Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Unit/Chapter Title: Unit 1: Making Choices
Unit Length: 7 Weeks
Course/Grade: English/ Grade 9
Interdisciplinary Connection: World History, Computer
Technology Unit Overview: Students will be introduced to a variety of classic and contemporary narratives. Whether at home, in school, or in
society, we all face conflicts, challenges, and issues. Although these conflicts, challenges, and issues develop for many different reasons,
they force us to make choices if we are to do the right thing. Doing the right thing is always a challenge. Is it better to do the right thing
and fail or do the wrong thing and succeed? By considering how others have dealt with similar conflicts, challenges, and issues, we can
learn how to do the right thing and face and address life and the world around us.Through the reading of the outlined short stories,
novels, informational texts, and poems, the students will gain a better understanding of their own hopes and dreams for the future and
what part decision-making plays in fulfilling them. Students will additionally improve their comprehension and vocabulary skills,
develop analytic skills using reading strategies, and hone their writing and listening skills as they complete activities for the novel.
Common Core State Standards for Language Arts
RL.9.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RL.9.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
1 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
W.9.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
A. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.9.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.9.5 - 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.
W.9.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.10 - 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.
SL.9.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by
2 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.
C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented.
SL.9.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
SL.9.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
SL.9.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.9.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
A. Use parallel structure.*
B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
3 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
L.9.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
A. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.9.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase.
B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).
21st Century Life and Careers Standards
9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1. B.2 Create and respond to a feedback loop when problem solving.
9.1. D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
4 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Interdisciplinary Connections: World History , Computer Technology
History: 6.2All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
Computer Technology: 8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop
publishing and/or graphics software.
Essential Questions
1. What turning points determine our individual pathways to
adulthood?
2. In a culture where we are bombarded with other people
trying to define us, how do we make decisions for
ourselves?
3. What is happiness and what is the degree of importance in
one’s life?
4. What are the purposes for writing?
Enduring Understandings
1. Life calls upon us to do the right thing when faced with a
conflict, challenge, or an issue.
2. Students will understand that peace and happiness cannot be
bought.
3. Even ethically and morally sound people can be
corrupted.
4. The choices we make have a significant impact on our lives.
5. Writing records experiences, clarifies thoughts, structures
ideas, and enables communication for a variety of
purposes and audiences.
5 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Student Learning Objectives
(What students should know and be able to do?)
Reading
Reading
Model Curriculum SLO’s
Students will be able to:
•
Recall information read in the text.
Distinguish between weak and strong evidence from the
text to support responses.
Make inferences based on textual information.
Draw conclusions based on the text to explain inferences
made.
Determine the theme or central idea based on reading.
Analyze how the theme or central idea develops
throughout the text.
Analyze the theme’s connection to the characters, setting
and plot.
Analyze the central idea as the text progresses.
RL.9.2 SLO #4
Provide an objective summary of the text.
•
•
Compose an objective summary of the text.
Distinguish between significant and insignificant details.
RL.9.4 SLO #5
Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings.
•
Use context clues to determine the meanings of unknown
words.
Determine what figurative phrases mean in relation to the
text.
Determine the connotative meaning of words and phrases
RL.9.1 SLO # 1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
RL.9.2 SLO # 3
Determine a theme or central idea of a text and analyze in detail
its development over the course of the text.
•
•
•
•
•
•
•
•
•
6 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
RL.9.4 SLO #6
Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of
time and place and informal tone).
Writing
in the text.
Infer the underlying purpose of the author’s word choice
and tone.
• Infer the impact of the author’s word choice and tone in a
text.
Writing
Model Curriculum SLO’s
Students will be able to
W.9.3 SLO #11
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured events.
•
•
•
•
•
•
•
•
W.9.4 SLO #17
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
•
•
Create a logically sequenced narrative story.
Formulate plentiful and appropriate descriptive details
(figurative language) to enhance the story.
Specify the narrator and point of view for the story.
