects of racism,
sexism, regionalism, etc.
5. understand and appreciate the
possible influences of both historical
context and personal events as they
relate to literary works.
6. recognize distinctive and shared
characteristics of culture and experience
through authors’ literary works.
7. increase student knowledge of
American culture by studying literature
that focuses on social conflict and social
issues throughout the history of the U.S.
Resources
Formative Assessment
Strategies
Pacing
Guide
1. “A Pair of Silk
Stockings,” and The
Story of an Hour.”Kate
Chopin
2.
“Antojos.” Julia Alvarez
3. Selected poems by
Harlem Renaissance
poets
4.
The Bean Trees. B.
Kingsolver
1. Think, Pair,
Share
November
5. “The Yellow
Wallpaper.” Charlotte
Perkins Gilman
6. “Seventeen
Syllables,” Hisaye
Yamamoto
7. “I Stand Here
Ironing,” Tillie Olsen
8. “Letter from
Birmingham Jail” M.L.
King
9. “Revolutionary
Dreams” poem by Nikki
Giovanni
10. “Wandering” drama
by Lanford Wilson
Marking
Period
1/2
2. Reflective
Questions with wait
time
3. Concept
assessment before
and after
4. Story log,
listing each
significant event in
sequence.
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Jigsaw:
Cooperative
Learning Activity
7.
30
Standards
3.1: A, C, D, E, F, G, H
Instructional Activities, Methods, and
Assignments
1. Illustrate one of the poems read in
this unit that aroused strong feelings.
1. Quizzes
2. Group activity: Prepare a dramatic
reading of a portion of one of the
selections. Each student in the group
should choose a passage from the
beginning, middle, or end of the
selection. Use narrative voice, pitch,
volume, and cadence.
3. Tests
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Unit Summative Assessment(s)
2. Essays
4. Homework
5. Multi-media Presentation
3. Trace, through research, the progress
women (or any minority group) has
made. Identify areas for growth.
4. Take two selections and write a
comparison/contrast essay on the
narrative point of view.
5. Group activity: Create a museum
exhibit to teach others about the
challenges faced and progress made of a
particular social/racial.
31
Unit 4: COMMUNICATION/EXPRESSION: Individualism/the Self
Unit Question(s)
1. What are some universal
stages in a person’s
journey toward selfrealization, and in what
ways may these differ
from individual strivings
toward self-realization?
2. What common
experiences do all
individuals share?
3. What is effective
communication, and
how may we find it in
the context of nature, the
spiritual, the realm of
fine arts, theater/film,
and in oral, written
and/or visual media?
4. What responsibility does
an individual have after
reading a work of
literature? 5. How do
we gauge the optimism
or pessimism of a
particular time period or
group of writers
Objectives
Students will be able to:
1. read a poem and interpret the
imagery, symbols, and themes
(individualism, transcendentalism).
2. read an essay from the 19th century
and relate the themes of transcending the
commonplace in life to contemporary
transcendental themes.
3. analyze literary elements: essay
style, rhyme, blank verse
4. evaluate the writer’s statement of
philosophy.
5. collaborate to produce a strong debate
stance, and learn the debate process.
6. create a unique transcendentalism
notebook/journal, finding examples of
the principles of transcendentalism in
today’s world.
7. critically evaluate whether the
principles of transcendentalism in
today’s world.
Resources
1. Selected poems by
Walt Whitman
2. Selected poems by
Emily Dickinson
3. “Self Reliance” by
Ralph Waldo Emerson
4. From Walden by
Henry David Thoreau
5. The Absolutely True
Diary of a Part Time
Indian. Sherman Alexie
6. “Everyday Use.”
Alice Walker
7. “Lucinda Matlock”
Edgar Lee Masters
8. “Fiddler Jones.”
Edgar Lee Masters
9. “A Rose for Emily.”
William Faulkner
10. “The Life You Save
May Be Your Own.”
Flannery
11. “The Road Not
Taken.” Robert Frost
12. “Acquainted with
the Night.” Robert
Frost
Formative Assessment
Strategies
1.Think, Pair,
Share
Pacing
Guide
December
Marking
Period
2
2. Reflective
Questions with wait
time
3 Concept
assessment before
and after
4. Summarize main
ideas
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Teacher check in
on debate progress
8. Jigsaw:
8. write literary analysis.
32
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. write a free verse poem that expresses
their sense of self: their values, hopes
and dreams, etc.
