2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
8th Grade ELA Curriculum
Content Area: English Language Arts
Course Title: English Language Arts
Grade Level:8
Unit 1: Who Am I? Where Do I Fit?
Pacing Guide – Click Here
Unit 2: Setting Matters!
Pacing Guide – Click Here
Unit 3: Looking Back on America
Pacing Guide – Click Here
Unit 4: Authors and Artists
Pacing Guide – Click Here
Unit 5: Dramatically Speaking
Pacing Guide – Click Here
Unit 6: “The Road Not Taken”
Pacing Guide – Click Here
Date Created:
July 2011
Board Approved on:
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
In eighth grade, students build on all they have learned in earlier years and begin to study
complex psychological, philosophical, and moral themes in literature. They begin the year with
two units on setting, the first on urban settings in America and the second on rural settings in
America. In these units, students consider relationships between settings and theme in literature
and write their own stories set in cities and the countryside. From there, the units take various
directions. One unit offers an historical perspective on America, while another looks at the
relationship between art and artists. In the unit on drama, students read The Diary of Anne Frank
and compare it with a film version of the play. The sixth unit focuses on the philosophical theme
of the “greater good,” beginning and ending with Frost's “The Road Not Taken.” Through class
discussion, close reading, and writing, and through continued study of etymology, students deepen
their understanding of all of these works and concepts. They continue to use graphic organizers to
plan their writing. In their reports, research essays, and oral presentations, students draw on
multiple sources, including literary, informational, and multimedia texts. In class discussions and
literary responses, they pay close attention to figurative language and its effects on the work as a
whole and on the readers' experience. By the end of eighth grade, students should have a rich
background in literature and literary nonfiction, with a grasp of the historical context and many
nuances of the works they have read. They are ready for the rigors of high school.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1: Who Am I? Where Do I Fit In?
Content Area: English Language Arts
Unit Title: Who Am I? Where Do I Fit In?
Target Course/Grade Level: Grade 8
Unit Summary
This first, six-week unit will serve as a foundation to introduce the over-arching theme for the year and to
teach the skills necessary for optimizing success in 8th grade. The theme for the year is “Identity,” and that
theme will infuse all aspects of ELA and cross into all other content areas. Students will learn the
expectations for writing, responding to literature, vocabulary usage, research, and speaking and listening in
the classroom, and will have current skill levels assessed. Additionally, students will reflect, specifically,
on the settings of stories and events – from poems and short stories to novels and nonfiction material.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
• evaluate the historical theme of identity as it applies to the makeup of the USA
Science:
• respond to reading with appropriate text-based references to support opinions
• select appropriate resources in order to research a scientist
• evaluate the theme of identity as it applies to scientific practices
Spanish:
•
listen actively
•
speak clearly
•
evaluate the theme of identity as it applies to Spanish-speaking countries
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
• evaluate the theme of identity as it applies to
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
In order to understand and analyze the complex themes introduced in 8th grade language arts, students will
need to first understand and have the ability to practice several skills. These skills include: annotating text,
responding to text, choosing words with purpose, using resources constructively, identifying authors'
choices, participating actively in classroom discussions, and evaluating the message and efficacy of media.
The introduction to skills in this first unit will lay the foundation for the remainder of the year.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students will continue to explore characters and plots, but this unit takes a unique approach to examining
how setting, directly or indirectly, affects these story elements. Students will cite textual evidence that
uncovers the setting, analyze the impact of the setting on individuals and events, and write their own urban
narrative. This unit ends with a reflective I-Search paper in response to the unit theme – Who am I and
where do I fit in?
CCCS #
Focus Standards
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to
or departs from the text or script, evaluating the choices made by the director or actors.
W.8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
SL.8.1.a
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
SL.8.1.b
Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
L.8.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., precede, recede, secede).
Unit Essential Questions
•
•
•
How does an urban setting
affect/ impact the characters and plot
of a story?
How does an urban setting
affect language?
How does an urban setting
impact media messages?
Unit Enduring Understandings
•
Characters and plot events are often driven
by the setting in which characters live or events
occur.
•
Language in an urban setting is condensed or
modified to represent the bland of cultures present
in an urban setting, and there are unique words that
are used specifically for urban settings.
•
Media in an urban setting reflects the
diversity in culture and shared experience.
Unit Learning Targets
Students will …
• read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about life
in urban America.
• write a variety of responses to literature, poetry, and informational text.
• compare and contrast story characters, plots, themes, and settings from stories about urban
America.
• analyze different accounts of the same event.
• write poetry (concrete or haiku) and perform it for classmates.
• compare elements of the musical Chicago to other poetry and prose about Chicago.
• define relationships between words (e.g., urban, urbanization, suburban; city, citify; metropolitan,
metropolis).
• participate in group discussions.
• demonstrate mastery of the parts of speech.
• use language purposefully and meaningfully in writing and speaking
Evidence of Learning
Summative Assessment (3 days instruction/research plus independent time to compose)
Students will complete an I-Search research project on a topic of their own choosing. The topic should be
connected to how each student identifies himself or herself, and is limited only by personal interests. The
product will be in the form of a written I-Search paper and an oral presentation.
Additionally, students should complete a benchmark assessment in reading and in writing (modeled after
the NJ ASK) that will serve as a baseline indicator for planning the next two units of study.
Equipment needed:
• electronic databases
• laptop carts for classroom writing/revising/editing
• teacher-created benchmark assessments
Teacher Resources:
Glencoe Literature: Level 3
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Who Am I? Where Do I Fit In?
Lesson Title: Reading
Timeframe: integrated daily
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
Science
• Read text with purpose, and annotate for understanding
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
Spanish
• Read text and annotate, or translate, for understanding
Integration of Technology:
• graphic organizers on the Active board
• blog responses to literature
• readwritethink.org – “Exploring Setting: Constructing Character, Point of View, Atmosphere, and
Theme”
Equipment needed:
summer reading novels
Glencoe Literature
Stand and Deliver student editions
Goals/Objectives
Students:
• identify author's
purpose.
• analyze impact of the
urban setting on the
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Compare and contrast settings,
characters, plots, and themes of the
various summer reading novels and
generalize the impact urban settings
Formative Assessment
Tasks
•
•
•
•
double-entry journaling
journal responses
annotation of text
completion of graphic
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
characters.
analyze how different
texts (both fiction and
nonfiction) treat urban
settings.
respond to text
appropriately, using the
text to support ideas and
opinions.
analyze different
accounts of the same
event.
read at least four
genres of literature that
are new to them.
have on the stories.
2. Read “The Great Fire” by Jim Murphy
and “Chicago” by Carl Sandburg and
compare and contrast the treatment of
the same setting in the different formats
of the two selections.
3. Use an appropriate strategy to organize
written responses to text.
4. Read a variety of fiction and nonfiction
selections, and identify the impact that
an urban setting has on the characters,
plot, or presentation of ideas.
5. Read a variety of poems about urban
settings, and identify specific word
usage that adds to the description.
6. Read Stand and Deliver by, and
analyze the impact of setting on the
characters and plot.
•
•
•
•
•
organizers
responses to critical
thinking questions
informal class
discussion
small group discussion
independent reading
responses
Socratic Seminar
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Coming to America” (nonfiction) p. 159 in Glencoe Literature
• excerpt from “The Great Fire” (nonfiction) p. 188 in Glencoe Literature
•
“Identity” (poem) p. 327 in Glencoe Literature
• “Los New Yorks” (poem) p. 406 in Glencoe Literature
• “The New Colossus” (poem) p. 410 in Glencoe Literature
• “Homeless” (essay) p. 453 in Glencoe Literature
• “The Treasure of Lemon Brown” (short story) p. 476 in Glencoe Literature
• “Escaping” (nonfiction) p. 543 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
“Teen Curfews” (nonfiction) p. 561 in Glencoe Literature
“Harlem” (poem) p. 572 in Glencoe Literature
“The March of the Mill Children” (nonfiction) p. 649 in Glencoe Literature
“Standing Tall” (nonfiction) p. 872 in Glencoe Literature
Setting review pp. 556-558 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Who Am I? Where Do I Fit In?
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• Write a fictional account of an important day in the life of a scientist they have researched.
Social Studies
• Write a fictionalized journal of an immigrant’s experiences in an American city.
Math
• Write and solve a word problem related to an urban setting or issue.
Foreign Language
• Write a report about an ethnic neighborhood in an American city.
Integration of Technology:
• Students can create drafts on a web-based format, such as on Google docs or on a wiki page that
will allow for peer evaluation, electronic conferencing, editing and revision, and real-world
publication.