Develop significant characters and motives of the story
with details.
Formulate correctly written dialogue to enhance the
story.
Apply narrative concepts to adequately pace the writing to
complete the essay task within the time frame provided.
Revise and further enhance the essay by including fully
developed experiences, events, and/or characters.
Integrate transition words or phrases to establish
sequence and to clarify the relationships among
experiences and events.
Develophigh-level vocabulary usage.
Differentiate between social and formal speech and
writing.
7 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
W.9.5 SLO #18
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.
W.9.6 SLO #19
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking
advantage of technology’s capacity to link to other
information and to display information flexibly and
dynamically.
W.9.10 SLO #21
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.
•
•
Publish in a style appropriate to the task or audience.
Utilize a rubric to determine how well the purpose and
audience have been addressed in the essay.
•
•
Refine writing with peer editing and teacher conferences.
Revise and edit writing.
•
•
Utilize the computer and internet to write.
Share writings and collaborate with others via the internet
and appropriate programs.
Speaking and Listening
Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative
prompts, etc.
Speaking and Listening
Model Curriculum SLO’s
Students will be able to
SL.9.1 SLO #22
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
•
•
•
•
Generate ideas and opinions in collaborative discussions.
Speak clearly and articulate ideas.
Be prepared to discuss the topic presented.
8 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
•
SL.9.2 SLO #25
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
SL.9.3 SLO #26
Evaluate a speaker’s point of view and reasoning.
•
•
•
•
•
Determine the purpose of the information presented.
Make judgments about the motives of a presentation.
Enhance presentations with multimedia and visuals.
Determine and evaluate the credibility of a source.
Distinguish between social, commercial, and political
motives.
•
Distinguish between sound and unsound arguments and
evidence.
Determine which information is pertinent to the main idea
or theme of the presentation.
Evaluate the speaker’s reasoning using a rubric
•
•
SL.9.6; SL.9.4 SLO #27
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate;
present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning.
Adhere to the rules and norms set for the discussion.
Participate in a discussion by taking responsibility for an
individualized role.
Build on and evaluate speakers’ ideas and comments.
Respond to speakers with relevant comments and
questions.
Change or justify own views when necessary.
•
•
•
•
Present claims and findings in a clear, logical manner.
Interact with the audience by using eye contact, volume,
and clear pronunciation when presenting information.
Incorporate formal English in a presentation.
Develop a logical outline for a presentation.
9 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
SL.9.4 SLO #28
Demonstrate effective organization, development, substance,
and styles are appropriate to purpose, audience, and task.
Language
Determine when formal English is appropriate to use in a
presentation.
• Distinguish between when to use social versus formal
speech.
Language
Model Curriculum SLO’s
Students will be able to
L.9.1 SLO #29
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
•
•
•
•
•
•
L.9.3 SLO #35
Apply knowledge of language to understand how language
functions in different contexts.
•
•
•
L.9.3 SLO #37
Apply knowledge of language to comprehend more fully when
reading or listening.
•
•
Integrate standard English in everyday speaking and
writing.
Utilize correct capitalization, punctuation, and spelling
when writing.
Spell words correctly in writing.
Use parallel structure in writing.
Refine writing with the use of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent; noun, relative,
adverbial)
Compare/ contrast the function of language in a variety
of texts.
Write and edit work so that it conforms to the guidelines
in a style manual.
Use figurative language in our speech.
Determine meaning of a word or phrase based on the
context of the text.
Interpret the meaning of figurative language by looking
at the relationship between particular words.
10 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
L.9.4 SLO #38
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 9 reading and
content, choosing flexibly from a range of strategies.
•
•
•
•
•
Define words by using affixes and roots as clues.
Use grade appropriate vocabulary in writing and oral
speech.
Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
Consult reference materials (dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word.
Verify the preliminary determination of the meaning of a
word or phrase by using a reference.
Instructional Strategies
Modifications/ Extensions
(How will the students reach the learning
targets?)