Unit Summative Assessment(s)
1. Quizzes
2. Essays
2. write a dialogue in which the speaker
of two different works exchange views
about expressing individuality
3. Tests
3. find examples of lyrics that reflect
different ideas about
individuality/conformity and copy lyrics
and illustrate each song.
5. Poem
4. design a collage that reflects your
sense of self.
4. Homework
6. Walden Notebook
7. Compilation of lyrics/ illustrations
5. Walden notebook of quotes and
contemporary examples of Thoreau’s
ideas as reflected in today’s society.
6. Original magazine article about ways
to raise independent children. Should be
based on research.
33
Unit 5: COMMUNICATION/EXPRESSION: Real Voices and Perspectives
Unit Question(s)
Objectives
Students will be able to:
1. How does language create
and shape our perceptions
and our experiences?
2. How does the author elicit
certain responses from the
reader?
3. Can individual or societies
have different opinions and
still be right?
4. How may an author
establish a single or multiple
point(s) of view in a literary
work?
5. In what ways can journals,
diaries, and letters provide
authentic literary context and
a richness of experience
typically found in works of
fiction?
6. In what ways are all
narratives influenced by bias
and perspective?
1. analyze the structure of arguments
2. understand and appreciate literary
letters and journals.
3. analyze authors’ word choice, tone,
structure, and style to trace viewpoint.
4. understand, and then compare and
contrast points of view as representative
of the authors’ life experiences and
environments.
5. read and analyze narratives from
varied eras and perspectives.
6. work collaboratively to debate from
distinct perspectives, and to persuade.
7. know what an editorial is, and will
write an editorial from a distinct point of
view.
8. write diary/journal entries from a
specific time and place, and an
applicable and specific point of view.
Resources
1.Selected essays
expressing contrasting
viewpoints, such as
Malcolm X: Necessary
to Protect Ourselves and
MLK: Stride Toward
Freedom
3. Selected editorials
4. Selected persuasive
speeches
5. Essays from
periodicals (writers such
as Anna Quindlen)
6. Gulf War Journal
from A Woman at War
7. Letter to John Adams
from Abigail Adams
8. Poor Richard’s
Almanack. B. Franklin
9. Civil Disobedience.
Thoreau
10 from Nature.
Emerson
11. For the Love of
Books. Rita Dove
Books.” Rita Dove
Formative Assessment
Strategies
1.Think, Pair,
Share
Pacing
Guide
January
Marking
Period
2
2. Reflective
Questions with wait
time
3. Concept
assessment before
and after
4. Summarize main
ideas
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Teacher check in
on debate progress
8. Jigsaw:
Cooperative
Learning Activity
34
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. Write a letter to one of the authors
from the unit expressing your feelings
about their experiences and/or views.
Unit Summative Assessment(s)
1. Quizzes
2. Essays
3. Tests
2. Write a college essay about an
experience that helped to make you the
person you are today.
3. Write an epitaph for one of the writers
in this unit that expresses his or her
achievements and philosophy of life.
4. Homework
5. Multi-media Presentation
6. Speech
7. Journal of ideas discussed in Readers’ Club
4. What message would one of the
authors give to aspiring young writers?
Develop and deliver the speech that he or
she would give.
5. Readers’ Club: In a group, choose
another work by one of the authors in
this unit. After reading the work, discuss
it, taking into account what you know
about the author.
6. Work in a group to develop one issue
from several perspectives. Then write
and illustrate the varied perspectives,
using distinct voice for each and an
illustrative style to match that
voice/perspective.
35
Unit 6: INQUIRY: Academic Curiosity and Individual Exploration
Unit Question(s)
Objectives
1. What is the purpose of
inquiry and research?
Students will be able to:
2. How can research be
made authentic for the
researcher, as well as for
the audience targeted to
benefit from that
research?
1. know the other members of the class
as individuals.
Resources
Formative Assessment
Strategies
1. Student- selected
titles for literature circle
activities
1.Think, Pair, Share
2. Internet resources
2. treat each other well, listen to each
other, and avoid put-downs.
3. Teacher selected
film/book reviews
3. understand and practice key social
skills when interacting with others, such
as asking good questions and follow-up
questions, getting everyone involved,
grounding arguments in the book, using
notes more effectively to feed discussion
4. Mini-Lessons for
Literature Circles.
Harvey Daniels &
Nancy Steineke
4. What benefits have you
gained from your
research?
4. understand and practice specific
reading and thinking skills when reading
text.
5. How have the initial
goals changed as a result
of your specific inquiry
process?
5. closely examine the craft of
authorship.
