ENGLISH LANGUAGE ARTS
Grade 12: Unit 3
Reading Literature and Informational Text
Narrative Writing
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Broken Promises
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Course Description
(Workshop Model)
12th grade English consists of reading, writing, speaking, listening and media literacy skills. During the block of literacy instruction students
will learn to use reading strategies that help them become effective readers. Some of these strategies include questioning the author,
inferring, visualizing, synthesizing and learning multiple strategies to help students learn to monitor their reading comprehension. The 12th
grade curriculum is designed around universal themes and essential questions to promote literary analysis of reading, incorporation of
textual evidence when writing and to encourage students to engage in deep meaningful discussions to socialize intelligence. The students are
exposed to multiple genres of reading and writing such as fiction, non-fiction, short stories, essays, novels, drama and poetry. Students will
compose narrative, informational, expository, persuasive, argumentative, and other pieces of writing required by the teacher. The workshop
model is employed so that all students can improve their skills and voice as writers. Teachers will instruct students using the workshop
model philosophy with the use of the “I DO, WE DO, YOU DO” method of instruction. Other skills such as grammar, vocabulary, listening and
speaking are infused in the exploration of effective reading and writing. The 12th grade English Language Arts course and instruction will lay
the foundation for successful achievement in English and on the state unit assessments. The New Jersey Student Learning Standards are
designed to provide a clear understanding of what students are expected to learn, so teachers and parents know what they need to do to
help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
learners need for success in college and careers. It is our goal to establish a community of learners to become productive citizens in society
striving towards pursuing their life-long goals. Through an enriching and rigorous education and with on-going support our students will be
fully prepared for the future and to compete successfully in the global economy.
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Rationale
In order to plan instruction inclusive of all students in the English Language Arts classroom, a
comprehensive curriculum has been developed. The standards covered during each
instructional unit of the Language Arts curriculum are reflective of the New Jersey Student
Learning Standards outlined in the New Jersey Curriculum Framework. Each standard in
reading and writing has been unpacked to illustrate the critical knowledge and skills students
need in order to master the standard. Essential questions and sample activities are included
to utilize when teaching such standard. Given the diverse population of learners in the
classrooms, the essential elements related to the standards from the Dynamic Learning Maps
have been included for the special education students as a means to inform teachers of the
learning expectations and outcomes for those students, based on their individual needs.
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Pacing Chart – Unit 3
Topic: Reading Literature and Informational Text
Narrative Writing
DISTRICT RESOURCES
Elements of Literature Sixth Course. ( Short Stories):
Required:
“The Destructors” – page 948
“The Demon Lover” – page 1018
Optional (choose two):
“Federigo’s Falcon” – page 153
“The Death of Arthur” – page 171
“A Journal of the Plague Year” – page 557
“The Mark of the Beast” – page 871
“How Much Land Does a Man Need” – page 883
“In the Shadows of War” – page 970
“Araby” page 985
“The Rocking Horse Winner” – page 996
The New York Times Upfront Magazine
Longer Texts to Supplement Instruction (choose one): The Canterbury Tales, The Bluest Eye,
Hamlet, The Piano Lesson, A Farewell to Arms, Frankenstein, The Stranger, A Gathering of
Old Men
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NJSLS
Reading Standards:
Literature
RL.12.1, RL.12.2,
RL.12.3, RL.12.4,
RL.12.5, RL.12.6,
RL.12.7, RL.12.9
Informational
RI.12.1, RI.12.2,
RI.12.3, RI.12.4,
Ri.12.5, Ri.12.6
Writing Standards:
W.12.1, W.12.3,
W.12.4, W.12.5,
W.12.6, W.12.7,
W.12.8, W.12.9,
W.12.10
Language Standards:
L.12.1, L.12.2, L.12.3,
L.12.4, L.12.5, L.12.6
Speaking and
Listening Standards:
SL.12.1, SL.12.2,
SL.12.3, SL.12.4,
SL.12.5, SL.12.6
Instruction: 8 weeks
Assessment: 1 week
Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Word Study Drills
Writing to learn
Flash Cards
Making thinking visible
Interviews
Note-taking
Role Playing
Rereading & rewriting
Diagrams, charts and graphs
Establishing text-based norms for discussions & writing
Storytelling
Establishing metacognitive reflection & articulation as a regular
Coaching
pattern in learning
Reading partners
Quick writes
Visuals
Pair/trio Sharing
Reading Aloud
Turn and Talk
Model (I Do), Prompt (We Do), Check (You Do)
Charting
Mind Mapping
Gallery Walks
Multiple Response Strategies
Whole class discussions
Choral reading
Modeling
Reader’s/Writer’s Notebooks
Conferencing
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Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
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Technology Operations and Concepts
 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations
by using a variety of digital tools and resources
 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or
professionals in that related area for review.
 Creativity and Innovation
 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
 Communication and Collaboration
 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas
for feedback through social media or in an online community.
 Digital Citizenship
 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
 Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
 Compare and contrast policies on filtering and censorship both locally and globally.
 Research and Information Literacy
 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and
experts synthesizing information from multiple sources.
 Critical Thinking, Problem Solving, Decision Making
 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or
social needs.
Career Ready Practices
CRP2, CRP4, CRP6, CRP7, CRP8, CRP9, CRP11, CRP12
 CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make
connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an
academic skill in a workplace situation
 CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master
conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others;
they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare
accordingly to ensure the desired outcome.
 CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and
they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply
those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
 CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use
reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external
information or practices in their workplace situation.
 CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
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problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the
problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to
ensure the problem is solved, whether through their own actions or the actions of others.
 CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively
influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of
means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on
productivity, morals and organizational culture.
 CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace
problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the
inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
 CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate
effective team
meetings.
http://www.state.nj.us/education/aps/cccs/career/CareerReadyPractices.pdf
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
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Time/General
Extra time for assigned tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
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Assistive Technology
Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Tests/Quizzes/Grading
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Computer/whiteboard
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Extended time
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Tape recorder
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Study guides
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Spell-checker
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Focused/chunked tests
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Audio-taped books
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Read directions aloud
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Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete directions
Provide immediate feedback
Small group instruction
Emphasize multi-sensory
learning
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Behavior/Attention
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Consistent daily structured
routine
Organization
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Individual daily planner
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Display a written agenda
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Simple and clear classroom
rules
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Note-taking assistance
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Frequent feedback
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Color code materials
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Recall
Teacher-made checklist
Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
Interdisciplinary Connections
Social Studies Connection: Hamlet
Create a board game/computer game based on the characters and events of the play. Keep in mind the historical significance of when Hamlet was written
in 1499. Include clearly written instructions on how to play. For a board game, include a board and playing pieces. The game should “teach” what
happens in the play.
Reference: (https://answers.yahoo.com/question/index?qid)
Science Connection: Frankenstein
Frankenstein - In order to connect the theme of “dangerous knowledge” within Frankenstein to modern day society use an article on stem cell research.
The article “Stemming the Debate: Advances in Stem Cell Research” was published in the Michigan Science magazine in 2008. This article sparked a lot of
interest due to the statewide election on stem cell research and just general opinions of the subject. Use the article to draw parallels to Victor’s research
with creating life and the idea of stem cell research “creating” life as well. Cite specific examples from the text to support your answers.
Reference: www.mackinac.org and www.teach.albion.edu
Social Studies Connection: The Canterbury Tales
The Canterbury Tales –After reading The Canterbury Tales, notice the vast number of historical details about the era. For example, clothing, methods of
traveling, hunting implements, and scientific methods of the period. In Chaucer’s time, clothing was such an important indicator of social standing that
laws governed what people could wear. Chaucer lived during a fascinating, but tumultuous period in British history. Create parallel time lines, one listing
important national events and the other listing important personal events that occurred during Chaucer’s lifetime.
Reference: www.neoenglishsystemblogspot.com
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the
district’s curriculum. Teachers are to accommodate based on student individual needs.
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Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.
Pose questions and exhibit sincere curiosity about principles and how things work.
The ability to grasp concepts and make real world and cross-curricular connections.
Generate theories and hypotheses and pursue methods of inquiry.
Produce products that express insight, creativity, and excellence.
Possess exceptional leadership skills.
Evaluate vocabulary Elevate Text Complexity
Inquiry based assignments and projects
Independent student options
Tiered/Multi-level activities or Purposeful Learning Center
Open-ended activities and projects
Form and build on learning communities
Providing pupils with experiences outside the ‘regular’ curriculum
Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth
A higher quality of work than the norm for the given age group.
The promotion of a higher level of thinking and making connections.
The inclusion of additional subject areas and/or activities (cross-curricular).
Using supplementary materials in addition to the normal range of resources.
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Assessments
Required District/State Assessments
 STAR Reading (refer to the district assessment
calendar for the appropriate testing window)
 NJDOE Unit Assessment
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PARCC
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Suggested Formative/Summative Classroom
Assessments
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Short constructed response questions
Multiple Choice questions
Quizzes
Journals
Essays
Quick writes
Summative chapter test
Projects
Portfolio
Exit Slips
Graphic Organizers
Presentations (incorporating Web 2.0 tools)
Homework
Anecdotal Notes
Student Conferencing
Grade: 12
Topic: Broken Promises
Narrative Writing
Unit: 3
Standards: NJSLS:
Reading Literature: 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 12.9
Reading Informational Text: 12.1, 12.2 12.3, 12.4, 12.5, 12.6
Writing: 12.3A-E, 12.4, 12.5, 12.6, 12.7, 12.8, 12.9, 12.10
Speaking and Listening: 12.1A-D, 12.2, 12.3, 12.4, 12.5, 12.6
Language: 12.1A,12.2A-B, 12.3,12.4A-D, 12.5A-B, 12.6
Required Resources
Mentor Texts:
“The Destructors” – page 948
“The Demon Lover” – page 1018
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New Jersey Student Learning Standard (NJSLS) RL.12.1
NJSLS: RL.12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Modified Learning Objective: RL.12.1 Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit
understanding.
Student Population
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General Education
Critical Knowledge and Skills
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Make personal connections, connections to
other texts, and/or global/historical
connections when relevant
Analyze the text and identify explicit and
implicit textual evidence
Determine the difference between strong
and insufficient (unreliable) details
Cite evidence and use direct quotes,
paraphrase, objectively summarize (free of
personal bias)
Draw inferences using implicit and explicit
text evidence
Draw conclusions/make logical judgments
about the information within the text on the
basis of evidence and prior
conclusions/prior experience
Support inference using several examples
from the text
Evaluate the relationship between explicit
and implicit details and how they contribute
Sample Activities/Lesson
Starters
Essential Questions
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How can I determine the main
idea?
How can I support my identified
main idea?
How can I defend my assertions
using key and supporting
details?
How can I make an inference
based on details to unlock
underlying meanings?
What questions am I left with
after reading the text?
How can I seek additional
information to justify inferences
and clarify uncertainties?
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Use a graphic organizer to
chart details.
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Use a double entry journal to
chart details and make
inferences.
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Have students identify
“significant moments” in the
text.
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Underline and mark provided
text during active/sustained
silent reading.
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Use Accountable Talk®
strategies in a roundtable
discussion.
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Special Education
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Students
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to the meaning of the text
Identify the moments where the author is
inconclusive or uncertain and allows the
reader to draw conclusions based on textual
evidence
Understand how to make personal
connections, connections to other texts,
and/or global/historical connections when
relevant
Analyze the text
Understand explicit and implicit textual
evidence
Understand there is a difference between
strong and insufficient (unreliable) details
Cite evidence and use direct quotes
Understand how to paraphrase, objectively
summarize (free of personal bias)
Draw inferences using text evidence
Draw conclusions about information within
the text
Understand how to support inference using
several examples from the text
Evaluate the relationship between explicit
and implicit
Identify the moments where the author is
inconclusive
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Do you have a personal connection to
this text?
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Does this text connect to any other
texts you have read?
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How are _____ and _____ connected?
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What is the text about?
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What is explicit textual evidence?
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What is implicit textual evidence?
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Can you tell me an example of
implicit/explicit evidence from the
text?
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Can you state a strong detail from the
text?
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Can you paraphrase/summarize the
text?
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What is the ________ information stating?
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When does the author seem
inconclusive in the text?
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After reading an excerpt from the
text, students will write a
personal connection they have
with the text and share with a
partner and/or small group.
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After reading an excerpt from the
2 texts, students will use a Venn
diagram to compare the two.
They will support what they
wrote by including textual
evidence.
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Teachers will provide statements
about the text and students will
work in pairs to provide
evidence from the text to support
those statements.
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After listening/reading a text,
students will choose the best
summary of the text out of 3
provided by the teacher and
identify the evidence that
supports their choice.
New Jersey Student Learning Standard (NJSLS) RI.12.1
NJSLS: RI.12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant
connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters
uncertain.
Modified Learning Objective: RI.12.1. Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit
understanding.
Student
Population
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General
Critical Knowledge and Skills
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Education
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Make personal connections, connections to other
texts, and/or global/historical connections when
relevant
Analyze the text and identify explicit and implicit
textual evidence
Determine the difference between strong and
insufficient (unreliable) details
Cite evidence and use direct quotes, paraphrase,
objectively summarize (free of personal bias)
Draw inferences using implicit and explicit text
evidence
Draw conclusions/make logical judgments about
the information within the text on the basis of
evidence and prior conclusions/prior experience
Support inference using several examples from the
text
Evaluate the relationship between explicit and
implicit details and how they contribute to the
meaning of the text
Identify the moments where the author is
inconclusive or uncertain and allows the reader to
draw conclusions based on textual evidence
Sample Activities/Lesson
Starters
Essential Questions
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How can I determine the
main idea?
How can I support my
identified main idea?
How can I defend my
assertions using key and
supporting details?
How can I make an
inference based on details
to unlock underlying
meanings?
What questions am I left
with after reading the text?
How can I seek additional
information to justify
inferences and clarify
uncertainties?
•
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Use a graphic organizer to
chart details.
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Use a double entry journal to
chart details and make
inferences.

