Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Unit/Chapter Title: Unit 3: American Writers
Unit Length: 10 weeks
Course/Grade: Women Writers/ English III & IV Course
Interdisciplinary Connection: Visual and Performing Arts,
Elective
History
Course Overview:
Participants in this course will be exposed to the changing gender roles of women throughout the world. Students will examine how
these roles have evolved over time and analyze the impact women have had on history and today’s society. Through this course of
study, students will read a variety of texts from all over the world and all time periods where women have endured misogyny and their
attempts, whether or not successful, to overcome it. They will examine the struggles that women still endure today in our own society.
Unit Overview:
This unit will focus on the literary works of famous women writers and authors including the study of representative works of the
Harlem Renaissance Movement. Throughout this unit, the students will gain a better understanding of how women’s literature has
evolved from the Victorian Era to Modern writing and the development of literary subcultures. The struggles including gender and
social oppressions that women faced became the subject of self-expression in their writing. In addition students will integrate
advanced reading and writing skills while incorporating their critical thinking skills in analyzing and examining various literary
selections.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Common Core State Standards for Language Arts
Focus Standards
Key Ideas/Details
Reading Literature/Reading Informational Text:
CCSS.ELA-Literacy.RL.11-12.1, CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence 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.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.11-12.7
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.)
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR
text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band
independently and proficiently
21st Century Life and Careers Standards
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by
participating in online discussions with peers from other countries.
9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a
challenging task or project.
9.1.12.C.3 Explain why some current and/or past world leaders have had a greater impact on people and society than others,
regardless of their countries of origin.
9.1.12.D.2 Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from
past or current international issues or events.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Interdisciplinary Connections:
Technology: 8.1.8.C.1; 8.1.12.A.4; 8.1.12.E.1; 8.1.12.F.1
Literacy Standards: 3.1.12.D.3; 3.1.12.G.2 ; 3.1.12.G.3; 3.1.12.G.4
Visual and Performing Arts 1.2.12.A.1
Essential Questions
Enduring Understandings
1. How do all elements of the text support and develop the
overall theme?
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The elements of a text must work together to support and
develop the overall theme.
2. How can an events interpretation and presentation be a
product of the culture of the author?
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An author uses his culture and background to present and
interpret events in his writing.
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The interaction of text and reader creates meaning through
comprehension and analysis.
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Writing records experiences, clarifies thoughts, structures
ideas, and enables communication for a variety of
purposes and audiences.
3. How does the interaction of text and reader create meaning?
4. What purpose does writing serve for the American tradition?
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Student Learning Objectives
(What students should know and be able to do?)
What students should know
What students should be able to do
Reading Standards
RL.11.1:
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly.
RI.11.2:
Determine two or more themes or central ideas of a text and
analyze their development over the course of the text.
RI.11.2:
Provide an objective summary of the text.
RI.11.4
Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings
 Respond to a variety of questions by citing strong textual
evidence using RSS/RSSE
 Take a position and cite strong textual evidence to support my
position.
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Identify a variety of themes in various informational texts
Analyze the developments of those themes.
Determine the central idea and themes
Restate the literal meaning of the text, including main ideas
and important details
 Extract conclusions from the text by noting what is stated
explicitly as well as reading between the lines.
 Resolve in what areas the text leaves things questionable or
unclear.
 Explain how literary elements contribute to meaning and
author’s intention
 Examine the political and social norms in the nineteenth and
twentieth centuries
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
 Use context clues to read poetry and literature with
comprehension
Writing Standards
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W.11-12.1:
Write argument texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the
When writing arguments, introduce precise, knowledgeable
claim(s) and establish the significance of the claim(s).
W.11.1a:
When writing arguments, introduce precise, knowledgeable
claim(s), and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
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W.11.1a.:
When writing arguments, develop claim(s) and counterclaims
fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both in a
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manner that anticipates the audience’s knowledge level, concerns, 
values, and possible biases.
W.11.1b:
When writing arguments, use words, phrases, and clauses as well
as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and
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Write an informative/explanatory that will score a 5 or better
on the NJ Holistic Scoring Rubric.
Recognize the elements of an argument
Brainstorm points to include in essay
Demonstrate the ability to write an argument essay
Develop a concise thesis statement
Create counter-arguments to strengthen argument
Employ proper grammar, punctuation, spelling and word
usage.
Provide valid and strong reasons to support claims
Support reasons with relevant and sufficient evidence and
sound reasoning from the text
Differentiate between types of reasons and evidence
Write alternate or opposing claims based on research
Brainstorm using a graphic organizer to ensure cohesion in
writing
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
reasons.