(How will I differentiate?) Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and
materials will students
need?)
Reading
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•
•
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•
Read Aloud and Think Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Scaffolds for Learning:
•
•
Use a main idea
organizer to identify
the essential and nonessential information.
Guided reading
Formative Assessments:
• Teacher observation
• Practice texts
• Group discussion
• Guided Reading
• Response to Literature
Text:
•
•
Prentice Hall
Literature Book: see
Appendix D
The Pearl
11 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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Small Group
Literature Circle
Gallery Walk
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
Use comics to compare and contrast story
elements
RSS-RSS-E (Restate, Support from Text,
Support from Self – Restate, Support from
Text, Support from Self – Extension)
•
•
•
•
•
•
•
Use an inference chart
while reading a story
or a particular event
and draw conclusions
about what was read.
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
• Dialectical Journal
• Short Constructed
Response
• Open-ended Response
• Graphic Organizers
• Everyday Writing
Tasks/ Journals
• Reading Quizzes
• Entrance/Exit Tickets
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
Performance Tasks:
Please see Appendix A
www.state.nj.us/education/mo
delcurriculum/ela/
Socratic Seminar: Please
see Appendix B
www.mla.org/
www.noodletools.com/
Summative Assessments:
Please see Appendix C/
NJDOE Model Curriculum
Unit 1 Assessment
Ancillary Materials:
•
•
•
Writer’s Notebook
Journals
Print and Online
graphic organizers
12 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
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•
Character Map
Dialectical Journal
Comprehension monitoring
Cooperative learning or peer tutoring
Story structure
Question Generation
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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 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 short story and
highlight sensory
details and figurative
language used.
Identify comparisons
made.
Literature circle
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•
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•
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•
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition
Handbook
Vocabulary Book
13 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
Respond to selected
excerpts from the text.
Record students’
practice reading for
playback and selfcorrection.
Use seven habits of a
good reader while
reading independently.
Read different genres
and interact with the
texts using post it
notes to write
questions, wonderings,
etc.
Extensions:
•
•
•
Read a non-fiction
text and summarize it
including only the
important details.
Respond to an openended question based
on an editorial or any
informational text
read in class.
Complete a
dialectical journal or
14 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
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 side of the
journal
Students read notable
examples of stories
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
15 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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•
•
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•
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
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.
16 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Critique the elements
of the writers’ style.
• Write a personal
response to literature
using evidence to
support
interpretations. • Read challenging texts Scaffolds for Learning:
•
Writing
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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
Review exemplar essays
Edit sample essay
Graphic organizers
•
•
•
•
•
•
Formative Assessments:
Complete a KWL
• Everyday writing tasks
chart or any organizer
• Sample writings
to plan for writing a
• Teacher observation
narrative essay.
• Teacher/ student
Think-Pair-Share
conference
Provide sample
• Peer editing
published reports and
• Revise/ edit
review organization
• Oral/ written debate
Use dictionary and
• Narrative Essay
thesaurus to aid in
• Entrance/Exit Tickets
rewriting.
Use word processing Performance Tasks:
software to check for Please see Appendix A
spelling and grammar
Recognize different
Socratic Seminar: Please
types of language
Text:
•
•
Prentice Hall
Literature Book: see
Appendix D
The Pearl
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
17 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
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•
(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
see Appendix B
teacherdomain.org
Summative Assessments:
www.essaypunch.com
Please see Appendix C/
onlinedictionary.com
NJDOE Model Curriculum
Unit 1 Assessment
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
Ancillary Materials:
•
•
•
•
•
•
•
•
•
•
•
Writer’s Notebook
Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition
18 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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
•
Handbook
Vocabulary Book
19 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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writing an interesting
opening and
satisfying conclusion
Assist with the proper
use of dialogue
Provide samples of
proper dialogue usage
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
20 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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.
• Work with a partner
in using word
processing software
to compose revise,
edit and publish
work.