Have students identify
“significant moments” in the
text.

Underline and mark provided
text during active/sustained
silent reading.

Use Accountable Talk®
strategies in a roundtable
discussion.
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Special
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Education
Students
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Understand how to make personal connections,
connections to other texts, and/or
global/historical connections when relevant
Analyze the text
Understand explicit and implicit textual evidence
Understand there is a difference between strong
and insufficient (unreliable) details
Cite evidence and use direct quotes
Understand how to paraphrase, objectively
summarize (free of personal bias)
Draw inferences using text evidence
Draw conclusions about information within the
text
Understand how to support inference using several
examples from the text
Evaluate the relationship between explicit and
implicit
Identify the moments where the author is
inconclusive
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Do you have a personal connection
to this text?
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Does this text connect to any other
texts you have read?
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How are _____ and _____ connected?
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What is the text about?
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What is explicit textual evidence?
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What is implicit textual evidence?
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Can you tell me an example of
implicit/explicit evidence from the
text?
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Can you state a strong detail from
the text?
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Can you paraphrase/summarize
the text?
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What is the ________ information
stating?
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When does the author seem
inconclusive in the text?
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Students will use a two column
graphic organizer to list evidence
from two texts that are similar.
They will work with a partner to
compare their findings and
discuss any evidence that is
different.
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Teacher will provide students
with phrases from the text and
the students will determine the
meanings of those phrases.
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Students will provide each other
with statements from the text.
The partner has to determine
what the text says explicitly.
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Working with a partner or in
small groups, students will be
provided with excerpts from a
text. They will have to work
together to answer questions
about the text and also
determine what citations match
the inferences.
New Jersey Student Learning Standard (NJSLS) RL.12.2
NJSLS: RL.12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account, and provide an objective summary of the text.
Modified Learning Objective: RL.12.2 Recount the main events of the text which are related to the theme or central idea.
Student Population
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General Education
Critical Knowledge and Skills
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Determine two or more themes or
central ideas in a text
Recognize supporting details for
themes/central ideas
Analyze themes/central ideas as it
develops over the course of the text
Make inferences through the use of
details, word choice, and literary
elements regarding the thematic
development
Use the text to draw conclusions
Examine how the interaction of
themes/central ideas create the
overall meaning of the text ( and
provides depth and dimension)
Construct an objective summary of
the textExamine how the interaction
of themes creates the overall
meaning of the text ( and provides
depth and dimension and
complexity)
Essential Questions
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How can a promise haunt you?
Do you think the protagonist of
Bowen’s story got what she
deserved for breaking her
promise? Why or why not?
Do you think the characters in
Greene’s story got what they
deserved? Why or why not?
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Sample Activities/Lesson Starters
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Use the summary to extrapolate a
theme.
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In groups, have students identify
textual evidence in a chart to then
formulate a visual representation
of an inference.
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Underline and mark provided
text for defense of assertions in an
Accountable Talk® scenario.
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What is the central idea of the
text?
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How can I justify my asserted
central idea?
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In pairs, have students chart
details to summarize the text.
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What are the primary details
that support my asserted
central idea?
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Conduct a gallery walk allowing
students to look at charts created
by others.
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What are the supporting details
that support my asserted
central idea?
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Special Education
Students
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Identify theme or central ideas in a
text
Recognize supporting details for
themes/central ideas
Understand how to analyze themes
over the course of the text
Make inferences through the use of
details, word choice, and literary
elements
Use the text to draw conclusions
Examine the interaction of
themes/central ideas and how it
creates meaning
Summarize the text objectively
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What does it mean to remain
objective?
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How can I prove my summary
is free from opinion?
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How can I justify the
objectivity of my writing?
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What is the central idea of the
text?
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If the theme of the text ____ or
____?
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Does the theme change
throughout the text?
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What words in the text support
the theme?
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What do you know about the
meaning of the text? What ideas
help you think that?
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Can you summarize what you
have read?
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After listening to a text, students will
work with a partner determine the
theme and provide evidence to
support the theme.
After being provided with the theme of
the text, students will find and
highlight supporting details. Students
will work in pairs to compare their
findings and discuss differences.

Students will engage in a fishbowl
activity to discuss the themes of the
text. Each group will be provided
with 2 themes from the text to
analyze and discuss.