5. Literature Circles:
Voice and Choice
in Book Clubs and
Reading Groups:
Harvey Daniels
3. Are there limitations to
the exercise of academic
inquiry, and if so, are
these limitations useful
or detrimental to the
individual and society?
6. In what ways does the
actual research shape the
path of discovery for the
researcher?
6. research literary criticism and write
cogently about the work of criticism.
7. evaluate the process and outcomes of
inquiry in both discussion and writing.
Pacing
Guide
Year
Marking
Period
1, 2, 3 and
4
2. Reflective
Questions with wait
time
3. Concept
assessment before and
after
4. Report out findings
at midway point.
5. Brief in-class
journal response
relating to the unit
ideas
6. Blogs, wikis,
threaded discussions
7. Teacher check in
on literature circles’
progress
7. Teacher / team
leaders monitor
research project.
36
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. Use class icebreakers to expand
working relationships beyond immediate
friends. Ex. “Find Someone Who…”
Unit Summative Assessment(s)
1. Literature Circles
2. Reading Journals
3. Independent research project using technology
2. Internet research to analyze a topic of
interest or a cause to argue.
3. Collaborative discussion groups to
explore the varied arguments, stances,
and points of view found in research.
4. Persuasive writing on both point and
counterpoint.
5. Collaboratively create and perform a
skit that reveals point and counterpoint.
6. Use journals to record observations,
set personal goals, and reflect on day’s
discussions, etc.
7. Varied activities to encourage and
develop students’ repertoire of reading
strategies.
8. Steps toward/writing of a research
project, using resources from books,
periodicals, internet, interviews, etc.
37
Unit 7: SOCIAL UNIVERSAL/SOCIAL CONTINUUM: The American Dream
Unit Question(s)
1. What is the American
Dream and to what
extent is it achievable
for all Americans?
2. In what ways does the
American Dream mean
different things for
different Americans?
3. How has the American
Dream changed over
time?
4. What is the perspective
of a given nature,
culture, or region in
regard to the American
Dream and what factors
create those perceptions?
5. In what ways can the
ideal of a free and
upwardly moving
society also tempt the
individual/group to
move away from the
ideal to negative, selfabsorbed, or excessive
consequences?
Objectives
Students will be able to:
Resources
Formative Assessment
Strategies
1. The Great Gatsby. F.
Scott Fitzgerald
1. Think, Pair,
Share
1. connect an American
drama/novel/poem/nonfiction piece to
historical contexts and to current events.
2. Of Mice and Men.
John Steinbeck
2. Reflective
Questions with wait
time
2. evaluate character in the American
Dream.
3. Raisin in the Sun.
Lorraine Hansberry
3. explain how an author uses
characterization to advance a literary
work’s literary themes.
4. Death of a Salesman.
Arthur Miller
4. analyze in discussion and in writing
the variety of experience and expression
inherent in the American Dream.
5. interpret the socio-economic and
artistic influences underlying the themes
of the Harlem Renaissance.
6. discern common threads of
experience between the literary
exploration of the American Dream and
the student’s personal, family, or
community experiences.
5. “Winter Dreams.” F.
Scott Fitzgerald
6. “When the Negro
Was in Vogue.”
Langston Hughes
7. “How it Feels to be
Colored Me.” Zora
Neale Hurston
8. “Sympathy,” “We
Wear the Mask,” Paul
Laurence Dunbar
Pacing
Guide
FebruaryMarch
Marking
Period
2, 3
3. K-W-L
4. Reflectivewriting to assess
understanding of
American Dream
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Jigsaw:
Cooperative
Learning Activity
38
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. Write an original poem, song, or
other work depicting a theme from the
American Dream.
Unit Summative Assessment(s)
1. Quizzes
2. Interview
3. Essays
2. Conduct interview of family member,
friend, neighbor, teacher, etc. to
determine goals, dreams, and life
objectives.
4. Tests
3. Create a characterization chart to
depict the traits (surface and inner) of
varied “American Dream characters.”
7. Collage/illustrated or Animoto.
5. Homework
6. Multi-media Presentation
8. Creative Works.
4. Bruce Springsteen/selected artist
songs presentation to trace American
Dream.
5. Write a paper in which you react to an
“American Dream” character’s
decisions, and offer suggestions for
coping with the ups and downs of life.
6. Illustrate symbols from one work of
literature in a collage, either in paper
format or in interactive Animoto format.
7. Find evidence in newspapers,
magazines, multi-media of the newest
version of the American Dream. Dream.