• Students can make use of electronic databases as a source of information for research.
• Students can make use of a site such as wikipedia as a source to begin research and as an aid in
helping write questions to further guide and refine the research process.
• Students can learn how to use Google effectively to narrow searches for writing of a research
paper.
Equipment needed:
• library/media center
• laptop cart
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• respond appropriately to
Lesson Sequence
1. Maintain a journal of written responses
Formative Assessment
Tasks
•
•
journal responses
drafts of original stories
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
literature with
to a variety of fiction and nonfiction,
•
connections to self, other
specifically what these genres reveal
•
works of literature,
about life in urban America.
world events, or events
2. Write an original short story of a real or
portrayed by the media.
imagined experience that effectively
incorporate elements
explores the impact of an urban setting
on characters and plot.
of urban setting in an
original work of fiction. 3. Write a poem about an urban setting,
modeling another, published poem.
research a topic of
personal choice
4. Write an I-Search report addressing the
effectively.
issue of self identity.
drafts of original poems
drafts of I-Search paper
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Google apps
• media center
• media specialist
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Who Am I? Where Do I Fit In?
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
x
Creativity and
Innovation
Media Literacy
x
Critical Thinking and
Problem Solving
x
Communication
and Collaboration
x
ICT Literacy
x
Life and Career Skills
Information
Literacy
Interdisciplinary Connections:
Science
• classify items in much the same way that the parts of speech are classified
• create word families of scientific terms with similar roots
Social Studies
• create word families of social studies words with similar roots
Math
• create word families of math words with similar roots
Foreign Language
• compare English words with words in a foreign language in order to find similarities in meaning
Integration of Technology:
• students will access a web-based self-tutorial on the first four of eight parts of speech (nouns,
verbs, adjectives, and adverbs)
• students will create an instructional movie demonstrating mastery of basic parts of speech
• readwritethink.org – “Internalization of Vocabulary through the Use of a Word Map”
• readwritethink.org – “Improve Comprehension: A Word Game Using Root Words and Affixes”
• readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary”
•
readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix”
Equipment needed:
•
Grammar Rocks video shorts
•
Glencoe Writer’s Choice and Handbook for Grammar and Composition
• web-based tutorial, such as Moodle
Goals/Objectives
Learning Activities/Instructional
Strategies
Formative Assessment
Tasks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Students:
• understand that words
with similar roots have
similar meanings.
•
understand the
semantics of words,
especially those with
Greek and Latin roots.
•
identify, define, and
construct words with
prefixes.
•
understand
connotative meanings of
words and apply
connotative
understanding to reading
and written work.
•
understand the basic
parts of speech: nouns,
verbs, adjectives, and
adverbs.
Lesson Sequence
1. Complete Units 1-3 in Vocabulary
Workshop: Level C.
2. Define relationships between
words (e.g., urban, urbanization,
suburban).
3. Create a personal dictionary of
terms found, learned, and used
throughout this unit.
4. Choose language carefully and
intentionally to convey the specific
moods evoked by an urban setting.
5. Demonstrate mastery of the first
four parts of speech (nouns, verbs,
adjectives, and adverbs)
•
•
•
•
parts of speech pre-test
grammar practice
exercises
vocabulary pre-test
vocabulary practice
exercises
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Glencoe Writer’s Choice and Handbook for Grammar and Composition
•
Vocabulary Workshop, Level C
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Who Am I? Where Do I Fit In?
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Identify bias in laws or immigration policy from US history.
Science
• Identify bias in the reporting of scientific discovery.
Foreign Language
• Identify stereotypes faced by speakers of foreign languages in the US.
Integration of Technology:
• electronic databases used for research
• web-based search engines
• readwritethink.org – “Critical Media Literacy: Commercial Advertising”
Equipment needed:
•
library/media center
•
video footage of September 11th events
•
variety of editorials demonstrating bias
Goals/Objectives
Students:
• analyze bias in video
reporting of news
events.
• analyze how an urban
setting affects media
reporting of events.
Learning Activities/Instructional Strategies
Lesson Sequence
•
1. Compare video footage of a news event,
such as the attack of September 11, with a •
written account of the same event.
2. Write questions that will guide personal
research and expand knowledge base of a
subject.
Formative Assessment
Tasks
discussion of bias in
media reporting
number and type of
sources used for
research project
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
evaluate
appropriateness and
quality of sources for
research.
create a Works Cited
or reference page for
any referenced
information.
apply rules for direct
and indirect
quotations in writing.
3. Identify potential conflict because of bias
in research material.
4. Use information from a variety of
sources, including web-based databases,
websites, on-line search engines,
periodicals, and other print media to write
an I-Search research paper.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• electronic databases, such as EBSCO
• library/media specialist
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Who Am I? Where Do I Fit In?
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Foreign Language
• Speak clearly, with appropriate intonations, in a foreign language
Integration of Technology:
• Create a podcast or voiceover for a filmed presentation.
Equipment needed:
• imovie or other video creation software
• laptops
Goals/Objectives
Students:
• apply various vocal
strategies to convey
meaning in
presentations.
• analyze text features
of literature in class
discussions.
• evaluate effect of
setting on story in
class discussion.
Learning Activities/Instructional Strategies
Lesson Sequence
1. Present an original poem orally to class,
changing voice as appropriate to convey
meaning appropriately.
2. Participate actively in small discussion
groups.
3. Participate actively in a formal full-class
discussion group, such as a Socratic
Seminar.
4. Compare in class discussion how
different poems about the same item are
unique in presentation, structure, and
style.
5. Discuss how setting is used as a character
in literature.
Formative Assessment
Tasks
•
•
•
•
analysis of speaking
rubric
reading aloud with
appropriate feeling in
class
defending opinions of or
observations of
literature orally in class
participating actively in
group projects
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• speaking/listening rubric
• laptop carts
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2: Setting Matters!
Content Area: English Language Arts
Unit Title: Setting Matters!
Target Course/Grade Level: Grade 8
Unit Summary
This eight-week unit of eighth grade continues student reflections on settings of stories and events – from
poems and short stories to novels and nonfiction material. While the previous unit focused on the effect of
an urban setting on characters and plot, this unit focuses on a rural setting on those narrative elements.
Primary interdisciplinary connections:
Science
• Explain importance of environment in experiments, emphasizing how a change in environment can
change results of experiments.
Social Studies
• Identify differences between economies in urban, suburban, and rural settings.
Math
• Apply variables to a variety of equations
Foreign Language
• Discuss variances in dialects based on urban and rural settings in a foreign language.
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Though many texts do not rely heavily on setting for meaning, students need to be equipped with the
knowledge and skills necessary to read for setting, especially as it relates to the construction of other
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
elements of a short story or novel. Especially in the eighth grade, when students are being asked to delve
more deeply into text structure, detail, and author’s purpose, it is essential that students have a full
understanding of how much the time period and locale of a story can in fact dictate plot events and
character actions and reactions in fiction and nonfiction.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
In this unit, students specifically refer back to unit one, comparing and contrasting rural settings to urban
ones. Students examine how text structures contribute to meaning, the characteristics of different genres,
and begin writing arguments to support the point of view they choose to take. Students will also be
introduced to a year-long, independent reading challenge, whereby they will commit to reading a minimum
of four genres of literature with which they are unfamiliar. This unit ends with an open-ended reflective
essay response to the essential questions.
CCCS #
Focus Standards
RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
RI.8.2
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
W.8.1
Write arguments to support claims with clear reasons and relevant evidence.
SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
SL.8.1.c
Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
SL.8.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the
task.
L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.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 or its part of speech.
L.8.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
Unit Essential Questions
•
What does the rural setting contribute to
Unit Enduring Understandings
•
Characters’ actions are often dictated by or
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
the elements of text?
affected by their surroundings.
Unit Learning Targets
Students will ...
•
read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about
rural life.
•
compare and contrast information learned about rural life with the previous study of urban life;
begin to examine “suburban” life as a combination of rural and urban.
•
compare and contrast story characters, plots, themes, and settings from stories about rural life.
•
write a variety of responses to literature, poetry, and informational text.
•
evaluate the structure of various texts and discuss the impact of the structure on its meaning.
•
write an argument, supported by clear reasons and evidence, about the presentation of rural life
you believe was the most memorable.
•
recognize nuances in meaning among similar words (e.g. rural, agrarian, agriculture, hamlet,
village, country, countryside, rustic).
•
participate in group discussions.
Evidence of Learning
Summative Assessment (X days)
Upon completion of the two units on setting, students will write a persuasive essay about which setting,
rural or urban, has had the greatest impact on the characters and plot of a story. Students will support their
argument with clear reasons and specific evidence from their reading. Upon completion, students will
participate in a whole class debate.