Teacher will provide a graphic
organizer for students to use during
their reading. Students will use that
graphic organizer to summarize the
text then share with the class.
New Jersey Student Learning Standard (NJSLS) RI.12.2
NJSLS: RI.12.2. Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex
analysis; provide an objective summary of the text.
Modified Learning Objective: RI.12.2 Determine the central idea of a text; recount the text.
Student Population

General Education
Critical Knowledge and Skills








Special Education
21 | P a g e

Determine two or more themes or
central ideas in a text
Recognize supporting details for
themes/central ideas
Analyze themes/central ideas as it
develops over the course of the text
Make inferences through the use of
details, word choice, and literary
elements regarding the thematic
development
Use the text to draw conclusions
Examine how the interaction of
themes/central ideas create the overall
meaning of the text ( and provides
depth and dimension)
Construct an objective summary of the
textExamine how the interaction of
themes creates the overall meaning of
the text ( and provides depth and
dimension and complexity)
Identify theme or central ideas in a
text
Sample Activities/Lesson
Starters
Essential Questions

What is the central idea of the text?

How can I justify my asserted
central idea?

What are the primary details that
support my asserted central idea?

What are the supporting details that
support my asserted central idea?

What does it mean to remain
objective?

How can I prove my summary is
free from opinion?



Use the summary to
extrapolate a theme.

In groups, have students
identify textual evidence in
a chart to then formulate a
visual representation of an
inference.

Underline and mark
provided text for defense
of assertions in an
Accountable Talk®
scenario.

In pairs, have students
chart details to summarize
the text.

Conduct a gallery walk
allowing students to look
at charts created by others.

Students will use a graphic
How can I justify the objectivity
of my writing?
What is the central idea of the text?
Students






22 | P a g e
Recognize supporting details for
themes/central ideas
Understand how to analyze themes
over the course of the text
Make inferences through the use of
details, word choice, and literary
elements
Use the text to draw conclusions
Examine the interaction of
themes/central ideas and how it
creates meaning
Summarize the text objectively

If the theme of the text ____ or ____?

Does the theme change throughout
the text?

What words in the text support the
theme?

What do you know about the
meaning of the text? What ideas help
you think that?

Can you summarize what you have
read?
organizer to list important
events that occur in the text in
the order they occurred.

Students will determine the
central ideas in the text,
provide examples and an
explanation of its meaning.
They will share in a group
discussion and discuss
variances in examples.

Students will summarize the
events in the text being sure
to include key details.
New Jersey Student Learning Standard (NJSLS) RL.12.3
NJSLS: RL.12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
Modified Learning Objective: RL.12.3. Determine how characters, the setting or events change over the course of the story or drama.
Student Population

General Education
Critical Knowledge and Skills




Special Education
Students
Identify and analyze the choices
made by the author including the
choice of setting, plot organization
and development, characterization
and character interaction
Explain how the order in which each
is presented in the text impacts the
overall text
Analyze those choices as they pertain
to the overall story
•
Identify the choice of setting, plot
organization and development,
characterization and character interaction
•Understand that the order in which each is
presented in the text impacts the overall text
23 | P a g e
Sample Activities/Lesson
Starters
Essential Questions

How are ideas and events
connected?

How do individuals and ideas
overlap?

Why did the author choose his or
her specific sequence of events?

What method and techniques does
the author use to develop
individuals, ideas, and events?

Why did the author choose this
setting/plot/character?

How do you think that affects the
story?

Can you sequence the events of the

Provide students with a
dialogue and have them
determine a setting.

Provide students with two
characters and have them
write a short scene,
crafting setting, plot, and a
sequence of events.

Watch a brief multimedia
clip laden with symbols
and discuss the reasoning
behind their use and
meaning.

After reading/listening to a
story, students will draw
and/or write about the
setting and character
development.

Students will create a time
•Analyze those choices as they pertain to the
overall story
story?


24 | P a g e
Can you state how the
plot/setting/character has changed
during the story?
What do the words ____ and ____ mean
in the text?
line of events to show the
impact the order has on the
text.

Students will match words
from the text to their
meanings.

Students will work with a
partner to determine the role
those words play in the text.
Then create their own
example using the words from
the text.
New Jersey Student Learning Standard (NJSLS) RI.12.3
NJSLS: RI.12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
Modified Learning Objective: RI.12.3. Determine how individuals, ideas or events change over the course of the text.
Student Population

General Education
Critical Knowledge and Skills

Identify and analyze the structure
and sequence (chronological, spatial,
compare/contrast, etc) of the text
 Explain why the structure of the text
is ordered as it is
 Explain how the choices of text
structure impact the meaning of the text
Special Education
Students



25 | P a g e
Identify and analyze the structure and
sequence of the text
Explain the structure of the text
Understand how the choices of text
structure impact the meaning of the text

How are ideas and events
connected?

How do individuals and ideas
overlap?



Sample Activities/Lesson
Starters
Essential Questions

Provide students with a
dialogue and have them
determine a setting.

Provide students with two
characters and have them
write a short scene,
crafting setting, plot, and a
sequence of events.

Watch a brief multimedia
clip laden with symbols
and discuss the reasoning
behind their use and
meaning.

Students will create a timeline
to sequence the events. The
students will work with a
partner to discuss how the
events changed over the text.

Teacher will provide students
with an excerpt from a text
Why did the author choose his or
her specific sequence of events?
What method and techniques does the
author use to develop individuals,
ideas, and events?

What is the structure of the text?

What is the order of events that occur in
the text?

Why do you think the events occurred in
this order?

Did ______ impact the meaning of the text?

and the students will
determine how the
highlighted portion impacts
the meaning of the text.
Why do you think that?

26 | P a g e
Teacher will model how to
determine the structure of a
text. In small groups, the
students will create an anchor
chart about the structure of
the text then share with in
whole group.
New Jersey Student Learning Standard (NJSLS)RL.12.4
NJSLS: RL.12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.).
Modified Learning Objective: RL.12.4 Determine how individuals or events change over the course of the text.
Student Population

General Education
Critical Knowledge and Skills






Assess figurative meaning
Assess connotative meaning
Determine and evaluate technical
meaning (jargon)
Identify tone of text
Explain how specific diction creates
tone
Explain how the tone supports the
themes as well as the overall
meaning of the text
Sample Activities/Lesson
Starters
Essential Questions

How can I use words found around
unknown or multiple meaning words
to deduce meaning?

How can I differentiate between a
phrase’s literal and figurative
meanings?

How can I understand and deduce
technical meanings?

How does the author use words to
establish tone?

Use context clues and your
knowledge of word parts to
explain the meaning of
each boldfaced word. Then,
where possible, use the
boldfaced word in an
everyday sense. Note
whether the common,
everyday sense of the word
is different from its
technical meaning.
1. Circumstantial
evidence—namely, motive
and opportunity— pointed
to the defendant’s guilt; but
no physical evidence linked
her to the crime.
2. One form of euphemism,
27 | P a g e
the substitution of mild or
vague language for harsh,
realistic terminology, is
circumlocution.
3. The formula for the
circumference of a circle is
2πr.
4. Was Magellan the first
explorer to circumnavigate
the globe?
5. Circumpolar objects,
such as stars, never sink
below the horizon.

Special Education
Students






28 | P a g e
Determine figurative meaning
Determine connotative meaning
Understand how to determine and
evaluate technical meaning (jargon)
Identify tone of text
Identify which words create tone
Understand that the tone supports
the overall meaning of the text

Which words or phrases set a tone in the
text?

What is figurative language? Does this text
contain figurative language?

What is connotative meaning? Can you

Use a visual representation
to juxtapose a word’s literal
and figurative meaning.

Have students work in
pairs to craft dialogue
laden with sarcasm.

Students will be provided a
list of key words and will
work with a partner to
determine the figurative
meanings of those words.
Provide visual cues as needed.

Provide students with a
section of text and have them
determine when they see
find connotative meaning in this text?
29 | P a g e

What key words help us determine the
meaning of ________?

How does the author create tone through
word choice?

Describe technical meaning?

How do you determine the technical
meaning of the word ______?
figurative
language/connotative
meaning. Have students
underline/highlight within
the text.

Provide students with
technical meaning examples
and have them determine and
evaluate what is being said.

Have students act out or
illustrate the meaning of
figurative language.
New Jersey Student Learning Standard (NJSLS) RI.12.4
NJSLS: RI.12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
Modified Learning Objective: RI.12.4 Determine how words or phrases in a text, including words with multiple meanings and figurative
language, impact the meaning.
Student Population

General Education
Critical Knowledge and Skills







30 | P a g e
Assess figurative meaning
Assess connotative meaning
Determine and evaluate technical
meaning (jargon)
Identify tone of text
Explain how specific diction creates
tone
Explain how the tone supports the
themes as well as the overall
meaning of the text
Sample Activities/Lesson
Starters
Essential Questions

How can I use words found around
unknown or multiple meaning
words to deduce meaning?

How can I differentiate between a
phrase’s literal and figurative
meanings?


How can I understand and deduce
technical meanings?