W.11.1c. SLO #15.
When writing arguments, use words, phrases, and clauses as well
as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between reasons and
evidence.
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Write a variety of questions using compositional risks.
Employ proper grammar, punctuation, spelling and word
usage.
W.11.1c:
When writing arguments, establish and maintain a formal style
and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
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Maintain formal writing by avoiding contractions and
common language in writing
Use transition words
Use varied sentence structure
Create a strong conclusion that leaves the reader thinking.
Write a thesis statement to prove your position.
Create note cards and outline
W.11.4:
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.11.5:
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience.
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W.11.6:
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Write a rough draft.
Write a peer edited final draft
Publish work
Utilize NOODLETOOLS or the like to draft your analytical
essay
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W.11.8:
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Locate and evaluate informational text digitally to determine
validity for task, purpose, and audience
Use evidence from informational text to support a thesis
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience.
W.11.9b:
Draw evidence from informational texts to support analysis,
reflection, and research; apply grade 11 Reading standards to
literary nonfiction
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Craft short and long pieces of text to develop and support
ideas
Evaluate sources used for validity and accuracy
SL.11.1a:
Come to discussions prepared having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well- reasoned exchange of ideas.
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Collaborate and prepare for Socratic Seminars
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SL.11.1b:
Work with peers to promote civil, democratic discussions and
decision making, set clear goals and deadlines, and establish
individual roles as needed by listening to each other, allowing
peers to speak and respond only when they are finished. Note take while others speak.
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Determine important points peers make and make notations
to discuss once they have finished.
Actively listen to ensure natural progression of conversation.
Ask questions that promote critical thinking.
Respond to questions in a thoughtful well-spoken manner.
W.11.10:
Write routinely over extended time frames (time for research,
reflection, and revision)
Speaking and Listening Standards
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
SL.11.1c:
Propel conversations by posing and responding to questions that
probe reasoning and evidence.
SL.11.1c:
When taking part in collaborative conversations, ensure a
hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions.
SL.11.1c:
Promote divergent and creative perspectives when speaking.
SL.11.1d:
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Respond to peers by citing evidence in text to either support
or argue their claims.
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Listen intently to others and ask for clarification as needed
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Speak in a clear manner that promotes creativity and reduces
confusion
Listen intently to others and ask for clarification as needed
Ask questions
Clarify issues

Consider audience and task when preparing to speak
Resolve contradictions when possible when speaking.
SL.11.6:
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Language Standards
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L.11-12.5:
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Acquire and use accurately general academic and domain specific words and phrases sufficient for reading, writing,
speaking and listening at the college and career readiness level.
L.11.6:
Demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
Instructional Strategies
Modifications/Extensions
(How will the students reach
the learning targets?)

(How will I differentiate?)
Know the meaning of and be able to use in context words
identified as SAT words.
Use vocabulary words in their essays
Learn the meaning and use content specific vocabulary words
Acquire knowledge of words and phrases that can be used
while speaking and writing.
Identify and demonstrate the knowledge of various literary
devices as outlined in informational and literary text.
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and materials
will students need?)
Reading
Scaffolds for Learning:
Formative Assessments:
Texts: See Appendix D
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Websites:
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Read Aloud and Think
Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Gallery Walk
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Use a main idea organizer
to identify the essential
and non-essential
information.
Guided reading
Use an inference chart
while reading a story or a
particular event and draw
conclusions about what
was read.
Teacher observation
Quizzes/tests
Journals
Group discussions
Checks for understanding
(exit tickets, choral &
individual responses, four
corners)
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Word wall
Vocabulary Map
Think, Pair, Share
Turn Around and Talk
Graphic Organizers (KWL
Chart, Venn Diagram, Two
column notes, character
map, etc.)
Technology infusion,
websites, on-line
newspapers, etc.
Chunking texts
Text features in various
print formats
Habits of a good reader
(making inferences,
visualizing, connecting,
questioning, synthesizing)
Jigsaw
Strategic Reading (knowing
when, why, and how to use
reading strategies)
Modeling (Explicit reading
strategy instruction)
Picture Walk
RSS-RSS-E (Restate,
Support from Text, Support
from Self – Restate, Support
from Text, Support from
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While listening to a read
aloud, use post- it notes to
write questions that comes
to mind that relates to
characters, plot, etc.