39
Unit 8: ETHICAL RESPONSIBILITY: The Individual vs. Society
Unit Question(s)
1. What common
experiences do all
individuals share?
2. What ethical
responsibilities may be
fostered in an individual
via the reading of a work
of literature?
3. What universal themes
of literature are of
interest or concern to all
cultures/areas of
society?
4. If an individual becomes
the victim of prejudice
or censure, how may
that person’s
experiences transform
him or her from victim
to survivor?
5. What are the enduring
questions and conflicts
that writers grappled
with hundreds of years
ago and are still relevant
today?
Objectives
Students will be able to:
1. articulate in speech and in writing
the shared experiences of those who
are victims of injustice, shame, or
prejudice.
2. understand / appreciate the tension
between individual growth and
societal norms.
3. discern the necessary tension
between the public good and
individual rights and selfexpression.
4. appreciate a short story, and be able
to identify a short story.
5. analyze a structure a short story.
6. write about satiric tone, social
statement, and irony in a poem.
7. use context clues to determine the
most suitable meaning of a word.
8. understand, discuss, and write about
local color/regionalism.
9. write an essay evaluating the roles
of victim and hero in a play or a
novel.
10. read a literary work and view the
film version/excerpt in order to
write a critical analysis discerning
which best conveys the author’s
intention.
11. express the themes of a literary
work in a creative format.
Resources
1. The Crucible. Arthur
Miller
2. To Kill a
Mockingbird. Harper
Lee
3. A Raisin in the Sun.
Lorraine Hansberry
4. The Scarlet Letter.
Nathaniel Hawthorne
5. “Average Waves in
Unprotected Waters.”
Anne Tyler
6. “Everyday Use”
Alice Walker
7. “The Occurrence at
Owl Creek Bridge.” A.
Bierce
8. “The Turtle.” John
Steinbeck
9. “The Unknown
Citizen.” Poem W.H.
Auden
10. Catcher in the Rye.
J.D. Salinger
11. “The Far and the
Near,” Thomas Wolfe
12. “A Worn Path,” E.
Welty
13. “Anxiety,” G. Paley
Formative Assessment
Strategies
1. Think, Pair, Share
2. Reflective
Questions with wait
time
3. Concept
assessment before and
after
4. Timed,
brainstorming/
reflexive writing to
generate class
discussion
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Round-Robin
Presentation of
Topic/ with
Commentary
8. Jigsaw:
Cooperative Learning
Activity
Pacing
Guide
April-May
Marking
Period
3-4
40
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B.C
Instructional Activities, Methods, and
Assignments
1. Think of a 20th century person who
suffered or died for his or her beliefs,
and compare this person to John Proctor.
Unit Summative Assessment(s)
1. Quizzes
2. Essays
3. Tests
2. With a group of classmates, stage a
Readers Theater performance of a
favorite passage from The Crucible or
Raisin in the Sun. Use the stage
directions to help you determine how the
characters act and speak.
3. Design a newspaper about the
fictional events of one of the works
studied, as well as the historical events
that serve as the backdrop. Include such
things as editorials, letters to the editor,
front-page news events, advertisements,
obituaries, help wanted ads, etc.
4. Homework
5. Readers Theater
6. Newspaper
7. Musical Score
8. Creative Writing Project
4. Write a reflective essay about an
experience you have had that in some
way resembles a character’s conflict with
society.
5. Write an original chapter or scene for
one of the works studied.
6. Create a musical score for one of the
works studied.
41
Unit 9: WORLD VIEW: The Immigrant in America/ Cultural Clash
Unit Question(s)
1. Why should one study
different cultures
through literature?
2. How do customs and
traditions vary with
culture?
3. What responsibility does
an individual have after
reading a work of
literature?
4. What universal themes
in literature are of
interest or concern to all
cultures and societies?
5. Why would one person
or one population seek
to oppress another?
6. Why should one study
different cultures
through the literary
experience?
Objectives
Students will be able to:
1. to increase knowledge of other
cultures and to connect common
elements across cultures
2. analyze literary elements such as
voice, perspective, and audience in a
literary work.
3. discern, discuss, and write about
regionalism in a novel, short story, or
poem.
4. read a poem and discern the attitude of
a speaker toward his/her subject.
5. infer bi-cultural conflicts facing
immigrants depicted in a non-fiction
piece/memoir.
6. compare and contrast in writing the
expectations of one generation of
immigrants to the succeeding generation.
7. identify family expectations/ conflicts
seen in a literary work with student’s
experiences, emotions, and actions.