Watch a brief multimedia clip
laden with symbols and
discuss the reasoning behind
their use and meaning.

Use a word wall to identify any
word for which students need
clarification.

Use a double entry journal
exercise to compare studentaccepted standards of beauty
opposed to standards set in
literature and society.

Use a visual representation to
juxtapose a word’s literal and
figurative meaning.

Have students work in pairs to
How does the author use words to
establish tone?
craft dialogue laden with
sarcasm.

Special Education
Students






Determine figurative meaning
Determine connotative meaning
Understand how to determine and
evaluate technical meaning (jargon)
Identify tone of text
Identify which words create tone
Understand that the tone supports
the overall meaning of the text

Which words or phrases set a tone in
the text?

What is figurative language? Does this
text contain figurative language?

31 | P a g e
What is connotative meaning? Can
you find connotative meaning in this
text?

What key words help us determine
the meaning of ________?

How does the author create tone
through word choice?

Describe technical meaning?

How do you determine the technical
meaning of the word ______?

Review two types of informational
text and analyze how the word
choice changes the meaning.

Have students alter the word
choice in a text to change the
meaning.

Have students create a skit based
on a writing piece. Then have two
groups change the tone of the
piece to visually see the impact
word choice has.

Working with a partner, have
students determine why an author
chooses specific words to set the
tone.

Provide students with a list of
words/phrases from a text and
have students determine if those
word/phrases could have multiple
meanings within the text.
New Jersey Student Learning Standard (NJSLS) RL.12.5
NJSLS: RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Modified Learning Objective: RL.12.5 Determine how the author’s choice of where to end the story contributes to the meaning.
Student Population

General Education
32 | P a g e
Critical Knowledge and Skills

Investigate how an author structures the
text and develops ideas
 Analyze how the structure of a text and
order of ideas or claims within it
contribute to the overall purpose of the
text and how they are developed and
shaped by the larger text
 Evaluate and hypothesize how the form
effectively follows the function of the text
Sample Activities/Lesson
Starters
Essential Questions

What mood, or atmosphere, does this
passage establish?

How does the setting establish the
mood?

How does the author structure the text?

How does the choice of structure
contribute to the meaning of the text?

What is the meaning that the author is
trying to convey?

Describe the order of events in the story?

How does this order affect the meaning?

If the author changed the order of events,
would the overall meaning remain the
same?


How do you approach the
existence of the
supernatural? Do you
assume that ghosts and
other supernatural figures
may be real or do you think
they are merely projections
of the human mind?
Discuss this question in a
small group.
Examine Foreshadowing
Reread the following
passages from “The Demon
Lover.” In what specific
ways do they hint at
important events
presented later in the
story?
“Her reluctance . . . of her
ways.” (lines 43–45)
“Only a little more . . . a more
sinister troth.” (lines 95–100)
“She heard nothing . . . leave
the house.” (lines 169–172)

Special Education
Students




Identify the structure of the text (ex. en
media res, flashbacks, tragic elements)
Describe how an author has chosen to
structure a text and order events within
it
Understand why the author chose that
structure and how it enhances the work
as a whole
Understand how sequence contributes
to the meaning and aesthetic impact

What mood, or atmosphere, does this
passage establish?

How does the setting establish the
mood?

How does the author structure the text?

How does the choice of structure
contribute to the meaning of the text?

What is the meaning that the author is
trying to convey?

Describe the order of events in the story?

How does this order affect the meaning?

If the author changed the order of events,
would the overall meaning remain the
same?


How do you approach the
existence of the
supernatural? Do you
assume that ghosts and
other supernatural figures
may be real or do you think
they are merely projections
of the human mind?
Discuss this question in a
small group.
Examine Foreshadowing
Reread the following
passages from “The Demon
Lover.” In what specific
ways do they hint at
important events
presented later in the
story?
“Her reluctance . . . of her
ways.” (lines 43–45)
33 | P a g e
“Only a little more . . . a more
sinister troth.” (lines 95–100)
“She heard nothing . . . leave
the house.” (lines 169–172)
34 | P a g e
New Jersey Student Learning Standard (NJSLS) RL.12.6
NJSLS: RL.12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or understatement).
Modified Learning Objective: RL.12.6 Determine the point of view when there is a difference between the author’s actual language and
intended meaning.
Student Population

General Education
35 | P a g e
Critical Knowledge and Skills


Identify and assess the point of view
Determine what the text literally and
figuratively states
 Determine what the text actually
means, considering satire, sarcasm,
irony, and understatement
 Explain the difference between the
literal and the actual meaning as it
pertains to the author’s purpose
Sample Activities/Lesson
Starters
Essential Questions

What is the author’s point of view?

What is the author’s purpose?

What types of rhetorical devices does
the author use?

How does word choice and writing
style show power, persuasiveness,
beauty, etc.?

Use a graphic organizer to
chart details.

Use a double entry journal
to chart details and make
inferences.

Have students identify
“significant moments” in
the text.

Underline and mark
provided text during
active/sustained silent
reading.

In groups, have students
identify textual evidence in
a chart to then formulate a
visual representation of an
inference.

Special Education
Students




36 | P a g e
Identify the point of view
Determine what the text literally and
figuratively states
Understand how to determine what the
text actually means, considering satire,
sarcasm, irony, and understatement
Identify the difference between the
literal and the actual meaning as it
pertains to the author’s purpose

Does the author mean what he is saying?

How can you determine if the author is
genuine in what he/she is stating?

Do you know what author really means?

What is literal meaning?

What is
sarcasm/satire/understatement/irony?

Is the author trying to say _______ or _______?

Provide students with several
phrases and have them
determine the meaning
behind them.

Have students determine
where in the text the author
uses sarcasm, irony,
understatement, or satire.
Have them highlight those
areas and determine what the
author is trying to say.

Have students create a Voki
using sarcasm and play the
video back for their
classmates to determine what
the meaning should be.
New Jersey Student Learning Standard (NJSLS) RI.12.6
NJSLS: RI.12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
Modified Learning Objective: RI.12.6 Determine the author’s point of view and compare and contrast it with your own point of view.
Student Population


General Education
Special Education
Students
Critical Knowledge and Skills

Determine the author’s overall
purpose
 Analyze how an author uses various
rhetorical strategies to advance that
purpose.
 Focus on both how the text is written
and what the text is about
 Explain how and why the author has
made those rhetorical decisions and
how and why that contributes to the
overall effectiveness of the text



37 | P a g e
Understand various rhetorical strategies
Identify how the text is written and
what the text is about
Understand that the author has made
rhetorical decisions and how that
Essential Questions
Sample Activities/Lesson Starters

What is the author’s point of
view?

Use a graphic organizer to chart
details.

What is the author’s purpose?


What types of rhetorical
devices does the author use?
Use a double entry journal to chart
details and make inferences.

Have students identify “significant
moments” in the text.

Underline and mark provided text
during active/sustained silent
reading.

In groups, have students identify
textual evidence in a chart to then
formulate a visual representation
of an inference.

Students will work with a partner to
identify the author’s point of view by
using visuals, graphic organizers, and
marking the text.


How does word choice and
writing style show power,
persuasiveness, beauty, etc.?
What is the author’s point of
view?
contributes to the overall text

What is a rhetorical device? Can
you identify any in the text?

How does the author develop his
/ her point of view?

What is the author’s purpose in
writing this text?

38 | P a g e
How does the authors view differ
from your view on topic____?

With a partner, students will
determine the author’s point of view
and be able to talk about what the text
is saying.

Provide students with a list of
rhetorical devices and have them
determine which device fits with the
text.

In a whip-around activity, students
will share what they think the author’s
purpose behind writing a particular
text. Students will chart the answers
and compare them with their own
findings. A fishbowl activity can
follow.
New Jersey Student Learning Standard (NJSLS) RL.12.7
NJSLS: RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
Modified Learning Objective: RL.12.7 Compare two or more interpretations (e.g. recorded or live production of a play or recorded novel or
poetry) of a story, drama or poem.
Student Population

Critical Knowledge and Skills

General Education


Special Education

Students



39 | P a g e
Read and/or view different versions
of the same text, recordings, film,
and/or live performances
 Compare and contrast the multiple
versions
 Evaluate the significant the
differences between the multiple
versions
Focus on significant changes to
structure, order, plot, and/or character
Read and/or view different versions of
the same text, recordings, film, and/or
live performances
Understand how to compare and
contrast the multiple versions
Explain the differences between two
versions
Understand how to focus on significant
changes to structure, order, plot, and/or
character
Sample Activities/Lesson
Starters
Essential Questions

How are watching and reading different?

Does the actor’s representation of the
character differ from your expectations?

Which versions of _______ have you
read/viewed?

Did you find similarities between the two
versions?

What was different between the two
versions?

Did you notice a change is the
structure/order/plot/character?

Students can use a Venn
diagram to compare and
contrast two versions of story.
Work with a partner to
compare answers and discuss
differences. Report out to
whole class.

Students can use a Venn
diagram to compare and
contrast two versions of story.
Work with a partner to
compare answers and discuss
differences. Report out to
whole class.