Equipment needed:
• wide variety of literature
• writing prompt
• instruction on debate
Teacher Resources:
Glencoe Literature: Level 3
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Focus Areas
Lesson
Focus Area 1
Reading
Focus Area 2
Writing
Timeframe
8 weeks
8 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
8 weeks
Language
Focus Area 4
8 weeks
Media Literacy
Focus Area 5
8 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Setting Matters!
Lesson Title: Reading
Timeframe: daily
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
Science
• Read text with purpose, and annotate for understanding
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
Spanish
• Read text and annotate, or translate, for understanding
Integration of Technology:
• graphic organizers on the Active board
• blog responses to literature
• readwritethink.org – “Exploring Setting: Constructing Character, Point of View, Atmosphere, and
Theme”
Equipment needed:
Glencoe Literature
Roll of Thunder, Hear My Cry by Mildred Taylor
8 Tales of Terror by Edgar Allen Poe
Goals/Objectives
Students:
• Read and discuss a
variety of fiction and
nonfiction,
Learning Activities/Instructional Strategies
Lesson Sequence
1. Read Picture books with a rural setting,
and identify how they present the details
of a rural setting.
Formative Assessment
Tasks
•
•
reading comprehension
checks
written responses to
literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
specifically what these
genres reveal about
rural life in America.
Compare and contrast
story characters, plots,
themes, and settings
from settings about
rural America.
Evaluate the structure
of various texts and
discuss the impact of
the structure on its
meaning.
2. Read a variety of literature (poems,
stories, articles, etc.) and annotate.
3. Read “Mending Wall” by Robert Frost
and discuss the apparent contradiction
within.
4. Read selections by Edgar Allen Poe,
identify how the mood of each story has
been directly affected by the setting.
5. Read Roll of Thunder, Hear My Cry,
focusing on the themes of identity and the
importance of the land.
•
•
class discussion
journal responses
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Glencoe Literature
• Roll of Thunder, Hear My Cry student editions
• 8 Tales of Terror student editions
• “The Medicine Bag” (folktale) on p. 39 in Glencoe Literature
• “Waters of Gold” (folktale) on p. 56 in Glencoe Literature
• “Saying Yes” (poem) on p. 84 in Glencoe Literature
• “Tom Sawyer” (excerpt) and “Born Worker” (short story) on pp. 108 and 114 in Glencoe Literature
• “Huge, Freed Pythons Invade Florida Everglades” (informational) on p. 178 in Glencoe Literature
• “The Tell-Tale Heart” (short story) on p. 230 in Glencoe Literature
• “The Dying Cowboy” (ballad) on p. 320 in Glencoe Literature
• “Exile” (poem) on p. 347 in Glencoe Literature
• “The Oxcart” (folktale) on p. 354 in Glencoe Literature
• “On Top of the World” (nonfiction) on p. 380 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
•
•
•
•
“Stopping by Woods on a Snowy Evening” (poem) on p. 384 in Glencoe Literature
“The Sound of Night” (poem) on p. 389 in Glencoe Literature
“Childhood” (sonnet) on p. 413 in Glencoe Literature
“Racing the Great Bear” (folktale) on p. 424 in Glencoe Literature
“Ode to Rain” (ode) p. 529 in Glencoe Literature
“Napa, California” (poem) p. 555 in Glencoe Literature
“Working Hands” (poem) p. 558 in Glencoe Literature
“Gentleman of Rio en Medio” (short story) p. 564 in Glencoe Literature
“Clean Sweep” (short story) p. 606 in Glencoe Literature
“A Father’s Daring Trek” (nonfiction) p. 630 in Glencoe Literature
“Elegy on the Death of Cesar Chavez” (elegy) and “Remembering Cesar” (nonfiction) pp. 662 and
667 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Setting Matters!
Lesson Title: Writing
Timeframe: daily
Lesson Components
21st Century Themes
X Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Compare and Contrast urban and rural economies, governments, and communities
Science
• Compare and Contrast families of elements
Foreign Language
• Identify effects of geography on language
Integration of Technology:
• Students can create drafts on a web-based format, such as on Google docs or on a wiki page that
will allow for peer evaluation, electronic conferencing, editing and revision, and real-world
publication.
Equipment needed:
• NJ Registered 6-point holistic rubric for writing
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• compare and
contrast information
learned about rural
life with the
previous study of
urban life
• begin to examine
suburban life as a
combination of rural
Lesson Sequence
1. Students will compare and contrast a
character in an urban setting with a
character in a rural setting.
2. Students will write a character
description of Cassie from Roll of
Thunder, Hear My Cry, and a
prediction of how she would be
different if she were living in an urban
setting, based on information found in
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of
compare/contrast essay
rough draft of character
description
rough draft of
persuasive essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
and urban
write an argument,
supported by clear
reasons and
evidence, about
which setting, rural
or urban, has greater
impact on characters
and plot
the novel and used as support for
prediction.
3. Students will write a persuasive essay
arguing that the urban or rural setting
has greater impact on characters and
plot, and defending their choice with
evidence from readings done in class
and independently.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Literature
• “Response to Literature” p. 434 in Glencoe Literature
• “Persuasive Essay” p. 582 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Setting Matters!
Lesson Title: Language
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
Media Literacy
Critical Thinking and
Problem Solving
X ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• classify items in much the same way that the parts of speech are classified
• create word families of scientific terms with similar roots
Social Studies
• create word families of social studies words with similar roots
Math
• create word families of math words with similar roots
Foreign Language
• compare English words with words in a foreign language in order to find similarities in meaning
Integration of Technology:
• students will access a web-based self-tutorial on the second four of eight parts of speech
(pronouns, prepositions, conjunctions, and interjections)
• students will create an instructional movie demonstrating mastery of basic parts of speech
• readwritethink.org – “Internalization of Vocabulary through the Use of a Word Map”
• readwritethink.org – “Improve Comprehension: A Word Game Using Root Words and Affixes”
• readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary”
•
readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix”
Equipment needed:
•
Grammar Rocks video shorts
•
Glencoe Writer’s Choice and Handbook for Grammar and Composition
• web-based tutorial, such as Moodle
Goals/Objectives
Learning Activities/Instructional Strategies
Formative Assessment
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Tasks
Students:
• recognize nuances in
meaning among
similar words (e.g.,
agrarian, agriculture)
• demonstrate mastery
of the second four
basic parts of speech
(pronouns, prepositions, conjunctions,
and interjections)
• discuss the etymology
of the word
‘suburban’
Lesson Sequence
•
1. Complete review unit 1-3 and units 4-6 in •
Vocabulary Workshop Level C.
•
2. Continue a personal dictionary of terms
found, learned, and used throughout this
unit.
3. Choose language carefully and
intentionally to convey the specific
moods evoked by a rural setting.
4. Complete a self-guided, on-line tutorial of
the second four parts of speech.
5. Demonstrate mastery of the second four
parts of speech (pronouns, prepositions,
conjunctions, and interjections)
vocabulary pretests
grammar pretests
grammar exercises
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Glencoe Writer’s Choice and Handbook for Grammar and Composition
•
Vocabulary Workshop, Level C
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Setting Matters!
Lesson Title: Media Literacy
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Identify bias in laws or immigration policy from US history.
Science
• Identify bias in the reporting of scientific discovery.
Foreign Language
• Identify stereotypes faced by speakers of foreign languages in the US.
Integration of Technology:
• readwritethink.org – “Critical Media Literacy: Commercial Advertising”
• Discovery Channel Lesson Plans Library – “Cowboys”
Equipment needed:
• media center
• media specialist
• laptop cart
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• identify how the
structure of art
impacts meaning in a
way similar
to/different from
written works
• evaluate media
Lesson Sequence
1. Examine Grant Wood’s famous painting
American Gothic and compare depiction
of rural setting to that in literature.
2. Examine bias or stereotypes of characters
living in rural settings as portrayed by
media.
3. View Roll of Thunder, Hear My Cry, and
Formative Assessment
Tasks
•
•
journal responses
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
portrayal of rural
settings for bias
evaluate filmed
version of a novel
evaluate choices made by directors and
actors in telling the author’s story.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
film of Roll of Thunder, Hear My Cry
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Setting Matters!
Lesson Title: Speaking/Listening
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Foreign Language
• Speak clearly, with appropriate intonations, in a foreign language
Science
• Present findings from a lab or research orally
Math
• Explain the steps to finding a solution of a problem orally.