Resources
1. The Bean Trees.
Barbara Kingsolver 2.
“In the American
Society” Gish Jen 3.
from An American
Farmer. M.J. de
Crevecoeur
4.
from Roots. Arthur
Haley
5.
“I, Too” Langston
Hughes
6.
“To Walt Whitman”
Angela de Hoyos
7. “The First Seven
Years.” Bernard
Malamud
8.
“The Names” N. Scott
Momaday
9. “Mint
Snowball.” Naomi
Shihab Nye 10. From
The Woman Warrior.
Maxine Hong Kingston
11. “Freeway 280”
Lorna Dee Cervantes
12. “Who Burns for the
Perfection of Paper.”
Martin Espada
Formative Assessment
Strategies
1.Think, Pair,
Share
Pacing
Guide
May-June
Marking
Period
4
2. Reflective
Questions with wait
time
3. Concept
assessment before
and after
4. Role-Playing
5. Brief in class
written response
relating to the unit
ideas
6. Homework as a
monitor of learning
7. Reading Check
8. Value
Clarification
Exercise
42
Standards
3.1: A, C, D, E, F, G, H
3.2: A. B, C, D
3.3: A, B, C, D
3.4: A, B
3.5: A, B, C
Instructional Activities, Methods, and
Assignments
1. Choose one of the poems in this unit
and turn it into a letter the speaker might
write to a friend.
2. Write a newspaper editorial inspired
by the details in one of the literary
works.
3. Locate and gather other examples of
poetry by a specific minority. Create an
illustrated anthology.
4. Learn about a present day culture in
which some aspect of this culture clashes
with American society. Write a short
play or short story about this conflict.
Unit Summative Assessment(s)
1. Quizzes
2. Essays
3. Tests
4. Homework
5. Multi-media Presentation
6. Jigsaw Cooperative Learning
7. Short Play or Short Story
8. Tolerance Campaign Plan
5. Using suggestions from 101 Tools for
Tolerance: (http://www.tolerance.org/ )
and plan a campaign that would
encourage students from Shore to be
more tolerant.
43
Addendum: Unit 1 - Self Realization/Transformation: Voices for Freedom
Additional Unit Resources:
7. The Adventures of Huckleberry Finn. Mark Twain
8. “Letter from Birmingham City Jail,” Martin Luther King
9. “My Sojourn in the Lands of My Ancestors,” Maya Angelou
10. “Declaration of the Rights of Woman,”Olympe de Gouges
11. “Necessary to Protect Ourselves,” Malcolm X
12. “Stride Toward Freedom,” Martin Luther King
13. “I am Joaquin.” Adolfo Gonzales
44
Addendum: Unit 2 – Self Realization/Transformation: War
Additional Unit Resources:
1. “Excerpt from Night,” Elie Wiesel
2. “Camouflaging the Chimera,” Yusef Komunyakaa
3. “Beat, Beat, Drums,” “A March in the ranks Hard-Prest, and the road Unknown,” and “Reconciliation.” Walt Whitman
4. “Why Soldiers Won’t Talk,” John Steinbeck
5. “Gulf War Journal,” from A Woman at War. Molly Moore
6. “In Response to Executive Order 9066,” Dwight Okita
7. “Letter from Paradise,” Joan Didion
8. “An Episode of War.” Stephen Crane
9. “Losses,” Randall Jarrell
10. “Armistice,” Bernard Malamud
11. “Survival in Auschwitz” 1. Excerpt from Night. Elie Wiesel
12. “Deciding.” Wendy Wilder Larsen and Tran Thi Nga
13. “At the Justice Department,” November 15, 1969, Denise Levertov
45
Addendum: Unit 3 – Social and Cultural Revolution
Additional Unit Questions:
6. How does the theme of immigration/migration and change of locale shape the views, the literature, and the overall creative and
communicative expression of a particular culture, especially as new terrain is established?
7. If a cultural renaissance occurs for a group of people, what forces will encourage or discourage the maintaining of that cultural
renaissance over time?