Students can work in a small
group to review two versions

Understand how changes to structure,
order, plot or character impact meaning
of different versions of same text

of a play. After making their
own interpretation of the two,
students can work in groups
to recreate the play through
their interpretation.
How did that change the meaning?
Did you notice any other changes that
affected the meaning?

40 | P a g e
Have students engage in a
fishbowl activity to discuss
the differences they have
found between two versions
of drama. Make a class anchor
chart to chart the differences
the students noticed in
plot/character/order/structu
re.
New Jersey Student Learning Standard (NJSLS) W.12.3
NJSLS: W.12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
W.12.3.A. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.12.3.B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
W.12.3.C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.12.3.D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
W.12.3.E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Modified Learning Objective: W.12.3. Write about events or personal experiences.
W.12.3.A. Write a narrative about a problem, situation or observation including at least one character, details, and clearly
sequenced events.
W.12.3.B. Not applicable.
W.12.3.C. Organize the events in the narrative using temporal words to signal order and add cohesion.
W.12.3.D. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting or characters.
W.12.3.E. Provide a closing
Student Population

General Education
41 | P a g e
Critical Knowledge and Skills


Convey experiences, real or imagined
Use time as the deep structure of the
narrative
Essential Questions


How would these characters react
in different situations?
How were the promises fulfilled?
Sample Activities/Lesson
Starters
 Write an original story that
discusses why Mr. Thomas
continued to live in the






Form or structure based on a
progression of events that build and
reflect upon each other
Use effective details using precise
language
Form clear point(s) of view
established through a narrator,
provide characters, and present a
situation
Distinguish and utilize narrative
techniques including dialogue,
description, and plot in order to
develop experiences, events, and/or
characters choosing words that
create vivid pictures
Provide a conclusion to the events
they set out at the beginning of their
narrative
Include techniques for rhetorical
effectiveness like the creation of
tone, the plot of the narrative, and
the overall coherence of the text

Which promises were unfulfilled?

What did the author mean by this
quote:
“Streaks of light came in through the
closed shutters where they worked with
the seriousness of creators—and
destruction after all is a form of creation. A
kind of imagination had seen this house as
it had now become.”
Special Education
Students



42 | P a g e
Convey experiences, real or imagined
Form or structure based on a
progression of events that build upon
each other
Use details using precise language



Organize your narrative to
highlight decisions made by
Mr. Thomas as well as his
perception of the Wormsley
Common Gang and their
actions and motivations.



house, making no repairs.
Write the story from his
point of view and include
events from The Destructors
(e.g. sharing the chocolates)
from his perspective.
In your story, use what you
have learned about the
characters to re-create
events and extend the
narrative beyond the end of
the existing text.
Use relevant, concrete, and
sufficient details form the
story to support your story
of the aftermath. The details
may be explicitly stated in
Greene’s story or may be
logically inferred.


Tell me about an experience you had this
year?
Can you imagine an experience you would
have liked to have had?

Students will discuss with a
partner several experiences
they can write about (real or
imagined). After selecting a





43 | P a g e
Understand how to create clear
point(s) of view established through
a narrator, provide characters, and
present a situation
Apply narrative techniques including
dialogue, description, and plot
Develop experiences, events, and/or
characters choosing words that
create vivid pictures
Provide a conclusion
Understand how to include
techniques for rhetorical
effectiveness like the creation of
tone, the plot of the narrative, and
the overall coherence of the text








What experience (real or imagined) will
you be writing about?
Can you add details to your writing?
What characters are in your writing?
What situation(s) are included in your
writing?
Did you included descriptive details into
the writing?
What types of words have you included?
Is there a conclusion to your story?
Do you understand how to include
rhetorical techniques into your writing?
final topic students will use a
graphic organizer to begin the
prewriting process.

Student will create a visual
timeline to assist with the
prewriting. The timeline will
include descriptive pictures,
characters, a problem and a
solution.

Students can be provided
with a word bank to assist
with descriptive words for
their writing. They can also be
given a model writing sample
to use prior to beginning their
writing.

Students can record their
story and play it back to
themselves and a partner.
They will listen to ensure they
have developed their writing
enough to leave the listener
with a vivid picture or add
more details as needed.
Does your writing make sense?
New Jersey Student Learning Standard (NJSLS) W.12.4
NJSLS: W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Modified Learning Objective: W.12.4. Produce writing that is appropriate for the task, purpose, or audience.
Student Population

General Education
44 | P a g e
Critical Knowledge and Skills

Define writing task type and its
appropriate organizational structure
 Define and understand the writing
purpose
 Determine and address the audience
(intended reader) appropriately
 Distinguish and utilize appropriate style
Sample Activities/Lesson
Starters
Essential Questions

What type of writing task are you
completing?

Who is your audience?

What will you use to organize your
thoughts?

What is your purpose for this writing?

Who is your audience?

How will you structure your writing piece?

How do you know that style is appropriate
for your audience?

How do you want your audience to feel?

After selecting a topic,
students will determine what
message they are conveying
and review different writing
styles to determine the
structure of the writing.

The students will create an
outline on the topic they are
completing including the task,
purpose and audience.

Using a teacher provided
rubric, students will rate
themselves and a partner on
how organized and aligned
their topic and thoughts are.

Special Education
Students






45 | P a g e
Identify writing task type
Understand writing structure
Understand the writing purpose
Determine the audience
Understand appropriate style for the
audience
Understand how structure, style and
rhetorical devices convey the purpose of
writing

What type of writing task are you
completing?

Who is your audience?

What will you use to organize your
thoughts?

What is your purpose for this writing?

Who is your audience?

How will you structure your writing piece?

How do you know that style is appropriate
for your audience?

How do you want your audience to feel?

After selecting a topic,
students will determine what
message they are conveying
and review different writing
styles to determine the
structure of the writing.

The students will create an
outline on the topic they are
completing including the task,
purpose and audience.

Using a teacher provided
rubric, students will rate
themselves and a partner on
how organized and aligned
their topic and thoughts are.
New Jersey Student Learning Standard (NJSLS) W.12.5
NJSLS: W.12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, or consulting a
style manual (such as MLA or APA Style),focusing on addressing what is most significant for a specific purpose and audience.
Modified Learning Objective: W.12.5 Develop and strengthen writing by planning, revising, editing, and rewriting using a style manual
such as MLA or APA.
Student Population

General Education
46 | P a g e
Critical Knowledge and Skills

Create and utilize
appropriate planning
templates
 Understand and practice
revision techniques
 Comprehend writing as a
process
 Plan, revise, edit, rewrite,
or try a new approach,
focusing on addressing
what is most significant for
a specific purpose or
audience
 Determine what details
and/or information is most
appropriate for a specific
purpose
 Understand writing as a
process rather than a product
Essential Questions

Do you know how to use the writing
templates?

Do you know how to revise your paper?

Did you revise your paper?

Did you use a graphic organizer to collect
your thoughts?

Do you know how to use the rubric to assist
with the revisions?

Have you used the writing rubric to monitor
your writing?

Do you need to include more details? Why or
why not?
Sample Activities/Lesson Starters

Students will edit a verbose
paragraph into a style of language
accepted amongst their peers.

Teacher will provide a topic choice
and students will use a graphic
organizer to generate ideas. They will
then reread what is written and add
one more detail.

Students will develop an outline
before beginning the writing process
(topic, five details, and conclusion)
and use it to write, seek peer
feedback, and then add to the outline
based on feedback provided.

Students will begin the writing
process on a topic. They will then
share their writing with two peers for
review using the teacher provided
rubric. Based on peer feedback
students will revise their work before
seeking teacher approval.

Special Education
Students






47 | P a g e
Use a planning templates
Understand how to revise
Use a graphic organizer
Understand writing as a
process
Plan, revise, edit, rewrite, or
try a new approach in writing.
Determine what details and/or
information is appropriate

Do you know how to use the writing
templates?

Do you know how to revise your paper?

Did you revise your paper?

Did you use a graphic organizer to collect
your thoughts?

Do you know how to use the rubric to assist
with the revisions?

Have you used the writing rubric to monitor
your writing?

Do you need to include more details? Why or
why not?

Teacher will provide a topic choice
and students will use a graphic
organizer to generate ideas. They will
then reread what is written and add
one more detail.

Students will develop an outline
before beginning the writing process
(topic, five details, and conclusion)
and use it to write, seek peer
feedback, and then add to the outline
based on feedback provided.

Students will begin the writing
process on a topic. They will then
share their writing with two peers for
review using the teacher provided
rubric. Based on peer feedback
students will revise their work before
seeking teacher approval.
New Jersey Student Learning Standard (NJSLS) W.12.6
NJSLS: W.12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Modified Learning Objective: W.12.6 Use technology, including the Internet, to produce, share, publish, and update individual or shared
writing products.
Student Population

General Education
48 | P a g e
Critical Knowledge and Skills

Use technology proficiently for
production, publication, and
collaboration
 Link and cite sources
 Create shared writing products for
feedback
 Assess feedback from peers
 Adapt writing according to feedback
 Respond to ongoing feedback utilizing
digital software
Sample Activities/Lesson
Starters
Essential Questions

How do you locate information on the
internet?

How do you locate appropriate
information? How can you tell if the
source is not appropriate?