• Write a personal
response to literature
and make a personal
connection to the
text.
Extensions:
•
Integrate suggestions
from various sources
to improve writing
21 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
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•
•
(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
Write a character
description using
concrete details,
sensory images, and
figurative language.
Write a narrative
22 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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•
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
23 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
piece completed for
conventions.
Write stories with
multi-paragraphs
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.
Scaffolds for Learning:
•
Language :
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•
Peer Review
Conferencing
Story Telling
News Reporting
Journal writing
Language through pictures
Reading Corners
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Assist with
understanding parts
of speech
Use practice sheets
for subject / verb
agreement
Peer collaboration
Formative Assessments:
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•
Everyday writing
tasks
Practice worksheets
using context clues
Sample/
supplementary texts
Teacher observation
Text:
•
•
Prentice Hall
Literature Book: see
Appendix D
The Pearl
Websites:
24 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
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Teacher as Informant/Peers as Informants
Diagrams
Sample writings
Oral and written examples
Word wall
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Guided Writing with
teacher.
Assist with proper
use of commas in
sentences
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
•
•
•
•
•
•
•
•
of reading strategies
Comprehension of
text via various
reading strategies
Vocabulary quizzes
Use of dictionary/
thesaurus
Teacher observation
Writing samples
Practice worksheets
Grammar quizzes
Oral speeches
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
Performance Tasks:
Please see Appendix A
www.state.nj.us/education/mo
delcurriculum/ela/
Socratic Seminar: Please
see Appendix B
www.mla.org/
Summative Assessments:
Ancillary Materials:
Please see Appendix C/
NJDOE Model Curriculum
Unit 1 Assessment
www.noodletools.com/
•
•
•
•
•
Writer’s Notebook
Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
25 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Extensions: •
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Use computer
software to practice
identifying parts of
speech
Create a newsletter or
other publication
using 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
multi-paragraphs
•
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•
•
•
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•
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition
Handbook
Vocabulary Book
26 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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•
•
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
Role playing 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
Scaffolds for Learning:
•
•
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
Formative Assessments:
Text:
• Teacher observation
• Prentice Hall
Literature Book: see
• Group discussion
Appendix D
• Oral presentation
• The Pearl
• Oral debate
• Active listening
Websites:
Performance Tasks:
Readwritethink.org
Please see Appendix A
Socratic Seminar: Please
see Appendix B
Teachervision.com
Summative Assessments:
Studyisland.com
Onlinereadingresources.com
27 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
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.
Extensions:
•
Students read an
essay or newspaper
article and write
questions,
connections, or
conclusions for
discussion within the
group.
Please see Appendix C/
teacherdomain.org
NJDOE Model Curriculum
Unit 1 Assessment
www.essaypunch.com
www.state.nj.us/education/mo
delcurriculum/ela/
onlinedictionary.com
www.mla.org/
www.noodletools.com/
Ancillary Materials:
•
•
•
•
•
•
•
•
•
•
•
Writer’s Notebook
Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition
28 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
Handbook
Vocabulary Book
Vocabulary Words/Literary Terms
Content Vocabulary:
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 29 Roselle Public Schools
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Appendix A: Performance Task/s
Reading Literature
Steinbeck’s short novel is filled with symbols. The obvious one is the pearl, but there are many more. Write a 1-2 page, typed and
double-spaced paper explaining the symbols you recognize in the story. Give examples from the story to explain the symbols and
reasons for your choices. (RL.9.1, RL.9.2, W.9.4, W.9.5, W.9.6, W.9.10, L. 9.1)
Narrative Writing
Think of a time when you were given great advice, but chose not to heed it. What was the situation? What was the final outcome?