8. In what ways are minorities especially rich in opportunities for cultural/artistic expression?
Additional Unit Resources:
11. “Ironing Their Clothes,” Julia Alvarez
12. Selected Poems by Harlem Renaissance Writers
13. The Bean Trees, Barbara Kingsolver
14. “The Yellow Wallpaper,” Charlotte Perkins Gilman
15. “Seventeen Syllables,” Hisaye Yamamoto
16. “I Stand Here Ironing” TillieOlsen
17. “Letter from Birmingham Jail,”Martin Luther King
18. “Revolutionary Dreams,” Nikki Giovanni
19. “Wandering,” Lanford Wilson
46
Addendum: Unit 4 – Communication and Expression: Individualism/Celebration of Self
Additional Unit Questions:
6. How may the “language of the individual” create and shape society’s perceptions and experiences?
7. How has society contributed to our sense of self?
Additional Unit Resources:
13. “Mending Wall,” Robert Frost
14. “The Death of the Hired Man,” R. Frost
15. “Mirror,” Sylvia Plath
16. “Self in 1958,” Anne Sexton
17. “The Brown Chest,” John Updike
18. “from Pilgrim at Tinker Creek,” Anne Dillard
19. “A Psalm of Life,” Henry Wadsworth Longfellow
20. “Tia Chuchca,” Luis J. Rodriquez
21. “Gary Keillor,” Garrison Keillor
47
Addendum: Unit 5 – Communication and Expression: Real Voices and Perspectives
Additional Unit Questions:
7. What are some of the most effective ways for an author to offer/establish contrasting or multiple viewpoints in a literary work or
speech?
8. What is the author/speaker’s ethical responsibility to the reader, and how may this be made both relevant to the audience without
compromising the authenticity of the author’s voice and experience?
Additional Unit Resources:
12. from The Interesting Narrative of the Life of Olaudah Equiano
13. “To My Dear and Loving Husband ,” and “Upon the Burning of My House,” Anne Bradstreet
14. from The Autobiography, B. Franklin
15. Civil War Diaries, Journals, and Letters
16. From Life on the Mississippi, M. Twain
17. “Cats,” Anna Quindlen
18. “Race at Morning” and “Nobel Prize Acceptance Speech,” W. Faulkner
19. from Dust Tracks on the Road, Zora Neale Hurston
20. “The Names,” N.S. Momaday
21. from The Woman Warrior, M.H. Kingston
22. “Straw into Gold,” Sandra Cisneros
23. “My Sojourn in the Lands of My Ancestors, M. Angelou
24. “Blue Highways,” William Least Heat-Moon
25. “When the Negro was in Vogue,” Langston Hughes
26. “How it Feels to be Colored Me, Zora Neale Hurston
27. “Zora Neale Hurston: A Cautionary Tale and a Partisan View,” Alice Walker
28. “Thoughts on the African-American Novel,” Toni Morrison
29. From The Diaries, Franz Kafka
30. “I Will Fight No More Forever,” Chief Joseph
31. Point/Counterpoint: The Japanese-American Internment
48
Addendum: Unit 7 – Social Universal/Social Continuum: The American Dream
Additional Unit Resources:
9. “Chicago,” Carl Sandburg
10. “Lucinda Matlock,” Edgar Arlington Robinson
11. “Richard Cory” and “Miniver Cheevy,” Edwin Arlington Robinson
12. “My Dungeon Shook: Letter to My Nephew on the One Hundredth Anniversary of the Emancipation, James Baldwin
13. “Life for My Child is Simple,” Gwendolyn Brooks
14. “Primer for Blacks,” Gwendolyn Brooks
15. Selected Beat Poetry: the American Dream and the Alienation Effect
49
Addendum: Unit 8 – Ethical Responsibility: The Individual vs. Society
Additional Unit Questions:
7. Are the strong and/or noble among society always able to help those being unfairly judged and treated, and, if not, who can help
these individuals/groups?
8. What archetypes occur in the world’s cultures throughout history?
9. How are heroes similar or different across cultures?
Additional Unit Resources:
“April Showers,” Edith Wharton
“A Good Man is Hard to Find,” Flannery O’Connor
50
Addendum: Unit 9 - World View: The Immigrant in America - Cultural Clash
Additional Unit Questions:
7. How may literacy/cultural literacy be defined and positively impact the tensions and clashes that tend to exist when
groups of people have different values/customs?
Additional Unit Resources:
13. Selected Harlem Renaissance poets
14. “Hunger in New York City,” Simon Ortiz
15. “Most Satisfied by Snow,” Diana Chang
16. “What For,” Garrett Hongo
17. “For My Children,” Colleen McElroy
18. “In the American Society,” Gish Jen
19. “Defining the Grateful Gesture,” Yvonne Sapia
20. “Refugee Ship, Lorna Dee Cervantes
21. “Mexicans Begin Jogging, Gary Soto
22. Legal Alien,” Pat Mora
23. “Mother Tongue,” Amy Tan
24. “I Yearn,” Ricardo Sanchez
51