How do you cite sources from the
internet? What format would you use?

How do you add a link?

Do you know how to add onto a wiki, blog,
or Google classroom?

Have students conduct
computer-based research
and identify reputable
sources and non-reputable
sources in regard to class
subject matter.

Provide students with
information about the
same subject matter from
different sources and chart
the differences of opinion,
perspective, point of view,
etc.

Special Education

Students





49 | P a g e
Understand how to use technology for
production, publication, and
collaboration
Link and cite sources
Create shared writing products
Adapt writing
Respond to feedback utilizing digital
software
Assess feedback from peers

How do you locate information on the
internet?

How do you locate appropriate
information? How can you tell if the
source is not appropriate?

How do you cite sources from the
internet? What format would you use?

How do you add a link?

Do you know how to add onto a wiki, blog,
or google classroom?

Provide students with the use
of text to speech or a
recording of their writing in
order to review and add
information.

With a partner students will
use a rubric to edit, and then
export digital draft to class
wiki.

Students can record daily
activities on a blog that is
shared with parents instead
of a traditional home-school
notebook.

Have students send an e-mail
to a friend and cc the teacher,
read their response seeking
additional information or
clarification, and write a new
e-mail to address the request.

Students will use Google docs
to create a shared writing
project on a topic.
New Jersey Student Learning Standard (NJSLS)W.12.9
NJSLS: W.12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.12.9.A. Apply grade 12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of literature, including how two or more texts from the same period treat similar themes or topics").
W.12.9.B.
Modified Learning Objective: W.12.9 Cite evidence from literary or informational texts.
a. Apply Grades 11-12 Essential Elements for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary
works, self, or one’s world. [Compare themes, topics, locations, context, and point of view].”).
Student Population

General Education
Critical Knowledge and Skills



50 | P a g e
Assess soundness of reasoning and
relevance of textual evidence to
support analysis, reflection, and
research
Analyze in writing how multiple texts
examine similar themes or how
multiple themes in one text
contribute to a larger theme
Utilize evidence to support analysis,
reflection, and research
Essential Questions
Sample Activities/Lesson Starters

How do you know that you
chose the best evidence for
your writing?

After reading about two topics form the
same theme, students will use a Venn
diagram to compare citing evidence from
the text.

What evidence do you have
to support the author’s
argument?


What theme do these texts
discuss?
Students will keep an interactive notebook
to keep detailed notes and answer
questions about informational texts.
Teacher will pose a question of the day to
be answered during the reading.

Students will compare two texts with
similar themes and answer teacher
provided questions. The students will then
conduct additional research on the theme
to see if they can locate more information.

Students can analyze illustrations about a

How do the authors discuss
the similar themes?

Have you done additional
research on this theme? Did
you find similar
information?

Special Education

Understand how to assess textual
evidence

Understand how to utilize evidence to
support analysis, reflection, and
research
.
Identify in writing how multiple texts
examine similar themes

Utilize evidence to support analysis,
reflection, and research
Students will read a teacher provided
excerpt from a book. They will then
determine the author’s point of view (from
a choice bank), and engage in a fishbowl
conversation to discuss the point of view.
Students should keep notes about the
conversations.
What evidence is based on
fact?

How do you know that you
chose the best evidence for
your writing?

After reading about two topics form the
same theme, students will use a Venn
diagram to compare citing evidence from
the text.

What evidence do you have
to support the author’s
argument?


What theme do these texts
discuss?
Students will keep an interactive notebook
to keep detailed notes and answer
questions about informational texts.
Teacher will pose a question of the day to
be answered during the reading.

Students will compare two texts with
similar themes and answer teacher
provided questions. The students will then
conduct additional research on the theme
to see if they can locate more information.

Students can analyze illustrations about a
text to determine the similarities and
differences between the two pieces.

Students will read a teacher provided
excerpt from a book. They will then
determine the author’s point of view (from
a choice bank), and engage in a fishbowl

How do the authors discuss
the similar themes?

Have your done additional
research on this theme? Did
you find similar
information?

51 | P a g e


Students

text to determine the similarities and
differences between the two pieces.
What evidence is based on
fact?
conversation to discuss the point of view.
Students should keep notes about the
conversations.
New Jersey Student Learning Standard (NJSLS) W.12.10
NJSLS: W.12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Modified Learning Objective: W.12.10 Write routinely over time for a range of tasks, purposes, and audiences.
Student Population

General Education
52 | P a g e
Critical Knowledge and Skills

Design a plan to appropriately match
the task, purpose, and audience that
incorporates research, reflection, and
revision
 Write routinely over shorter and
extended time frames for a range of
tasks, purposes, and audiences
 Synthesize research gathered over
shorter time frames into a long-term
research project
 Manage a long-term research project
that incorporates research, reflection,
and revision
Sample Activities/Lesson
Starters
Essential Questions



How do I write for a particular audience?
How do I analyze a topic from multiple
sources?
How do I write an effective argument?

Students will complete a
culminating assessment.

Students will complete
writing prompts and quick
writes.

Students will complete the
PARCC and/or EPP writing
units with a completed piece
of writing.

Special Education

Students



53 | P a g e
Understand how to design a plan to
appropriately match the task, purpose,
and audience that incorporates
research, reflection, and revision
Write routinely for a range of tasks,
purposes, and audiences
Synthesize research gathered to
complete a research project
Understand how to manage a long-term
research project that incorporates
research, reflection, and revision

How do you match the task, purpose and
audience?

How do you use a graphic organizer to
keep ongoing research?

Who is you audience?

What is the purpose of your writing?

Have you reflected on your research
project?

Do you know how to revise your research
project?

How will you keep track of your work for
the long term project?

Students will keep a daily log
answering a question about
their day. They will review it
every few months to see how
their writing has changed
over the course of the year.

As a whole group, teacher will
model how to write for a
variety of audiences. Students
will then be given a writing
task to complete for a specific
audience.

After students complete a
project, students will work
with a partner to revise their
work based on teacher
comments.

Students will keep daily logs
during the course of a
research project. They will
review the information with
the teacher weekly to ensure
they are on track to finish the
project on time.