(W.9.3, W.9.4, W.9.5, W.9.6, W.9.10, L. 9.1)
Narrative Writing, Cooperation Learning
Divide into groups and rewrite The Pearl for the modern times of the 21st century. Choose a setting, characters, plot, and theme to
fit the modern day scenario. The rewrite will use a different venue for sudden wealth with a very different ending than the original
novel. The group may use illustrations to enhance your rewrite. Group members will be assigned different tasks to complete this
rewrite—writing, editing, revising, drawing, publishing, etc. (W.9.3, W.9.4, W.9.5, W.9.6, W.9.10, L. 9.1)
Grading:
NJ Registered Holistic Scoring Rubric/ Open –Ended Question Rubric
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Appendix B: Socratic Seminar
Questions:
Can a person change his/her destiny?
Why does Steinbeck use the pearl as a symbol of destruction, rather than hope?
When you realize how badly you’ve mistreated someone, how do you go about making things right between you?
After reading Steinbeck’s Pearl, how do you feel cooperation should be balanced with individuality?
In The Pearl, how does Steinbeck use simile and metaphor to show Kino’s loss of humanity when he kills the trackers?
Grading:
(Please refer to Socratic Seminar Rubric found under Common Rubrics)
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Appendix C: Unit 1 Summative Assessment
Title: The Choices We Make
Subject: English
Grade Level: 9
______________________________________________________________________________________________________________________ Instructional Focus:
CCSS:
Reading: RIT9.1; RL9.1; RIT9.2; RL9.2; RL9.3; RIT9.4; RIT9.5; RIT9.6
Writing: W9.3; W9.4; W9.5; W9.6; W9.10
Speaking & Listening: SL9.1
Language: L9.1; L9.2
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
______________________________________________________________________________________________________________________ 32 Roselle Public Schools
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Student Learning: Students will be able to complete the following: •
•
•
•
•
•
Use reading strategies to comprehend the meaning of words and text.
Analyze and explain the author’s use of literary elements.
Compare/contrast literature from different eras or cultures dealing with similar themes or conflicts.
Determine the appropriate strategy to gather and organize information.
Evaluate information about a topic gathered from a variety of sources.
Combine new information with existing knowledge to form interpretations.
_____________________________________________________________________________________ Essential Question:
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Introduction: Some would say that the outcome of our lives is based on luck, while others believe that the choices we make guide us
to our future. Which do you believe? The traveler’s actions in “The Road Not Taken” can be interpreted many different ways
depending on the past, present and future attitude one has at the time of reading it. As the title indicates, the central theme of this poem
is choices. Most people agree that in the poem Robert Frost was expressing the belief that it is the road or path that one takes or
chooses that makes him the man he is today and will be tomorrow. Similarly, Kino from “The Pearl” makes a decision which he
believes to be morally correct and will enhance his life, but only leads him and those around him to a life of suffering. Deciding with
road to take is not an easy task, but eventually a choice must be made and one must live with the consequences.
Task: You consistently have classmates coming to you for advice. After reading about other’s stories and struggles, as well as selfhelp books, using your own experiences and observations to make important and rational decisions, you now deem yourself a self-help
guru. What life lessons would you share with your new clientele?
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English Curriculum Units of Study Grades 9-12
Part One: Making Literary Connections
1. Read Sean Covey’s, “The 7 Habits of Highly Effective Teens.”
2. Apply the “7 Habits” to either “The Necklace” or “The Pearl.” How would the main character’s life have changed had
he/she applied these habits? Write an analytic essay detailing which aspects were missing from the character’s life. Utilize
the NJ Holistic Scoring Rubric.
3. In contrast, which of the “7 Habits” were in effect within “The Road Not Taken” and “New Directions”? Within your
analytical essay, speculate how and why implementing these habits made the characters’ lives more effective. Utilize the
NJ Holistic Scoring Rubric.
Part Two: Students will create a “Self-Help Booklet” based on the following:
1. What top 7 qualities/ actions are most effective for making it through your teenage years into a happy adulthood?
2. Create a “Self-Help Booklet” that includes these life lessons as well as references to anecdotes from the literature we have
read.