Integration of Technology:
• create a podcast or voiceover for a video presentation of a concept
Equipment needed:
• speaking/listening rubric
• laptops
Goals/Objectives
Students:
• present and analyze a
poem orally
• participate actively in
group discussions
• understand the rules
for debate, and
participate in a class
debate
Learning Activities/Instructional Strategies
Lesson Sequence
•
1. After having read several poems, students •
will present an oral recitation of a favorite •
poem and an analysis of how the poet
successfully or unsuccessfully portrays
the setting differently from the writer of a
short story or nonfiction selection.
2. Upon completion of the persuasive essay,
students should debate over which setting
has more impact on the characters and
plot of literature
Formative Assessment
Tasks
class discussions
oral responses
debate practice
Differentiation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Stage a Debate” p. 441 in Glencoe Literature
• “Persuasive Speech” p. 588 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 3: Looking Back on America
Content Area: Language Arts Literacy
Unit Title: Looking Back on America
Target Course/Grade Level: Grade 8
Unit Summary
This eight-week unit of eighth grade continues with reflections on the setting of stories and events, this
time from an historical perspective.
Primary interdisciplinary connections:
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
As students continue their examination of the role setting takes in written works, it is essential to
remember that setting also encompasses the time period in which a written account or story occurs. The
time of an event can have as much as or greater impact as the locale of the event has had. As students
become more aware of the world around them, they must also gain a better understanding of where we
have come from in our American experience so that they can better understand the issues of today and
prepare for the issues of tomorrow by applying their understanding of our shared experiences.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Content Statements
Students read works of historical fiction and discuss how authors’ perspectives might produce accounts of
historical events that differ from what we know happened. Students work collaboratively to reconcile
different authors’ points of view and discuss why these differences occur. Students read “Paul Revere’s
Ride” by Henry Wadsworth Longfellow and also study the actual events of that night, thus revealing the
impact that poetry can have on historical memory. An in-depth research project accompanied by a
multimedia presentation is a highlight of this unit because the process integrates skills and meaningful
content. Last, but certainly not least, this unit ends with an open-ended reflective essay response to the
essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).
RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
W.8.7
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Unit Essential Questions
Unit Enduring Understandings
•
How does learning history through
•
Literature often provides a more detailed,
literature differ from learning through
emotional accounting of historical events than one
informational text?
gets from informational text
•
How can the time period in which an event •
Laws and shared cultural norms change
occurs significantly affect the outcome of
through time, and those changes affect human
events?
behavior.
•
How can our cultural understanding of
•
People base current behavior on previous
America be improved by knowing about our
experiences or understanding.
shared past?
Unit Learning Targets
Students will ...
•
read and discuss a variety of fiction and nonfiction about events from America’s past.
•
compare and contrast story characters, plots, themes, and settings from stories about American
history.
•
analyze how historical fiction draws on themes, patterns of events, or character types from myths
or traditional stories.
•
write a variety of responses to literature, poetry, and informational texts, notably the Constitution.
•
determine an author’s point of view in a text, and discuss the impact that has on what was written.
•
recite poetry with classmates.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
conduct an in-depth research project on an historical event of choice, followed by a multimedia
report that includes insights from historical fiction.
•
participate in group discussions.
Evidence of Learning
Summative Assessment (X days)
At the end of the unit, students will select an event from America’s history and write a research report on
it, detailing how that event changed the American perspective. Students should read and view a variety of
resources, including informational text, fictional accounts based on historical facts, photographs, videos,
political cartoons, music, advertisements, and primary sources such as legal documents or text of famous
speeches.
The findings will be presented in a written report and in a multimedia presentation.
Equipment needed:
• media center
• media specialist
• electronic databases and other print resources for research
Teacher Resources:
Glencoe Literature: Level 3
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
8 weeks
Reading
Focus Area 2
8 weeks
Writing
Focus Area 3
8 weeks
Language
Focus Area 4
8 weeks
Media Literacy
Focus Area 5
8 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Looking Back on America
Lesson Title: Reading
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• identify reasons for immigration to the US (past experiences affecting future choices)
• explore US policy and laws based on historical perspective
Science
• follow threads of scientific discovery to identify connections to current fields of study/discoveries
Foreign Language
• follow change and development in languages based on immigration
Integration of Technology:
• use of electronic databases for research
• search for relevant media for research
• KidsandHistory.com – “The Real Midnight Ride”
Equipment needed:
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• Read and discuss a
variety of fiction and
nonfiction about
events from America’s
past.
• Compare and contrast
story characters, plots,
themes, and settings
Lesson Sequence
1. Read stories of the immigrant experience
in America spanning many decades and
cultures to identify a common theme.
2. Read the poem “Paul Revere’s Midnight
Ride” and compare/contrast the events
depicted in the poem with a more factual
accounting.
3. Read the Preamble and First Amendment
Formative Assessment
Tasks
•
•
•
journal responses
written responses to
literature
comprehension checks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
from stories about
American history.
Compare and contrast
a legendary
accounting of an
historical event with a
factual accounting of
the same event.
Analyze how
historical fiction
draws on themes,
patterns of events, or
character types from
myths or traditional
stories.
Determine the
author’s point of view
in a text, and discuss
the impact that has on
what was written.
to the US Constitution, then compare this
to how they are presented in “We the
People” by Peter Spier.
4. Read “And Ain’t I a Woman?” and the
annotation of her speech by Patricia C
and Fredrick McKissack and identify how
annotations help improve perspective for
readers by placing the speech in its
historical context.
5. Read a variety of historical fiction and
compare the depiction of events to
historical accountings of the same events.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “And Ain’t I a Woman?” (speech) p. 30 in Glencoe Literature
• “Sojourner Truth: Ain’t I a Woman?” (nonfiction) p. 35 Glencoe Literature
• “The People Could Fly” (folktale) p. 91 Glencoe Literature
• “Barbara Frietchie” (poem) p. 100 Glencoe Literature
• “I Know Why the Caged Bird Sings” (autobiography) p. 165 Glencoe Literature
• “The Drummer Boy of Shiloh” (short story) p. 310 Glencoe Literature
• “Paul Revere’s Ride” (poem) p. 338 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
“Harriet Tubman” (poem) p. 366 Glencoe Literature
“Harriet Tubman: Conductor on the Underground Railroad” (biography) p. 369 Glencoe Literature
“Civil War Journal” (journal) p. 494 Glencoe Literature
“The Gettysburg Address” (speech) p. 504 Glencoe Literature
“Lincoln: A Photobiography” (photo essay) p. 510 Glencoe Literature
“I Have a Dream” (speech) p. 573 Glencoe Literature
“O Captain! My Captain!” (elegy) p. 640 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Looking Back on America
Lesson Title: Writing
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• write annotations of an historical document, such as the Declaration of Independence or the US
Constitution
• write a commentary of waves of immigration to the US in context with other world events
Foreign Language
• write about waves of immigration to the US and changes to the language as a result
Science
• write about a scientific advance that came about as a result of tragic or catastrophic events in
history
Integration of Technology:
• make use of electronic collaborative writing spaces such as Google docs or a class wiki or blog
Equipment needed:
• laptops
• media center for research
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• conduct short research
projects to answer a
question, drawing on
sources that lead to
more questions that
allow for multiple
avenues of
Lesson Sequence
1. Choose an event from America’s past to
research, focusing on the connections
among individuals, ideas, and events.
2. Write a response to the essential question:
“How is learning history through
literature different than learning through
Formative Assessment
Tasks
•
•
•
journal responses
rough draft of research
paper
rough draft of essential
question essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
exploration.
Write responses to
literature focused on
the historical context
as it relates to theme,
plot, and characters.
Use a variety of
resources
meaningfully to
conduct research.
informational texts?”
3. Work with classmates to peer edit and
revise writing to make it more effective.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Response to Literature” p. 434 in Glencoe Literature
• “Research Report” p. 730 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Looking Back on America
Lesson Title: Language
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Media Literacy
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• classify items in much the same way that the parts of speech are classified
• create word families of scientific terms with similar roots
Social Studies
• create word families of social studies words with similar roots
Math
• create word families of math words with similar roots
Foreign Language
• compare English words with words in a foreign language in order to find similarities in meaning
Integration of Technology:
readwritethink.org – “Battling for Liberty: Tecumseh’s and Patrick Henry’s Language of Resistance”
Equipment needed:
• Glencoe Writer’s Choice and Grammar and Composition Handbook
• Vocabulary Workshop Level C
Goals/Objectives
Students:
• Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
• Use language
Learning Activities/Instructional Strategies
Lesson Sequence
1. Complete review unit 4-6 and units 7-9 in
Vocabulary Workshop, Level C
2. Continue entering words into personal
dictionaries.