Teacher will provide students
with a variety of research
websites for the students to
use while they gather
information for a research
project.
Novel
54 | P a g e
CCSS: Exemplars (Appendix B)
The Canterbury Tales is a collection of 24 stories that runs to over 17,000 lines
written in Middle English by Geoffrey Chaucer. In 1386, Chaucer became Controller
of Customs and Justice of Peace and, three years later, Clerk of the King's work in
1389. It was during these years that Chaucer began working on his most famous
text, The Canterbury Tales. The tales are presented as part of a story-telling contest
by a group of pilgrims as they travel together on a journey from London to
Canterbury in order to visit the shrine of Saint Thomas Becket at Canterbury
Cathedral. The prize for this contest is a free meal on their return.
The Bluest Eye is a 1970 novel by American author Toni Morrison. It is Morrison's
first novel and was written while she was teaching at Howard University and
raising her two sons on her own.[1] The story is about a year in the life of a young
black girl named Pecola who develops an inferiority complex due to her eye color
and skin appearance. It is set in Lorain, Ohio, against the backdrop of America's
Midwest during the years following the Great Depression. The point of view
switches between the perspective of Claudia MacTeer, as a child and as an adult,
and a third-person omniscient viewpoint. Because of the controversial nature of
the book, which deals with racism, incest, and child molestation, there have been
numerous attempts to ban it from schools and libraries.
The Tragedy of Hamlet, Prince of Denmark, often shortened to Hamlet, is
a tragedy written by William Shakespeare at an uncertain date between 1599 and
1602. Set in the Kingdom of Denmark, the play dramatizes the revenge Prince
Hamlet is called to wreak upon his uncle, Claudius, by the ghost of Hamlet's
father, King Hamlet. Claudius had murdered his own brother and seized the throne,
also marrying his deceased brother's widow. Hamlet is Shakespeare's longest play,
and is ranked among the most powerful and influential tragedies in English
literature, with a story capable of "seemingly endless retelling and adaptation by
others".
55 | P a g e
http://www.corestandards.org/assets/Appendix_B.pdf
http://www.tcoe.org/ERS/CCSS/ELA/Templates_04.pdf
The Piano Lesson is a 1990 play by American playwright August Wilson. It
is the fourth play in Wilson's The Pittsburgh Cycle. Wilson began writing this
play by playing with the various answers regarding the possibility of
"acquir[ing] a sense of self-worth by denying one's past".[1] The Piano
Lesson received the 1990 Pulitzer Prize for Drama.
A Romare Bearden painting, The Piano Lesson, inspired Wilson to write a
play featuring a strong female character to confront AfricanAmerican history, paralleling Troy in earlier Fences. However, on finishing
his play, Wilson found the ending to stray from the empowered female
character as well as from the question regarding self-worth. What The Piano
Lesson finally seems to ask is: "What do you do with your legacy, and how
do you best put it to use?"
A Farewell to Arms is a novel by Ernest Hemingway set during the Italian
campaign of World War I. The book, published in 1929, is a first-person
account of American Frederic Henry, serving as a Lieutenant ("Tenente") in
the ambulance corps of the Italian Army. The title is taken from a poem by
16th-century English dramatist George Peele.
A Farewell to Arms is about a love affair between the expatriate American
Henry and Catherine Barkley against the backdrop of the First World War,
cynical soldiers, fighting and the displacement of populations. The
publication of A Farewell to Arms cemented Hemingway's stature as a
modern American writer,[1] became his first best-seller, and is described by
biographer Michael Reynolds as "the premier American war novel from that
debacle World War I."[2]
56 | P a g e
Frankenstein; or, The Modern Prometheus is a novel written by the
English author Mary Wollstonecraft Shelley that tells the story of a young
science student Victor Frankenstein, who creates a grotesque but
sentient creature in an unorthodox scientific experiment. Shelley started
writing the story when she was 18, and the first edition of the novel was
published anonymously in London in 1818, when she was 20. Shelley's
name first appeared on the second edition, published in France in 1823.
Mary, her husband Percy Shelley, Lord Byron and John Polidori decided to
have a competition to see who could write the best horror story. After
thinking for days, Shelley dreamt about a scientist who created life and was
horrified by what he had made; her dream later evolved into the novel's
story.
The Stranger is a French novel by Albert Camus published in 1942. Its
theme and outlook are often cited as examples of Camus's philosophy of the
absurd and existentialism, though Camus personally rejected the latter
label.
The title character is Meursault, an indifferent French Algerian ("a citizen of
France domiciled in North Africa, a man of the Mediterranean, an homme du
midi yet one who hardly partakes of the traditional Mediterranean
culture"[1]), who, after attending his mother's funeral, apathetically kills an
Arab man whom he recognizes in French Algiers. The story is divided into
two parts, presenting Meursault's first-person narrative view before and
after the murder, respectively.
A Gathering of Old Men is a novel by Ernest J. Gaines published in 1983.
Set on a 1970s Louisiana cane farm, the novel addresses racial
discrimination and a bond that cannot be usurped.
57 | P a g e
Primary Focus: Writing Unit
Narrative Writing: Reread the story The Destructors. As you
read you will gather information so that you can write a
narrative story. The author wrote, “Streaks of light came in
through the closed shutters where they worked with the
seriousness of creators—and destruction after all is a form of
creation. A kind of imagination had seen this house as it had
now become.”
Write an original story that discusses why Mr. Thomas
continued to live in the house,, making no repairs. Write the
story from his point of view and include events from The
Destructors (e.g. sharing the chocolates) from his perspective.
In your story, use what you have learned about the characters
to re-create events and extend the narrative beyond the end of
the existing text.
 Use relevant, concrete, and sufficient details form the
story to support your story of the aftermath. The details
may be explicitly stated in Greene’s story or may be
logically inferred.
 Organize your narrative to highlight decisions made by
Mr. Thomas as well as his perception of the Wormsley
Common Gang and their actions and motivations
58 | P a g e
Writing
Secondary Focus
Literary Analysis Tasks
Choose one of the following:
Examine the settings of Mrs.
Drover’s shut up house and the
setting of the Wormsley Common
car-park and its surroundings.
Summarize both settings. How
does the setting contribute to the
story’s mood or atmosphere? How
does the setting prepare readers
for the events of the story?
OR
Both stories are set in post war
societies—societies that appear
to be broken. In each story,
identify a broken promise and
how the character is either able
or unable to see that promise
fulfilled.
Routine Writing
Reader/Writer Notebook in which
learners compose quick writes, take notes,
make notes, compose
observations for writings, respond to
questions and tasks, and track their learning;
• Quick writes composed by individual
learners in response to questions and tasks
for any and all of the design features of
lessons and units;
• Charting of the pair/trio sharing by
members of the group to represent the work
of the group to the entire class;
• Gallery walks for members of the class to
read and take notes on the pair/trio work in
preparation for a
whole class discussion of the task;
• StepBacks in which learners
metacognitively reflect through quick writes,
pair/trio shares, charting,
gallery walks, discussions, and writing
assignments on the content and pedagogy of
their learning to
develop and track their understandings and
habits of thinking.
Writing Rubrics
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District Resources
Novel
The Canterbury Tales is a collection of 24 stories that runs to over 17,000 lines
written in Middle English by Geoffrey Chaucer. In 1386, Chaucer became Controller
of Customs and Justice of Peace and, three years later, Clerk of the King's work in
1389. It was during these years that Chaucer began working on his most famous
text, The Canterbury Tales. The tales are presented as part of a story-telling contest
by a group of pilgrims as they travel together on a journey from London to
Canterbury in order to visit the shrine of Saint Thomas Becket at Canterbury
Cathedral. The prize for this contest is a free meal on their return.
The Bluest Eye is a 1970 novel by American author Toni Morrison. It is Morrison's
first novel and was written while she was teaching at Howard University and
raising her two sons on her own.[1] The story is about a year in the life of a young
black girl named Pecola who develops an inferiority complex due to her eye color
and skin appearance. It is set in Lorain, Ohio, against the backdrop of America's
Midwest during the years following the Great Depression. The point of view
switches between the perspective of Claudia MacTeer, as a child and as an adult,
and a third-person omniscient viewpoint. Because of the controversial nature of
the book, which deals with racism, incest, and child molestation, there have been
numerous attempts to ban it from schools and libraries.
The Tragedy of Hamlet, Prince of Denmark, often shortened to Hamlet, is
a tragedy written by William Shakespeare at an uncertain date between 1599 and
1602. Set in the Kingdom of Denmark, the play dramatizes the revenge Prince
Hamlet is called to wreak upon his uncle, Claudius, by the ghost of Hamlet's
father, King Hamlet. Claudius had murdered his own brother and seized the throne,
also marrying his deceased brother's widow. Hamlet is Shakespeare's longest play,
and is ranked among the most powerful and influential tragedies in English
literature, with a story capable of "seemingly endless retelling and adaptation by
others".
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CCSS: Exemplars (Appendix B)
http://www.corestandards.org/assets/Appendix_B.pdf
http://www.tcoe.org/ERS/CCSS/ELA/Templates_04.pdf
The Piano Lesson is a 1990 play by American playwright August Wilson. It
is the fourth play in Wilson's The Pittsburgh Cycle. Wilson began writing this
play by playing with the various answers regarding the possibility of
"acquir[ing] a sense of self-worth by denying one's past".[1] The Piano
Lesson received the 1990 Pulitzer Prize for Drama.
A Romare Bearden painting, The Piano Lesson, inspired Wilson to write a
play featuring a strong female character to confront AfricanAmerican history, paralleling Troy in earlier Fences. However, on finishing
his play, Wilson found the ending to stray from the empowered female
character as well as from the question regarding self-worth. What The Piano
Lesson finally seems to ask is: "What do you do with your legacy, and how
do you best put it to use?"
A Farewell to Arms is a novel by Ernest Hemingway set during the Italian
campaign of World War I. The book, published in 1929, is a first-person
account of American Frederic Henry, serving as a Lieutenant ("Tenente") in
the ambulance corps of the Italian Army. The title is taken from a poem by
16th-century English dramatist George Peele.
A Farewell to Arms is about a love affair between the expatriate American
Henry and Catherine Barkley against the backdrop of the First World War,
cynical soldiers, fighting and the displacement of populations. The
publication of A Farewell to Arms cemented Hemingway's stature as a
modern American writer,[1] became his first best-seller, and is described by
biographer Michael Reynolds as "the premier American war novel from that
debacle World War I."[2]
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Frankenstein; or, The Modern Prometheus is a novel written by the
English author Mary Wollstonecraft Shelley that tells the story of a young
science student Victor Frankenstein, who creates a grotesque but
sentient creature in an unorthodox scientific experiment. Shelley started
writing the story when she was 18, and the first edition of the novel was
published anonymously in London in 1818, when she was 20. Shelley's
name first appeared on the second edition, published in France in 1823.
Mary, her husband Percy Shelley, Lord Byron and John Polidori decided to
have a competition to see who could write the best horror story. After
thinking for days, Shelley dreamt about a scientist who created life and was
horrified by what he had made; her dream later evolved into the novel's
story.
The Stranger is a French novel by Albert Camus published in 1942. Its
theme and outlook are often cited as examples of Camus's philosophy of the
absurd and existentialism, though Camus personally rejected the latter
label.
The title character is Meursault, an indifferent French Algerian ("a citizen of
France domiciled in North Africa, a man of the Mediterranean, an homme du
midi yet one who hardly partakes of the traditional Mediterranean
culture"[1]), who, after attending his mother's funeral, apathetically kills an
Arab man whom he recognizes in French Algiers. The story is divided into
two parts, presenting Meursault's first-person narrative view before and
after the murder, respectively.
A Gathering of Old Men is a novel by Ernest J. Gaines published in 1983.
Set on a 1970s Louisiana cane farm, the novel addresses racial
discrimination and a bond that cannot be usurped.
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Additional Resources: Suggested in the NJ Curriculum Framework
Reading
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Close Reading Informational
Text. "Up From Slavery"
(Chapter 1)
9th and 10th Grade Close
Reading Units
Developing Core Proficiencies
from Engage New York
Analyzing Famous Speeches as
Arguments
Analyzing Character
Development in Three Short
Stories About Women
Grade 9 and 10 Common Core
Text Exemplars
EBSCOHOST- High Schools
Lessons to Use with Popular
Stories
Lessons to Use with
Anthologies
English Language Arts
Methods. Grades 9-12 Model
Lessons
Planning to Assess. How to
Align Your Instruction
Close Reading of Literary Texts
UDL Resources
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Writing
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Writing Explanatory Text in
Response to President Lincoln's
Second Inaugural Address
Writing an Argumentative
Essay About the First Chapter
of "Up From Slavery"
Developing Persuasive
Arguments Through Ethical
Inquiry. Two Pre-Writing
Strategies
Spend a Day in My Shoes.
Exploring the Role of
Perspective in Narrative
PARCC Scoring Rubric for Prose
Constructed Response Items
Purdue Online Writing Lab
Vocabulary Paint Chips
Vocabulary Graphic Organizer
ELA Grade 9 Language
Conventions
The Passion of Punctuation
Developing Core Proficiencies
from Engage New York
Lessons to Use with Popular
Stories
Speaking and Listening
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ELA Grade 9 Speaking &
Listening
Conver-Stations. A Discussion
Strategy
Using Debate to Develop
Thinking and Speaking
Analyzing Famous Speeches as
Arguments
For Arguments Sake. Playing
“Devil’s Advocate” with Non
Fiction Texts
The Pros and Cons of
Discussion
Developing Core Proficiencies
from Engage New York
Lessons to Use with Popular
Stories
Lessons to Use with
Anthologies
English Language Arts
Methods. Grades 9-12 Model
Lessons
Literacy TA
Language
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Blogtopia. Blogging About Your
Own Utopia
Teaching Channel Presents.
Inquiry-Based Teaching
Inquiry Graphic Organizer
Review Redux. Introducing
Literary Criticism Through
Reception Moments
Assessing Cultural Relevance.
Exploring Personal Connections
to a Text
Developing Core Proficiencies
from Engage New York
Lessons to Use with Popular
Stories
Lessons to Use with
Anthologies
English Language Arts
Methods. Grades 9-12 Model
Lessons
How to Encourage Higher
Order Thinking
Bloom's Taxonomy & Depth of
Knowledge
Suggested Websites
Reading Rockets
Reading Rockets is a national multimedia project that offers a wealth of research-based reading strategies, lessons, and activities
designed to help young children learn how to read and read better. The reading resources will assist in helping struggling readers build
fluency, vocabulary, and comprehension skills. http://www.readingrockets.org/
Writing Fix
The writing fix offers a wealth of resources aligned to the standards as well as the 6+1 traits of writing. It provides lessons using mentor
texts, sample student writing, as well as many other resources to help increase the level of writing in your classroom.
http://www.writingfix.com/
Read Write Think
Read Write Think offers a multitude of grade level lesson plans, articles, and resources to support English Language Arts and enhance
your lessons. http://www.readwritethink.org/
Brain Pop
Brain Pop offers educational videos and quizzes to support skills in all subject areas. Videos can be shown to introduce material to
students, used independently during learning stations, and to help students become more familiar with taking assessments on the
computer. http://www.brainpop.com/
Tween Tribune
Tween Tribune is a daily news sites for kids, where you will find the most compelling, relevant and interesting news that will interest
your students while providing cross curricular connections to enhance students learning. Students have the opportunity to post
comments and take a quiz to complete a quick comprehension check. Teachers have the ability to be creative with the questioning and
can post assignments aligned to the unit SLO’s for the students to complete through interaction with the text. The site is completely
monitored by the teacher and completely safe. http://tweentribune.com/
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Special Education Resources
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Animoto -Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto
videos or presentations are easy to publish and share.
https://animoto.com