3. Be sure to provide the following:
a. A descriptive visual of how each quality looks/ behaves
b. Benefits from adhering to each of your proposed qualities
4. Format should be:
a. Times New Roman
b. Size 12 Font
c. Book Format
d. MLA format for resources used
5. Include the following:
a. Book Title
b. Headings/Sub-Headings
c. Pictures
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English Curriculum Units of Study Grades 9-12
Materials:
Text:
“The Road Not Taken” “New Directions” The Pearl “The Necklace” “A Quilt of a Country” “You’re the Result of Yourself” Websites:
•
•
•
The 7 Habits of Highly Effective Teenagers
http://www.iusd.org/chs/Handbook%20Files/HB_Seven_Habits_of_Highly_Efffective_Teens8.pdf
5 Tips for Writing Self-Hel Books that Actually Help
http://www.wordsupcommunication.com/blog/5-tips-for-writing-self-help-books-that-build-actually-help/
How To Books
http://lessonstream.org/2011/03/17/how-to-books/
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Rubrics:
Unit One
Narrative: Making Choices
Summative Assessment Rubric
Points Awarded: __________________ •
•
•
•
30 20 10 5 All requirements • Most requirements • Some • Little to no are addressed. are addressed. requirements are requirements are addressed. Proper voice and • Proper voice and addressed. • Proper voice and tone used tone used • Almost no use of throughout the throughout most tone used in proper voice and entire piece. of the piece. throughout some tone used in of the piece. Creative style and • Creative style and throughout the • Creative style and originality originality demonstrated demonstrated originality piece. throughout the throughout most demonstrated • Little to no creative entire piece. of the piece. throughout some style and originality of the piece. All references to • Most references to demonstrated in the novel are the novel are • Some references to the piece. appropriate and appropriate and the novel are • Little to no accurate. accurate. appropriate and references to the accurate. novel are appropriate and accurate. 36 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Appendix D:
Texts
TITLE/ AUTHOR GENRE “A Quilt of a Country” / Anna Quindlen Speech “New Directions” / Maya Angelou
Short Story “The 7 Habits of Highly Effective Teenagers” / Sean Covey Information Text “The Necklace” / Guy de Maupassant
Short Story The Pearl / John Steinbeck Novel “The Road Not Taken” / Robert Frost Poem “You’re the Result of Yourself” / Pablo Neruda
Poem 37 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Unit/Chapter Title: Unit 2: Overcoming Challenges
Unit Length: 7 Weeks
Course/Grade: English/ 9
Interdisciplinary Connection: American History, Technology Unit Overview: The main purpose of this unit is to enable students to understand the structural elements of the novel, the effect of
setting, character development and to understand how literature reflects life. Throughout this unit students will also analyze the
structure and style of a novel, poetry, and informational text. The theme that will be discussed in the unit is “Overcoming Challenges,”
as each text will deal with a character’s obstacle and relating how the challenge was overcome. It is by means of the variety of
characters and texts, that the students will be able to find common ground and internalize the messages into their own lives. In
addition to the novel, particular attention will be placed on informational texts to align with the Unit 2 Model Curriculum.
Common Core State Standards for Language Arts
RI.9.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.9.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
RI.9.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
made, how they are introduced and developed, and the connections that are drawn between them.
RI.9.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9.6 - Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of
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English Curriculum Units of Study Grades 9-12
view or purpose.
W.9.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of the topic.
C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
D. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
E. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.9.5 - 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.
W.9.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.10 - 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.
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English Curriculum Units of Study Grades 9-12
SL.9.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes
or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
SL.9.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
SL.9.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
L.9.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
A. Use parallel structure.*
B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
writing or presentations.
L.9.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
A. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the discipline and writing type.
L.9.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
3 Roselle Public Schools
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clue to the meaning of a word or phrase.
B. Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyzes, analysis, analytical; advocate, advocacy).
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
21st Century Life and Career Skills
9.1.12. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12. B.2 Create and respond to a feedback loop when problem solving.