Pose questions
Read a short story, find
the big ideas or general
topics, jot down repeated
words or ideas, important
events or dialogue then
relate to the story and
discuss with a partner
your findings.
Use graphic organizer to
visualize the meanings
and relationships of
words.
Identify affixes used in a
short story.
Create a vocabulary map
to learn new words
Use context clues in
identifying the meanings
of vocabulary words.
Skim and scan an assigned
reading to identify text
features and structure.
Make predictions about
Performance Tasks: See
Appendix A
teacherdomain.org
www.essaypunch.com
Socratic Seminar: See
Appendix B
onlinedictionary.com
Analytical Writing: See
Appendix C
www.state.nj.us/education/modelc
urriculum/ela/
NJDOE Model Curriculum
Unit Assessment
www.mla.org/
Student Portfolios
www.poets.org
www.noodletools.com/
www.youtube.com
www.prezi.com
Ancillary Materials:
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Writer’s Notebook
Journals
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing Prompts
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Self – Extension)
Character Map
Dialectical Journal
Comprehension monitoring 
Cooperative learning or peer
tutoring
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Story structure
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Question Generation
Poetry overview- include
terminology
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the next scenes of a play
or a dram and explain
why.
Use plot diagram to the
follow the development of
conflict
Select leveled texts
Highlight targeted
passages and language
that convey a writer’s
perspective
Read a poem and a short
story and highlight
sensory details and
figurative language used.
Identify comparisons
made.
Literature circle
Respond to selected
excerpts from the text.
Record students’ practice
reading for playback and
self-correction.
Use seven habits of a
good reader while reading
independently.
Read different genres
(especially poetry) and
interact with the texts
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Exemplars
Student Portfolios
Feedback worksheets
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
using post it notes to write
questions, wonderings,
etc.
Extensions:
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Read a non-fiction text
and summarize it
including only the
important details.
Respond to an open-ended
question based on an
editorial or any
informational text read in
class.
Complete a dialectical
journal or Cornell notes
with questions that
encourage critical
thinking. Then write a
brief summary of their
questions at the end of
each dialectical journal or
Cornell notes.
Use a double entry journal
while reading. Write
important passages on the
left side of the journal and
your thoughts on the right
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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side of the journal
Students read notable
examples of poems that
use devices of sound,
literary techniques,
figurative language, and
discuss how these devices
contribute to the total
effect of the story.
Identify new words from
the book that you are
reading, and use context
clues to make a logical
guess about the word’s
meanings.
Identify signal words in an
article to figure out the
meaning of a new word or
concept.
Create a graphic organizer
to analyze textual
structure.
Students evaluate the
effectiveness of the text
features in different
sources.
Write a literary letter
about a story that you
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Writing:
have read analyzing the
character’s behavior and
its impact on the outcome
of the story.
 Write an author study
comparing and contrasting
the different elements of
texts written by the same
author.
 Critique the elements of
the writers’ style.
 Write a personal response
to literature using
evidence to support
interpretations.
 Read challenging texts
Scaffolds for Learning:
Formative Assessments:
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Sample writings
(
Exemplars)
Writing Mini-Lessons, Peer
Response Group
Guided Writing
Conferencing
Self-editing
Peer editing
Revising
Use of reference writer’s
checklist
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Complete a KWL chart or
any organizer to plan for
writing a narrative essay.
Think-Pair-Share
Provide sample published
reports and review
organization
Use dictionary and
thesaurus to aid in
rewriting.
Use word processing
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Logs, journals
Constructed responses
Timed essays
Teacher observation of
student writing
 Exit tickets
 Student Reflection
 Student Portfolios
Performance Tasks: See
Websites:
http://readwritethink.orghttp://read
writethink.org
http://schmoop.com
http://www2.maxwell.syr.edu/pleg
al/crit3/a3.html
http://www.readwritethink.org/reso
urces/resource-print.html?id=799
http://www.corestandards.org
http://www.state.nj.us/modelcurriculu
m/ela
www.state.nj.us
www.corestandards.org
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Review exemplar essays
Edit sample essay
Graphic organizers for
poetry lessons
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software to check for
spelling and grammar
Recognize different types
of language (formal,
conversational) and use
them appropriately in
writing
Address a specific
audience
Assist students in writing
an interesting opening and
satisfying conclusion
Write and publish a
descriptive essay about a
favorite place.
Extended time
Provide a list of transition
words
Assist in writing in logical
sequence
Correct sentences adding
a transitional word or
phrase.
Assist students with using
a dictionary to spell
correctly.