Bookbuilder -Use this site to create, share, publish, and read digital books that engage and support diverse learners according to
their individual needs, interests, and skills.
http://bookbuilder.cast.org/

CAST -CAST is a non-profit research and development organization dedicated to Universal Design for Learning (UDL). UDL research
demonstrates that the challenge of diversity can and must be met by making curriculum flexible and responsive to learner differences.
http://www.cast.org

CoSketch -CoSketch is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images.
http://www.cosketch.com/
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Crayon -The Crayon.net site offers an electronic template for students to create their own newspapers. The site allows you to bring multiple
sources together, thus creating an individualized and customized newspaper.

http://crayon.net/
Education Oasis -Education Oasis offers a collection of graphic organizers to help students organize and retain knowledge – cause
and effect, character and story, compare and contrast, and more!
http://www.educationoasis.com/printables/graphic-organizers/
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Field Trip Ideas
ALSTEDE FARMS - Let us teach you about farming in the most fun way! We open our doors to groups of all ages and sizes because we understand
the importance of hands-on education. We personalize each farm tour and field trip, depending on the group’s interests. You will navigate our farm
by taking hayrides out to the beautiful fields and orchards, greenhouses, school classroom, our friendly animals and last but not least – having a
great outdoor day at our family owned farm. You choose the other activities- climb the giant hay pyramid, have lunch and refreshing lemonade or
take a self-guided tour of our animals.
http://alstedefarms.com/group-events-and-tours/group-farm-tours/?gclid=CIjzn-W4lMYCFQgUHwodK1oAxA
ELLIS ISLAND/STATUE OF LIBERTY - Today the Ellis Island Immigration Museum is part of the Statue of Liberty National Monument and is under
the care of the National Parks Service. It is a place where visitors can spend hours learning about Ellis Island's history before, during, and after its
use as America's immigration station. The museum also tells the stories of why so many people immigrated to America and what became of them
after they arrived. http://www.statueoflibertytickets.com/Ellis-Island/
AMERICAN LABOR MUSEUM (BOTTO HOUSE) - The American Labor Museum advances public understanding of the history of work, workers and
the labor movement throughout the world, with special attention to the ethnicity and immigrant experience of American workers.
http://www.labormuseum.net/
PATERSON MUSEUM – The Paterson Museum was founded in 1925 and is owned and run by the city of Paterson. Housed in a former mill, its
mission is to preserve and display the industrial history of Paterson. http://patersonmuseum.com/
LAMBERT CASTLE – Tour the home of the silk mill owner, Catholina Lambert, on land purchased by his wife Isabella. Explore the grounds and visit
the museum's rich variety of historical artifacts, maps, and pictures about the area and the castle.
http://www.lambertcastle.com/
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Field Trip Ideas
DEY MANSION - The Dey Mansion, a superb example of Georgian architecture, achieved national recognition as General George Washington’s
revolutionary war headquarters in the Preakness Valley and is considered to be the “Jewel of the Passaic County Park’s Department”.
http://passaiccountynj.org/facilities/facility/details/25
OLD BARRACKS MUSEUM –In 1758, during the French and Indian War, the Old Barracks was constructed by the colony of New Jersey to house
British soldiers and was used as such until the war's end in 1766. In December 1776, George Washington crossed the Delaware to escape the
British army during the American Revolution. On Christmas night 1776, American troops under General Washington re-crossed the river north
into New Jersey, winning a stunning victory over British and Hessian troops in Trenton. This success marked the turning point of the American
Revolution.
http://barracks.org/
WASHINGTON CROSSING STATE PARK - The Center's exhibit galleries explore the many facets of America's revolutionary conflict with an
emphasis on the military campaign known as "The Ten Crucial Days." The events of these ten days, December 25, 1776 through January 3, 1777,
include the Continental Army's crossing of the Delaware River and the Battles of Trenton and Princeton.
http://www.state.nj.us/dep/parksandforests/parks/washcros.html
LIBERTY SCIENCE CENTER - An interactive science museum and learning center located in Liberty State Park. The center, which first opened in
1993 as New Jersey's first major state science museum, has science exhibits, the largest IMAX Dome theater in the United States, numerous
educational resources, and the original Hoberman sphere.
http://lsc.org/plan-your-visit/
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Honors Project (Choose 1)
Project (Suggested)
Project (Suggested)
Project (Suggested)
Read the following two stories and determine Common
Themes: “A Rose for Emily” and “The Destructors”
1. Consider the symbolic similarities of the Grierson
house and “Old Misery’s” house.
2. Consider the similarities between Old Misery and
Emily and their roles in the community.
3. Consider the similarities between the gang and the
town.
4. Consider the motives for destruction in both stories.
Are there any similarities?
5. Compare the imagery in both stories.
6. Consider the tone and mood of both stories. How are
they developed?
In fiction, ambiguity refers to the way in which a writer
intentionally presents aspects of a story as confusing or
open to interpretation. Writers often create ambiguity
with words, phrases, and passages that have multiple
meanings, as in the following lines from “The Demon
Lover”:
N/A
A cat wove itself in and out of railings, but no human eye
watched Mrs. Drover’s return.
The phrase “no human eye” could mean that nobody
watched Mrs. Drover or something far more disturbing—
that no human watched her. As you read the story, create
a chart like the one shown to record and interpret
examples of ambiguity.
Examples of Ambiguity
the mysterious letter
(lines 32–51)
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Possible Interpretations
The caretaker, Mr. Drover,
or an unknown character
left the letter.