9.1.12. D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1.12. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
Interdisciplinary Connections :
•
•
•
•
History: 6.2 All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
Technology: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate knowledge.
8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the
environment.
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Essential Questions
Enduring Understandings
1. In what ways do the values of the individual clash with
those of the larger society?
2. What happens when the codes and laws of a society clash
with one another?
3. Can anyone rise above society’s expectations to achieve
the American Dream?
1. The causes for discrimination, racism and hatred are open
to discussion and debate, but are rooted in Human Nature
and the Human Condition.
2. The American Dream means different things to different
people but often includes the notion of having the
opportunity to work hard to achieve material success and
happiness.
Student Learning Objectives
READING—
(What students should know and be able to do?) READING
Model Curriculum SLO’s
Students will be able to : RI.9.1: SLO #1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
• Recall information read in the text.
• Distinguish between weak and strong evidence from the text to
support responses.
• Make inferences based on textual information.
• Draw conclusions based on the text to explain inferences
made.
RI.9.2: SLO #3
Determine a central idea of a 9th grade text and analyze its
development over the course of the text, including how it
emerges and is shaped and refined by specific details.
• Determine the theme or central idea based on reading.
• Analyze how the theme or central idea develops throughout the
text.
• Analyze the central idea as the text progresses.
• Compose an objective summary of the text.
RI.9.2: SLO #4
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English Curriculum Units of Study Grades 9-12
Provide an objective summary of the text.
RI.9.3: SLO #5, 7
Analyze how the author unfolds an analysis or series of ideas
or events, including the order in which the points are made
and how they are introduced and developed.
RI.9.4: SLO #9
Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Distinguish between significant and insignificant details.
Analyze the structure of a text.
Analyze the development of key points and details.
Determine the author’s point of view based on key details and
development.
• Determine and analyze the connections between a series of
ideas or events in a text.
•
•
•
•
• Use context clues to determine the meaning of specific words
in a text.
• Analyze how word choice affects understanding of a text.
• Infer the underlying purpose of the author’s word choice and
tone.
• Infer the impact of the author’s word choice and tone in a text.
WRITING
Analyze the point of view of the author.
Determine the rhetoric used in a text.
Analyze the rhetoric used in a text.
Dissect particular sentences, paragraphs, and section to
determine and explain the author’s ideas or claims.
WRITING
Model Curriculum SLO’s
Students will be able to :
W.9.2a-f: SLO #13-19
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
• Organize writing to incorporate complex ideas.
• Distinguish in writing connections and distinctions between
information presented.
• Incorporate visual aids select formatting, graphics, and
RI.9.6: SLO #12
Analyze how an author uses rhetoric to advance a point of view
or purpose.
•
•
•
•
6 Roselle Public Schools
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analysis of content.
W.9.5: SLO #20
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
multimedia.
• Include sufficient facts and concrete details in writing to
demonstrate knowledge of content.
• Clarify the relationships among complex ideas and concepts
in a writing task.
• Incorporate high level and topic specific vocabulary when
writing.
• Maintain an objective tone while writing.
• Compose a conclusion paragraph that connects and supports
all significant details and explanations made throughout the
writing task.
• Write an organized essay examining a particular topic.
• Write a concluding segment to the informative/ explanatory
essay.
• Differentiate between social and formal speech and writing.
• Write an essay in a formal style.
• Incorporate transition words or phrases into the
informative/explanatory essay.
• Determine what type of information is most relevant to
explaining the topic presented.
• Use key conventions such as comparisons/contrasts,
cause/effect, graphics, etc. to write the essay.
• Write body paragraphs that logically flow, one into the other.
• Refine writing with peer editing and teacher conferences.
• Revise and edit writing.
7 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
audience.
W.9.6: SLO #21
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking
advantage of technology’s capacity to link to other
information and to display information flexibly and
dynamically.
• Utilize the computer and internet to write.
• Share writings and collaborate with others via the internet and
appropriate programs.
W.9.10: SLO #23
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.