Provide a word bank.
Make a list of any ten
entry words using a
Appendix A
Socratic Seminar: See
Appendix B
Analytical Writing: See
Appendix C
NJDOE Model Curriculum
Unit Assessment
http://www.parcconline.org/parcctimeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
www.mla.org/
www.noodletools.com/
www.youtube.com
www.prezi.com
Student Portfolios
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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thesaurus,
locate
a
synonym for each and
write a sentence using it.
Revisiting prior work
Recognize different types
of
language
(formal,
conversational) and use
them appropriately in
writing.
Create a story board to
identify events
Write a narrative adding
“snapshots” and “ thought
shots” to support character
development
Assist students in adding
descriptive words to
enhance writing
Modify work load and
length of assignment
Identify figurative
language styles
Assist students in writing
an interesting opening and
satisfying conclusion
Assist with the proper use
of dialogue
Provide samples of proper
dialogue usage
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Correct sentences adding
a transitional word or
phrase.
Provide examples
paragraphs
Provide students with the
different writing forms
(e.g. editorial, book
review, first-aid book,
cookbook, friendly letter)
and identify two
appropriate audiences for
each and explain why they
made the choice.
Confer with teacher
identifying strengths and
weaknesses using a
feedback form.
Peer collaboration
Use computer software,
thesaurus, or dictionary to
replace common words
with synonyms and
antonyms to improve a
writing piece.
Use word processing
software to create, save,
revise, edit for spelling
and grammar.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Write a personal response
to literature and make a
personal connection to the
text.
Extensions:
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Integrate suggestions from
various sources to
improve writing (e.g.,
clarifying meaning,
adding details).
Develop a personal style
or voice in writing
Make choices of language
and details to address a
particular audience and
purpose
Use computer as primary
resource.
Use computer software,
thesaurus, or dictionary to
replace common words
with synonyms and
antonyms to improve a
writing piece.
Use dialogue and
figurative language in
writing
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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Write a character
description using concrete
details, sensory images,
and figurative language.
Write a narrative about an
event that involved a
change that you have
faced in your life using
sensory words,
descriptions, dialogue and
other literary devices such
as flashback.
Write a character
description using concrete
details, sensory images,
and figurative language.
Peer sharing and
critiquing of work
Create a play using
dialogue in peer groups
Locate an article about an
event of international
concern and rewrite the
article using as many
transitional words and
phrases as deemed
necessary to bridge ideas.
Edit any writing piece
completed for
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
conventions.
Write stories with multiparagraphs
 Self-evaluate
compositions using a
rubric to address logic,
clarity, evidence, and
mechanics
 Self-edit and revise
written work using
reference materials and
other internet or writing
software to improve
language and details to
address a particular
audience and purpose.
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Language:
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Explicit teaching of
vocabulary with
Marzano’s Six Steps
Explicit instruction of
the following
conventions:
Grammar
Punctuation
Scaffolds for Learning:
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Assist with understanding
parts of speech
Use practice sheets for
subject / verb agreement
Peer collaboration
Guided Writing with
teacher.
Assist with proper use of
commas in sentences
Formative Assessments:
Websites:
 Rubric for speaking
 Teacher observation of
student listening
 Rubrics for Socratic
Seminars
 Observation of
participation in
cooperative learning
http://readwritethink.orghttp://read
writethink.org
http://schmoop.com
http://www2.maxwell.syr.edu/pleg
al/crit3/a3.html
http://www.readwritethink.org/reso
urces/resource-print.html?id=799
http://www.corestandards.org
http://www.state.nj.us/modelcurriculu
m/ela
www.state.nj.us
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
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

Usage
Make sense of
unfamiliar conventions
in order to make
meaning from text
Word Wall
Word
Origins/Etymologies
Peer Review
Conferencing
Story Telling
News Reporting
Journal writing
Language through
pictures
Reading Corners
Teacher as
Informant/Peers as
Informants
Diagrams
Sample writings
Oral and written
examples
Word wall
Terms used in poetry
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Provide sample writing
with proper punctuation /
capitalization
Assist students with using
a dictionary to spell
correctly
Provide a word bank
Assist with the writing of
paragraphs
Provide examples
paragraphs
Guided Writing with
teacher.
Modeling
Make a list of any ten
entry words using a
thesaurus, locate a
synonym for each and
write a sentence using it.