3. Improve quality of written language by
combining sentences and finding and
Formative Assessment
Tasks
•
•
•
•
vocabulary pretests
grammar pretests
peer conferencing
examination of rough
drafts
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
meaningfully when
writing and speaking.
fixing sentence fragments and run-ons.
4. Improve quality of written language by
expanding sentences with the addition of
phrases and clauses.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level C
• Glencoe Writer’s Choice and Grammar and Composition Handbook
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Looking Back on America
Lesson Title: Media Literacy
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Integration of Technology:
• readwritethink.org – “Pocahontas Married John Rolfe on this date in 1614”
Equipment needed:
•
National Endowment for the Humanities – Midnight Ride of Paul Revere by Grant Wood
• iTunes – Billy Joel’s “We Didn’t Start the Fire”
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• Compare and contrast
a legendary
accounting of an
historical event with a
factual accounting of
the same event.
• integrate multimedia
and visual displays
into presentations to
clarify information,
strengthen claims and
evidence, and add
interest.
Lesson Sequence
1. Examine the fresco of the legend of
Pocahontas and compare it to the Disney
portrayal of the legend.
2. Examine a work of art that portrays an
historical event, such as Midnight Ride of
Paul Revere by Grant Wood, and identify
how the visual depiction of an event can
tell a deeper story than text can.
3. Listen to Billy Joel’s We Didn’t Start the
Fire as motivation for research project.
4. Create a multimedia presentation to
portray the details around an historical
event in order to provide a deeper
understanding of the event.
Formative Assessment
Tasks
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Informative Presentation” p. 294 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Looking Back on America
Lesson Title: Speaking/Listening
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• Present findings from research orally
Social Studies
• Present analysis of the effect of an historical incident on current times
Foreign Language
• Speak clearly and accurately in a foreign language
Integration of Technology:
• create a podcast or voiceover for oral presentation
Equipment needed:
laptops
Goals/Objectives
Students:
• Integrate
multimedia and
visual displays
into oral
presentation.
• Participate
meaningfully in
class discussions
Learning Activities/Instructional Strategies
Lesson Sequence
1. Compare and contrast in class discussion
the impact of historical settings on
characters, plots, and themes of various
writings read.
2. Present research findings orally to the
class.
Formative Assessment
Tasks
•
•
•
•
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Informative Presentation” p. 294 in Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 4: Authors and Artists
Content Area: Language Arts Literacy
Unit Title: Authors and Artists
Target Course/Grade Level: Grade 8
Unit Summary
This fourth four-week unit of eighth grade goes beyond the initial focus on America, and examines the
similarities between literary authors and artists.
Primary interdisciplinary connections:
Social Studies
• Examine some of the lives of the writers of our national documents and discuss possible
correlations between what they wrote and their personal experiences.
Science
• Trace development of some of the scientific discoveries of our time.
Foreign Language
• Investigate Hispanic artists. Draw correlations between their life experiences and their works.
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
As part of the process of deepening students’ understanding of and appreciation for literature, it is
important to consider the writer and his or her motivation or inspiration for writing. By understanding the
writer’s background, one can get a better understanding of his or her purpose as well. As writers, students
will be working on the craft of writing in the 8th grade. Understanding what professional writers and other
artists do during the creative process will give students insight into their own creative processes.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
In this unit, students step back and consider the motivations of authors and artists alike: What inspires
artists? How is it similar and different from that which inspires authors? How is the process of creating a
painting or sculpture similar to and different from the process of writing a story or poem? Students also
read books written about artists, and study art that can be seen in museums across America. Students work
with classmates to uncover the unspoken meanings behind words and artwork. In addition to fine art,
students discuss illustrations and other forms of commercial art, looking for similarities to and differences
from fine art, both in motivation and presentation styles. They write an informative/explanatory piece
about an artist of interest. This unit ends with an open-ended reflective essay response to the essential
question.
CPI #
Cumulative Progress Indicator (CPI)
RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind
its presentation.
L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
L.8.5.b
Use the relationship between particular words to better understand each of the words.
L.8.5.c
Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Unit Essential Questions
Unit Enduring Understandings
•
How are artists and authors similar?
•
Both artists and authors take inspiration form
everyday
activities and experiences.
•
What is the creative process involved in
•
Students identify their own creative process.
individual students’ needs as writers?
•
What is art?
Unit Learning Targets
Students will ...
•
read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about art
and artists.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
determine an author’s point of view in a text, compare it with an artist’s perspective in a work of
art, and discuss the impact perspective has on what was created.
compare and contrast authors’ and artists’ motivation for creativity.
conduct research on an artist of choice.
determine the meaning of words and phrases as they are used to describe authors and artists,
including figurative, connotative, and technical vocabulary.
discuss how the use of literary techniques, such as humor or point of view, helps engage readers
with the text.
write a variety of responses to literature, poetry, informational text, and works of art.
participate in group discussions.
Evidence of Learning
Summative Assessment (X days)
As a closing activity for the unit, students will research an artist of his or her own choosing. For this
activity, the artist can be painter, sculptor, photographer, or other illustrator, whose works might be
portrayed visually and found in a museum. The student will examine the life of the artist, paying special
attention to the artist’s explanation of his or her own artistic expression. Finally, the students will find two
favorite works by this author and write an analysis of each, noticing similarities in theme, design,
presentation, or construction, and relate an aspect of the artwork or artist to a piece of writing studied this
year. Students should submit copies of the two works analyzed with the paper.
Equipment needed:
• media center
• media specialist
Teacher Resources:
Glencoe Literature: Level 3
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Writing
Focus Area 3
Language
Timeframe
4 weeks
4 weeks
4 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson 4
4 weeks
Media Literacy
Lesson 5
4 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Authors and Artists
Lesson Title: Reading
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• Understand Scientific Procedure, and read an account of a scientist’s discovery.
Social Studies
• Read account of the writing of an important US document or speech.
Math
• Read an account of the development of a mathematical field or theorem.
Integration of Technology:
• electronic databases can be used for reading about famous artists
• readwritethink.org – “Artist Pablo Picasso was born on this day in 1881”
• ExploringAbroad.com – “Most Famous World Art Museums”
• ExploringAbroad.com – “Art Museums in the USA”
Equipment needed:
Glencoe Literature
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and discuss a
variety of fiction and
nonfiction,
specifically what
these genres reveal
about art and artists.
• Determine an
Lesson Sequence
1. Read Ryan White: My Own Story and
discuss whether this accounting of a
person’s life and creative process
qualifies as art or literature.
2. Read biographies or excerpts of
biographies of artists.
3. Read a variety of especially descriptive
Formative Assessment
Tasks
•
•
•
comprehension checks
journal responses
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
author’s point of
view in a text,
compare it with an
artist’s perspective
in a work of art, and
discuss the impact
perspective has on
what was created.
Compare and
contrast authors’ and
artists’ motivations
for creativity.
Read for
information.
poetry and compare the effect of the
poem to the effect of a painting.
4. Conduct research on an artist of choice.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Ryan White: My Own Story student editions
• “Because of Libraries We Can Say These Things” (poem) p. 156 Glencoe Literature
• “Hollywood’s Rise to Fame” (nonfiction) p. 209 Glencoe Literature
• “Pretty Words” (poem) p. 218 Glencoe Literature
• “Beowulf” (excerpt – epic poem) p. 418 Glencoe Literature
• “The Trouble with Television” (essay) p. 468 Glencoe Literature
• “Ode to Thanks” (ode) p. 526 Glencoe Literature
• “Ode to Rain” (ode) p. 529 Glencoe Literature
• “The Book of Rock Stars: Bob Marley” (biography) p. 601 Glencoe Literature
•
“The Night Ghost from Woodsong” (autobiography) p. 623 Glencoe Literature
• “I Ask My Mother to Sing” (poem) p. 637 Glencoe Literature
• “The Story of My Life” (autobiography) p. 715 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
“Letters of Annie Sullivan” (letters) p. 723 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Authors and Artists
Lesson Title: Writing
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Media Literacy
Critical Thinking and
Problem Solving
X ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Foreign Language
• Write a reflection on a famous Hispanic writer or artist and influences on his or her work.
Science
• Write a reflection of scientific process for a lab or observation.
Math
• Write a reflection of developing understanding of a mathematical operation.
Social Studies
• Write a before/after reflection of developing understanding of effects of an historical event.
Integration of Technology:
• Google docs or class wiki/blog
Equipment needed:
Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Students:
• Write a variety of
responses to
literature, poetry,
informational text,
and works of art.