Identify figurative
language styles
groups
 Conducting interviews
Performance Tasks: See
Appendix A
Socratic Seminar: See
Appendix B
Analytical Writing: See
Appendix C
www.corestandards.org
http://www.parcconline.org/parcctimeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
www.mla.org/
www.noodletools.com/
www.youtube.com
www.prezi.com
NJDOE Model Curriculum
Unit Assessment
Student Portfolios
Extensions:


Use computer software to
practice identifying parts
of speech
Create a newsletter or
other publication using
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study








desktop publishing
software with no
convention errors.
Edit any writing piece
completed for
conventions.
Use highlighters to
identify correct
punctuation /
capitalization in
exemplars
Create a list of words
adding prefixes and
suffixes to a root word
Edit any writing piece
completed for
conventions.
Write stories with multiparagraphs
Use computer software,
thesaurus, or dictionary to
replace common words
with synonyms and
antonyms to improve a
writing piece.
Use figurative language in
speech and writing
Identify figurative
language styles
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Speaking and Listening
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Oral Debate
Position Paper
Persuasive arguments
Read a variety of
opposing texts
PowerPoint
Presentations
Reader’s theatre
Active listening
Group discussion
Drawing inferences
Speeches and lectures
Radio/ television
programs
Scaffolds for Learning:
Formative Assessments:
Websites:

 Teacher observation of
student conversations
 Oral presentations
 Debates
 Teacher observation of
active listening
http://readwritethink.orghttp://read
writethink.org
http://schmoop.com
http://www2.maxwell.syr.edu/pleg
al/crit3/a3.html
http://www.readwritethink.org/reso
urces/resource-print.html?id=799


Create a power point
presentation about a topic
of interest. Include
graphics and sound to
project key points
After gathering data
through a survey, students
develop a proposal to
address a school or
community concern (e.g.
lunch menus, class
schedules, school
uniforms). The proposal
will include table or
results, interpretations,
proposed changes and list
all sources used.
Read a speech by a
famous person in history
and identify the speaker’s
position about an issue
and indicate its
effectiveness in
influencing others.
Performance Tasks: See
Appendix A
Socratic Seminar: See
Appendix B
Analytical Writing: See
Appendix C
NJDOE Model Curriculum
Unit Assessment
Student Portfolios
http://www.corestandards.org
http://www.state.nj.us/modelcurriculu
m/ela
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcctimeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
www.mla.org/
www.noodletools.com/
www.youtube.com
www.prezi.com
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Extensions:


Students read an essay or
newspaper article and
write questions,
connections, or
conclusions for discussion
within the group.
Students will assume
leadership role in Socratic
seminar where they
prepare more critical
thinking questions and
lead discussion.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Vocabulary Words/Literary Terms:
Content Vocabulary:
From Required and Supplemental texts
Academic Vocabulary:
Narrative, setting, plot, mood, characters, point of view(1st&3rd), conflict (internal/ external), motivation, theme, inferences, tone,
foreshadowing, flashback, compare/contrast, simile, metaphor, personification, hyperbole, alliteration, repetition, onomatopoeia,
imagery, euphemism, oxymoron, pacing, style, task, purpose, audience, credible, unreliable, citing, summarizing, paraphrasing,
fluency, pronunciation, conventions, punctuation
Conventions:
capitalization, spelling, parallel structure, phrases ((noun, verb, adjectival, adverbial, participial, prepositional, absolute), clauses
(independent, dependent; noun, relative, adverbial), MLA format, colon, semicolon
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
APPENDIX A:
Performance Task/s:
Task 1 Students will explore the Harlem Renaissance from the perspective of the female artists. Choose from the wide array of poets,
singers and artists to create a PREZI to share with the class. This presentation should represent a thoughtful look into the struggles
and successes of the time period and those artists you have chosen to display. Include the following elements to be successful:
a. Biographical information (upbringing, education, notoriety, legacy)
b. A sampling of their work with your interpretation (ie. Music, poem etc..)
c. Lasting legacy
Note that each PREZI should be:
a. @ 20 slides
b. between 8 and 10 minutes in presentation length
c. should be emailed to your teacher in advance with a list of resources (works cited)
* Need help making a PREZI? Go to www.prezi.com and be sure to visit www.youtube.com for an instructional demo! *
Grading: Refer to the links below:
 http://prezi.com/9wkutaolxkff/prezi-rubric/
 http://www.rubrics4teachers.com/presentation.php
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Task 2 Students will enter the annual essay contest sponsored by the Roselle Board of Education to celebrate Women’s History
Month.
Grading: Refer to the NJ Registered Holistic Scoring Rubric under Common Rubrics
Task 3 Students should contribute to, help plan and organize and participate in the annual Girls in Pearls celebration in honor of
Black History Month in March. This task requires the students in this class to write letters to people who would bring a life lesson to
the students of ACHS. Afterward, write an article to share with the school in the RAMPAGE.
Include the following elements to be successful:
Letter: Write a formal letter to a successful woman who you believe has a message to share with the young ladies of ACHS. Be
sure to explain the purpose of the day as well as the itinerary of activities for the day. Invite your chosen professional to spend
their day at ACHS.
RAMPAGE Article: Compose a journalistic article to be featured in the RAMPAGE. In it, be sure to highlight one component
of the Girls in Pearls event. Your class may want to brainstorm some ideas first so there aren’t any duplicates. Ideas to consider
include: key note speaker, careers discussed, interesting experiences, something that surprised you, your favorite part of the day,
notable quotes etc…
Grading:
Letter http://kern.org/kcclc/staff-resources/writing-rubrics/
RAMPAGE article http://www.collierschools.com/english/la/docs/Journalism%20Guide.pdf
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
APPENDIX B:
Socratic Seminar:
The goal of a Socratic Seminar is for all students to participate fully in a class discussion about a specified topic. Within the context of
the discussion, students will think critically for themselves, listening closely to the comments of others while articulating their own
thoughts. Through the process of listening and finding common ground, students work toward a shared understanding. . Students will
respond to the following questions, citing specific evidence from the text, and come to class prepared to participate in a Socratic
Seminar about the topic.
1.
2.
3.
4.
Can a person change his/ her destiny?
Can a movement change history?
After reading Hurston’s Their Eyes Were Watching God, how do you feel faith and conflict were dually handled?
The eighteenth century writer Samuel Johnson wrote, “Ignorance, when voluntary, is criminal.” Do you agree?
Grading: Refer to Socratic Seminar Rubric under Common Rubrics
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
APPENDIX C:
Analytical Writing:
American authors have often been criticized for making literature too realistic. In reading popular short stories like Alice Walker’s
"Everyday Use" and Eudory Welty’s "A Worn Path”, each author incorporate elements of fiction that mirror events often found in
nonfiction. In an analytical essay, discuss how these details of character, language, setting, and symbolism in these stories serve to
characterize the mother (Mrs. Johnson) and the grandmother (Phoenix Jackson), noting points of similarity and difference between the
two women. Be able to support your perspective with specific evidence from the texts.
Website:
http://www.cf.edu/departments/instruction/lsc/Writing_docs/Capstone/WRITING%20THE%20ANALYTICAL%20ESSAY.p
df
Steps to Writing an Analytical Essay: Refer to Common Resources or follow the link above.
Grading: Refer to the NJ Registered Holistic Scoring Rubric under Common Rubrics
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
APPENDIX D:
Texts and Other Resources
Title
Genre
Zora Neale Hurston’s Their Eyes Were Watching God
Novel- located in the bookroom
Informational text on Zora Neale Hurston/ timeline
http://zoranealehurston.com/about/
Ella Fitzgerald song lyrics
http://www.azlyrics.com/e/ellafitzgerald.html
Billie Holiday song lyrics
http://www.azlyrics.com/b/billieholiday.html
Women of the Harlem Renaissance – blog/
informational text
http://aawomeninhr.blogspot.com/
Harlem Renaissance biographies/ slideshowsinformational text
http://www.biography.com/people/groups/movement-harlem-renaissance
Alice Walker’s “Everyday use”
Short story and author background information- Red Prentice Hall text in
bookroom
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Roselle Public Schools
Abraham Clark High School
Women in Literature Curriculum Units of Study
Eudora Welty’s “A Worn Path”
Short story and author background information- Red Prentice Hall text in
bookroom
“The Help”
Film adaptation of novel (www.hulu.com or www.netflix.com)
“The Secret Life of Bees”
Film adaptation of novel (www.hulu.com or www.netflix.com)
Alice Walker’s “In the Closet of the Soul”
Poem
Maya Angelou’s “Caged Bird”
Poem
Biography of the author
http://www.biography.com/people/maya-angelou-9185388
“Becoming Billie Holiday”
YouTube (http://www.youtube.com/watch?v=c3qMvRwwPX0)
Literature and Art of the Harlem Renaissance
http://www.britannica.com/EBchecked/topic/255397/HarlemRenaissance/272830/Visual-art
32