• Write a paper
documenting the
results of research.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Create a graphic organizer as
biographies are read. Document
similarities and differences between
authors and artists. Compare and
contrast the lives of authors and artists
based on that information.
2. Write a report about an author of your
choice.
Formative Assessment
Tasks
•
•
•
•
•
•
•
journal responses
research notes
rough draft of analysis
rough draft of reflective
essay
class discussion
peer revision
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Write and support
opinions with
relevant details from
readings.
3. Write an analysis of how the use of
humor engages either the reader or the
observer.
4. Identify the elements of quality writing.
5. Write a reflective essay in response to
the essential question – How are
authors and artists similar?
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Functional Document” p. 288 Glencoe Literature
• “Response to Literature” p. 434 Glencoe Literature
• “Research Report” p. 730 Glencoe Literature
• “Expository Essay” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Authors and Artists
Lesson Title: Language
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use content vocabulary correctly
• Use language involved in the creation of laws and government policy. (e.g., veto, resolution)
Science
• Use content vocabulary correctly
• Use language involved in the scientific process. (e.g., hypothesis, conclusion)
Math
• Use mathematical terms to explain processes for problem solving. (e.g., estimate, product,
solution)
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level C
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Students:
• Discuss how the
use of literary
techniques, such as
humor or point of
view, helps engage
readers with the
Learning Activities/Instructional
Strategies
Formative Assessment Tasks
Lesson Sequence
•
1. Complete Review Unit 7-9 and Unit 10 •
in Vocabulary Workshop Level C.
•
2. Discuss how language choice plays a
role in being able to identify
perspective or point of view.
3. Continue adding words to personal
vocabulary pretest
grammar pretest
revisions of written
assignments for figurative
language
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
text.
Discuss how the
use of verbals and
idioms helps
further engage
readers with the
text.
Determine the
meaning of words
and phrases as they
are used to describe
authors and artists,
including
figurative,
connotative, and
technical
vocabulary.
dictionaries. These words, especially,
will focus on distinguishing among the
connotations of words as they are used
by artists. (e.g., line, proportion,
shape, space)
4. Demonstrate mastery of the use and
application of verbals to enhance
writing.
5. Demonstrate mastery of the application
of figurative language in writing.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level C
• Glencoe Writer’s Choice and Handbook for Grammar and Composition student editions
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Authors and Artists
Lesson Title: Media Literacy
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
X
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Math
• examine advertising to identify artist’s choice of font size and accuracy of mathematical claims
when using percentages in an ad. (e.g., additional 25% off of sale price – how much is that?)
Social Studies
• examine paintings of historical moments (e.g., “Washington Crossing the Delaware”) and
determine artist’s perspective and how it engages viewer and, sometimes, changes historical
perspective.
Science
• Examine the change in perspective that caused some scientific “accidents” to become great
scientific discoveries. (e.g., Ivory soap, vulcanized rubber)
Integration of Technology:
• Incredible @rt Department – “Looking at Art: Seeing Questions”
• KinderArt – “How to Look at Art”
• Frikoo.com – “10 Breathtaking Pencil and Ink Works of Art”
• Frikoo.com – “Extreme Engineering: 15 of Man’s Most Impressive Construction Projects”
Equipment needed:
• laptops
• media center
• media specialist
• web-base art galleries
Goals/Objectives
Students:
Learning Activities/Instructional Strategies
Lesson Sequence
Formative Assessment
Tasks
•
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Determine an author’s 1. Examine the illustrations in the literature •
anthology and evaluate the editors’ choice
point of view in a text,
and motivation for associating a
compare it with an
particular illustration with a story and
artist’s perspective in
how the illustration affects the
a work of art, and
understanding of the story.
discuss the impact
perspective has on
2. Examine on-line art galleries to find
what was created.
multiple perspectives of similar scenes,
identify the feelings that each convey, and
Look at a variety of
compare it to written perspectives of
art: fine art,
similar events.
illustrations, ads,
pictorial histories, etc. 3. Examine multiple selections from the
Evaluate the motives
same artist to find trends or similarities.
behind each
presentation and how
that motive impacts
the message.
journal responses
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• laptops
• electronic databases
• “Media Ethics” p. 229 Glencoe Literature
• “Informative Presentation” p. 294 Glencoe Literature
• “Packard Advertisement” p. 300 Glencoe Literature
• “Propaganda” p. 475 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Authors and Artists
Lesson Title: Speaking/Listening
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Spanish
• Present an original paragraph orally in Spanish
Math
• Present an original word problem, with solution and explanation of process, orally.
Social Studies
• Explain the process involved in the creation of a bill orally.
Science
• Explain a lab procedure, observations, and conclusions orally.
Integration of Technology:
Equipment needed:
• iTunes – Michael Jackson’s “Man in the Mirror,” John Mellencamp’s “Authority Song,” and Elton
John’s “Candle in the Wind
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• Listen to music
associated with
written material
and make
connections to
themes in each.
• Participate in
class discussions.
Lesson Sequence
1. Share a poem orally and discuss the
perspective of the author.
2. Match a poem to a painting or other piece
of artwork and explain orally what the
connection is.
3. Listen to the songs mentioned in Ryan
White: My Own Story and draw
connections between the perspective of
the artists and the perspective of Ryan
Formative Assessment
Tasks
•
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
White, who chose these songs to be part
of his book.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Ryan White: My Own Story student editions
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 5: Dramatically Speaking
Content Area: Language Arts/Literacy
Unit Title: Dramatically Speaking
Target Course/Grade Level: Grade 8
Unit Summary
This four-week unit of eighth grade continues an examination of the arts, but focuses on the art of dramatic
performance of plays, speeches, and poems.
Primary interdisciplinary connections:
Social Studies
•
Read The Wave as background information for the Nazi movement.
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Students have thoroughly investigated the craft of writing and the role setting plays in writing, and now
they will have the opportunity to examine a genre of writing that may be unfamiliar. Additionally, students
will have another opportunity to write a persuasive response, a skill that will need to be fairly well
mastered prior to entering high school.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Content Statements
In this unit, students read plays such as The Diary of Anne Frank and compare it to a play and/or film with
similar themes. They read and listen to famous speeches by Franklin Delano Roosevelt, Dr. Martin Luther
King, Jr., and Barbara Jordan. They read and perform poetry by Nikki Giovanni, Pablo Neruda, and T.S.
Eliot. While reading these different genres, students analyze lines of dialogue, scenes, or words that are
crucial to the development of the story or message. They analyze how the use of flashback can create a
sense of suspense in the reader/listener. They pay special attention to word choice, and how word meaning
is revealed not only in context, but also through tone and inflection. Finally, this unit ends with an openended reflective response to the essential question. Students must choose which genre they prefer and
defend that answer, thus continuing to strengthen their skill at writing arguments.
CPI #
Cumulative Progress Indicator (CPI)
RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader
(e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to
or departs from the text or script, evaluating the choices made by the director or actors.
W.8.1
Critique and write arguments to support claims with clear reasons and relevant evidence.
SL.8.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
L.8.5.a
Interpret figures of speech (e.g., verbal irony, puns) in context.
L.8.5.b
Use the relationship between particular words to better understand each of the words.
Unit Essential Questions
Unit Enduring Understandings
•
How is reading a script for a play or
•
Voice inflections, tone of voice, facial
speech or poem different than actually
expressions, and hand expressions add to the
performing dramatically or listening to a live
overall feeling of a script, poem, or speech.
performance?
Unit Learning Targets
Students will ...
•
read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, public
speakers, and poets.
•
analyze how particular lines of dialogue in The Diary of Anne Frank propel the action and reveal
aspects of a character.
•
compare and contrast characters, plots, themes, settings, and literary techniques used in plays and
films.
•
analyze the extent to which a filmed or radio production of The Diary of Anne Frank stays faithful
to or departs from the text or script, evaluating the choices made by the director or actors.
•
write a variety of responses to literature and informational texts, including speeches.
•
conduct research on a playwright or public speaker of choice.
•
discuss how creating a sound argument is essential to engaging listeners in a speech.
•
perform for classmates in a variety of styles (e.g., drama, poetry, speeches, etc.).
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
participate in group discussions, and critically evaluate classmates’ arguments.
Evidence of Learning
Summative Assessment (X days)
At the close of this unit, students will research a playwright or famous speaker and present their findings in
a multi-media presentation that will include a dramatic recording of the playwright’s or speaker’s work.
Equipment needed:
• electronic databases
• a multimedia format for presentation, such as a glog or an iMovie.
Teacher Resources:
Glencoe Literature: Level 3
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
4 weeks
Reading
Focus Area 2
4 weeks
Writing
Focus Area 3
4 weeks
Language
Focus Area 4
4 weeks
Media Literacy
Focus Area 5
4 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Dramatically Speaking
Lesson Title: Reading
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read the text of an important speech from history.
Integration of Technology:
• Saskatchewan Education – “Looking at Plays”
• Northeastern University – “Scribbling Women”
• Aellea.com – “Movie Scripts”
Equipment needed:
• Glencoe Literature
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and discuss a variety
of dramatic fiction and
nonfiction about plays,
playwrights, public
speakers, and poets.
• Analyze how particular
lines of dialogue propel
the action and reveal
aspects of a character.
• Compare and contrast
characters, plots, themes,
Lesson Sequence
1. Read an excerpt from a Shakespeare
play and discuss its relevancy today.
2. Select a playwright or famous
speaker and read information about
him or her to include in a research
report.
3. Read several famous speeches from
history, explain their relevancy from
generation to generation, and identify
why it is important to continue
reading them.
Formative Assessment
Tasks
•
•
•
comprehension checks
journal responses
class discussions
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
settings, and literary
techniques used in plays
and films.
Analyze the extent to
which a filmed or radio
production stays faithful to
or departs from the text or
script.
Read to be informed.
4. Compare and contrast the TS Eliot
poem “Macavity” to the character in
the musical Cats.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Casey at the Bat” (poem) p. 222 Glencoe Literature
• “I Have a Dream” (speech) p. 573 Glencoe Literature
• “The Diary of Anne Frank” (drama) p. 758 Glencoe Literature
• “Anne Frank: The Diary of a Young Girl” (diary except) p. 853 Glencoe Literature
• “The Miracle Worker” (drama) p. 890 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Dramatically Speaking
Lesson Title: Writing
Timeframe: 4 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Write a dramatic interpretation of an historical event.
Science
• Write a dramatic interpretation of a scientific discovery.
Math
• Write a word problem in the form of a drama.
Foreign Language
• Create a dialogue in Spanish, including stage directions.
Integration of Technology:
•
Yale-New Haven Teachers Institute – “A Playwrighting Project for 8th Grade Theater
Students”
• Heather Forest – “Story Arts Online”
Equipment needed:
• Glencoe Literature
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Students:
• Compare and contrast
characters, plots, themes,
settings, and literary
techniques used in plays
and films.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Watch the filmed version of The
Diary of Anne Frank, and analyze
how true to the script the director
remained
2. Write a response to the essential
Formative Assessment
Tasks
•
•
•
•
journal responses
written responses to
reading
class discussion
peer revision
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Write a variety of
responses to literature and
international texts,
including speeches.
Write a research report.
question, identifying ways in which
reading a script, poem, or speech is
different from performing a script,
poem, or speech.
3. Write a report on a famous
playwright or famous speaker,
making reference to his or her works,
point of view, and possible
influences.
•
student writing
conferences
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Response to Literature” p. 434 Glencoe Literature
• “Persuasive Essay” p. 582 Glencoe Literature
• “Research Report” p. 730 Glencoe Literature
• “Genre Focus: Drama” p. 814 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Dramatically Speaking
Lesson Title: Language
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Discuss famous lines from famous speeches. What words made those lines stand out?
Science
• Discuss famous quotes from scientists. What words made those quotes memorable?
Integration of Technology:
• iTunes – search their library for recordings of famous speeches.
Equipment needed:
• Vocabulary Workshop Level C
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Students:
• Analyze how
particular lines of
dialogue in The Diary
of Anne Frank propel
the action and reveal
aspects of a character.
• Discuss how creating
a sound argument is
essential to engaging
listeners in a speech.
• Analyze the effect
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Complete units 11 and 12 in
Vocabulary Workshop Level C.
2. Demonstrate mastery of how the use
of adjective and adverb clauses can
improve the overall quality if written
work.
3. Choose specific words or phrases in
speeches, such as “The Gettysburg
Address” or “I Have a Dream” that
add to the overall feeling of the
message of the speeches.
Formative Assessment
Tasks
•
•
•
•
•
vocabulary pretests
grammar pretests
grammar worksheets
revision process in
writing
writing conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
that adjective clauses
and adverb clauses
have on dramatic
effect of poems,
plays, and speeches.
Analyze the effects of
parallel structure in
writing.
4. Create a graphic organizer to compare
two speeches. Look specifically at
word choice and context, selection of
evidence and its relevancy, and self
analysis of how understanding of the
speeches changed after deeper
analysis of them.
5. Continue creation of personal
dictionaries of terms learned in this
unit. (dialogue, monologue, staging,
etc.)
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• iTunes
• “Multiple Meaning Words” p. 402 Glencoe Literature
• “Word Origins” p. 875 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Dramatically Speaking
Lesson Title: Media Literacy
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
X Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Media Literacy
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• View a video of a famous speech and compare it to the written text.
•
Watch a movie version of an historical event (e.g., Dances with Wolves or Gettysburg) and
identify historical and fictional elements of the film, analyzing specific choices made by the
director.
Integration of Technology:
• news reels of old famous speeches
Equipment needed:
• video of speeches
• DVD player or laptop
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Analyze the extent to
which a filmed or
radio production of a
drama stays faithful to
or departs from the
text or script,
evaluating choices
made by the director
or actors.
Lesson Sequence
1. Watch the filmed performance of The
Diary of Anne Frank and compare to
the original text read in class.
2. Listen to a dramatic recording of a
poem and compare to simply reading
it.
Formative Assessment
Tasks
•
•
class discussion
journal responses
Differentiation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Media Elements” p. 208 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Dramatically Speaking
Lesson Title: Speaking/Listening
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Memorize and present a famous speech, or part of a speech, to the class.
Spanish
• Perform a dramatic dialogue in Spanish.
Integration of Technology:
• Create a podcast and edit for dramatic effects.
• readwritethink.org – “Entering History: Nikki Giovanni and Martin Luther King, Jr.”
• FamousQuotes.Me.UK – “Speeches by Famous Women”
• FamousQuotes.Me.UK – “Famous Presidential Speeches”
Equipment needed:
• computers
• recording equipment
• speaking rubric
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• Discuss a variety of
dramatic fiction and
nonfiction about
plays, playwrights,
public speakers, and
poets.
• Discuss how creating
Lesson Sequence
1. Compare and contrast literary techniques
used in dramas, speeches, and poems, and
begin to make generalizations about how
plays, speeches, and poems have a
different impact than literature.
2. Discuss how the delivery of the spoken
message is similar and different between
Formative Assessment
Tasks
•
•
class discussion
peer feedback
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
a sound argument is
essential to engaging
listeners in a speech.
Perform for
classmates in a variety
of styles (e.g., drama,
poetry, speeches, etc.)
Participate in group
discussions, and
critically evaluate
classmates’
arguments.
plays and speeches, and identify when
and why a playwright would include a
speech (monologue) in a play.
3. Choose a favorite poem, speech, or
monologue, and present a dramatic
interpretation of it.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 134 Glencoe Literature
• “Oral Response to Literature” p. 440 Glencoe Literature
• “Argument and Persuasion” p. 540 Glencoe Literature
• “Persuasive Speech” p. 588 Glencoe Literature
• “Oral Report” p. 738 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 6: The Road Not Taken
Content Area: English Language Arts
Unit Title: The Road Not Taken
Target Course/Grade Level: Grade 8
Unit Summary
This final six-week unit of eighth grade encourages students to explore their strengths by reading about
strong characters who ventured against conventional society in search of the greater good.
Primary interdisciplinary connections:
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
The theme of identity has been infused in every unit of the 8th grade ELA curriculum, and this unit is the
culmination of the journey to self-awareness the students have been on throughout the year. The selections
involve an examination of motivations and thinking and stress the idea of remaining true to self in spite of
influences against that. As preparation for the move to high school, this unit will offer models of how
figures from literature took the road less traveled; some with more positive results than others. Students
will examine their own hopes for the future and begin charting their own path.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Content Statements
The stage is set by Robert Frost’s poem “The Road Not Taken.” Although students read from classic and
contemporary literature, writing and class discussions focus on how literature helps us define the tension
between the needs of the individual and the greater good of society. The goal of this unit is for students not
only to apply the reading, writing, speaking, and listening strategies and skills they have learned up until
this point in the year, but also to analyze how authors use allegory, symbolism, and satire to make an
impact on the reader. This unit ends with a review of “The Road Not Taken” in order to see how this unit
led to deeper understanding of the poem. As with all other units, this unit ends with an open—ended
reflective response to the essential question. This essay is followed with a choice for students: write their
own “This I Believe” statement or create their own multimedia “This I Believe” presentation that
demonstrates their own personal philosophy and statement of identity.
CPI #
Cumulative Progress Indicator (CPI)
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to
or departs from the text or script, evaluating the choices made by the director or actors.
W.8.3
Write narratives to develop real or imagined experiences using effective technique,
relevant descriptive details, and well-structured event sequences.
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.8.3.a
Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or thee action; expressing
uncertainty or describing a state contrary to fact).
Unit Essential Questions
•
How can literature help us define the
greater good?
•
How can literature help us make
decisions?
Unit Enduring Understandings
•
Literature offers a broad perspective of the
world and is able to introduce us to people we
might never meet and places we might never see.
In doing so, it can help us broaden our perspective
and make decisions by applying the lessons in
literature to our own lives.
Unit Learning Targets
Students will ...
•
Read and discuss a variety of novels that reveal, explicitly or implicitly, “the greater good.”
•
Experiment with performing poetry in a variety of styles and discuss how these changes affect its
interpretation.
•
Compare and contrast characters, plots, themes, settings, and literary techniques used in the stories
read.
•
Analyze how particular lines of dialogue in literature propel the action and reveal aspects of
character.
•
Analyze how writing styles and literary techniques, such as symbolism or satire, are used and how
their use impacts meaning and reader engagement.
•
Write a variety of responses to literature and informational text.
•
Analyze the extent to which a filmed version of a story stays faithful to or departs from the text,
evaluating the choices made by the director or actors.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Create a multimedia presentation on “the greater good” where the message is either explicitly
stated or implied.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment (X days)
Students will examine several examples of “This I Believe” statements from the National Public Radio
This I Believe Project. They will then examine their own life experiences and beliefs in order to write a
personal philosophy. This philosophy will take the shape of a formal essay or a multimedia presentation.
Additionally, students will write an essay documenting someone from history who, in their opinion, took
the road less traveled and ventured against conventional society in search of the greater good. The essay
will include examples from research to help support the student’s claim that this person forged his ir her
own path in history.
Equipment needed:
• electronic databases
• laptops
• model essays
Teacher Resources:
Glencoe Literature: Level 3
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 3
Vocabulary Workshop: Level C
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: The Road Not Taken
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Science
• Read about scientists who went against the norm and made significant advances as a result.
Social Studies
• Read about historical figures who challenged the norm and changed society as a result.
Foreign Language
• Read about Hispanic figures who challenged social norms.
Integration of Technology:
• My Favorite Poem Project, Boston University – “Learning the Lines”
• readwritethink.org – “Louisa May Alcott was born in 1832”
• readwritethink.org – “From Dr. Seuss to Jonathan Swift: Exploring the History Behind the Satire”
• SparkNotes.com – for full texts of classic literature
• BrightHub.com – lesson plans “The Road Not Taken”
Equipment needed:
• Glencoe Literature
• The Outsiders student editions
Goals/Objectives
Students:
• Read and discuss a
variety of novels that
reveal, explicitly or
implicitly, “the greater
good.”
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Read “The Road Not Taken” by
Robert Frost and identify literal and
figurative meaning.
2. Read informational text detailing
people who took different approaches
Formative Assessment
Tasks
•
•
•
comprehension checks
class discussion
journal responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Compare and contrast
characters, plots, themes,
settings, and literary
techniques used in the
stories read.
Analyze how particular
lines of dialogue in
literature propel the
action and reveal aspects
of a character.
in life and identify what readers might
learn from them.
3. Read “Flowers for Algernon” and pay
close attention to those plot details or
character descriptions that reveal
aspects of a character or “the greater
good.”
4. Read The Outsiders and pay close
attention to those plot details or
character descriptions that reveal
aspects of a character or “the greater
good.”
5. Reread “The Road Not Taken” at the
end of the unit and identify if literal
and figurative meanings have changed
since the opening of the unit.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Abuela Invents the Zero” (short story) p. 72 Glencoe Literature”
• “Icarus and Daedalus” (myth) p. 329 Glencoe Literature”
• “Going, Going Green” (persuasive essay) p. 516 Glencoe Literature
• “Harlem” (poem) p. 572 Glencoe Literature
• “I Choose Schooling” (essay) p. 592 Glencoe Literature
• “Bouncing Back” (nonfiction) p. 751 Glencoe Literature
• “Sky” (nonfiction) p. 865 Glencoe Literature
• “Mother to Son” (poem) p. 877 Glencoe Literature
• “Speech to the Young: Speech to the Progress-Toward” (poem) p. 878 Glencoe LIterature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: The Road Not Taken
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Write about people from history who resisted the status quo.
Science
• Write about scientists/science advances that went against the common beliefs (e.g., Galileo)
Math
• Write about alternate ways to solve problems.
Integration of Technology:
• class blogs, wikis, or Google docs for collaborating on projects and peer revisions/evaluations
• readwritethink.org – “Blogtopia: Blogging about Your Own Utopia”
Equipment needed:
• computers
• Glencoe Writer’s Choice
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of
responses to literature and
informational text.
• Write to inform.
• Write to express personal
beliefs or opinions,
supported by sufficient
relevant information.
Lesson Sequence
1. Keep a journal of responses to
literature that include personal
connections to characters and their
decisions.
2. Compare societal discriminations the
Logan family experienced in Roll of
Thunder, Hear My Cry with that
experienced by the Greasers in The
Formative Assessment
Tasks
•
•
•
rough draft of essay
rough draft of “This I
Believe”
peer edit and revision
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Outsiders. Write a speech arguing
which form of discrimination is more
detrimental.
3. Write an informative essay
comparing the choices made by
Charly in “Flowers fro Algernon”
and Johnny in The Outsiders. Which
choice was more against the norm?
Which choice was more for “the
greater good”?
4. Write a research-based essay on a
person from history who challenged
the status quo and paved their own
way for “the greater good.”
5. Write a personal philosophy in a
“This I Believe” essay.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Response to Literature” p. 434 Glencoe Literature
• “Research Report” p. 730 Glencoe Literature
• “Expository Essay” p. 880 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: The Road Not Taken
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Examine specific lines from speeches or documents written by historical figures who went against
the norm and changed society.
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Vocabulary Workshop Level C
Goals/Objectives
Students:
• Analyze how particular
lines of dialogue in
literature propel the action
and reveal aspects of
character.
• Analyze how writing
techniques and word
choice are used and how
their use impacts meaning
and reader engagement.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Continue the addition of words to
personal dictionary.
2. Complete unit 10-12 review and
units 13 and 14.
3. Use satire or humor in writing.
Formative Assessment
Tasks
•
•
•
class discussion
vocabulary pretests
writing pretests
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level C
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: The Road Not Taken
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Math
• View “Trek 7, The Fractal Pond Race”
Integration of Technology:
• youtube – famous speeches
Equipment needed:
Goals/Objectives
Students:
• Analyze the extent to
which a filmed version
of a story stays faithful
to or departs from the
text, evaluating the
choices made by the
director or actors.
• Create a multimedia
presentation where the
message is either
explicitly stated or
implied.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Watch The Outsiders movie and
compare to the novel.
2. Create a multimedia presentation
answering the question: How can
literature help us define the greater
good?
Formative Assessment
Tasks
•
•
class discussion
group collaborations
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Informative Presentation” p. 294 Glencoe Literature
• “Oral Response to Literature” p. 440 Glencoe Literature
• “Persuasive Speech” p. 588 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: The Road Not Taken
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Spanish
• Speak clearly and with purpose in a foreign language
Social Studies
• Present information about an historical figure who went against the norm orally to the class.
Integration of Technology:
• create a podcast
Equipment needed:
• laptops
• rccording equipment
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Experiment with performing
poetry in a variety of styles and
discuss how these changes
affect its interpretation.
Participate in group
discussions.
Lesson Sequence
1. Compare and contrast settings,
themes, and characters in class
discussions. Evaluate classmates’
reasoning about “the greater good.”
2. Present an original speech to
classmates about societal
discriminations in Roll of Thunder,
Hear My Cry and The Outsiders.
3. Present an oral interpretation of
“The Road Less Traveled,”
emphasizing words or phrases for
Formative Assessment
Tasks
•
•
class discussions
oral responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
meaning.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom
experiences more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and
many other languages as well. These include resources for both students and parents. In the case of an
ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge
the more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for
a wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 134 Glencoe Literature
• “Informative Presentation” p. 294 Glencoe Literature
• “Oral Responses to Literature” p. 440 Glencoe Literature
• “Persuasive Speech” p. 588 Glencoe Literature
• “Oral Report” p. 738 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.