SPEAKING AND LISTENING
• Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative prompts,
etc.
SPEAKING AND LISTENING
Model Curriculum SLO’s
Students will be able to:
SL.9.1b-c: SLO #24, 27, 28, 29, 30
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
•
•
•
•
•
•
•
•
•
Generate ideas and opinions in collaborative discussions.
Speak clearly and articulate ideas.
Be prepared to discuss the topic presented.
Adhere to the rules and norms set for the discussion.
Participate in a discussion by taking responsibility for an
individualized role.
Build on and evaluate speakers’ ideas and comments.
Respond to speakers with relevant comments and questions.
Change or justify own views when necessary.
Work with peers to set rules for collegial discussions and
8 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
decision-making.
• Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas.
• Actively incorporate others and their ideas into a discussion.
• Clarify, verify, or challenge ideas and conclusions during
discussions.
• Evaluate the credibility and accuracy of each source when
having discussions.
SL.9.2: SLO #31, 32
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) when
speaking.
SL.9.4: SLO #34
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience,
and task.
• Enhance presentations utilizing multimedia and visuals.
• Distinguish between sound and unsound arguments and
evidence.
• Determine which information is pertinent to the main idea or
theme of the presentation.
• Evaluate the speaker’s reasoning.
• Present claims and findings in a clear, logical manner.
• Interact with the audience by using eye contact, volume, and
clear pronunciation when presenting information.
• Incorporate formal English in a presentation.
• Develop a logical outline for a presentation.
• Determine when formal English is appropriate to use in a
presentation.
• Distinguish between when to use social versus formal speech.
9 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
LANGUAGE
LANGUAGE
Model Curriculum SLO’s
Students will be able to :
L.9.1: SLO #36
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.9.3: SLO #42
Write and edit work so that it conforms to the guidelines in a
style manual (e.g., MLA Handbook, Turabian’s Manual for
Writers) appropriate for the discipline and writing type.
L.9.4a-d: SLO #44-46
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 9 reading and
content, choosing flexibly from a range of strategies.
• Integrate standard English in everyday speaking and writing.
• Utilize correct capitalization, punctuation, and spelling when
writing.
• Spell words correctly in writing.
• Refine writing with the use of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial)
• Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
• Dissect the MLA format using exemplars, print, and online
resources.
• Write and edit work so that it conforms to the guidelines in a
style manual.
• Engage in peer editing and student/teacher conferences.
• Compare/ contrast the function of language in a variety of
texts.
• Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
10 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
• Determine meaning of a word or phrase based on the context
of the text.
• Interpret the meaning of figurative language by looking at the
relationship between particular words.
• Define words by using affixes and roots as clues.
• Use grade appropriate vocabulary in writing and oral speech.
• Consult reference materials (dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word.
• Verify the preliminary determination of the meaning of a
word or phrase by using a reference.
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach the learning
targets?)
(How will I
differentiate?) (How will the
students
demonstrate
mastery?)
(What resources and
materials will students
need?)
Reading
•
•
•
•
•
•
•
Read Aloud and Think Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Scaffolds for Learning:
• Use a main idea
organizer to identify the
essential and nonessential information.
• Guided reading
• Use an inference chart
while reading a story or
Formative
Assessments:
• Teacher
observation
• Practice texts
• Group discussion
• Guided Reading
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Black Boy Websites:
11 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Gallery Walk
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
Use comics to compare and contrast story
elements
RSS-RSS-E (Restate, Support from Text,
Support from Self – Restate, Support from
Text, Support from Self – Extension)
Character Map
Dialectical Journal
•
•
•
•
•
•
•
a particular event and
draw conclusions about
what was read.
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
• Response to
Literature
• Dialectical
Journal
• Short Constructed
Response
• Open-ended
Response
• Graphic
Organizers
• Everyday Writing
Tasks/ Journals
• Reading Quizzes
• Entrance/Exit
Tickets
Performance
Tasks: Please see
Appendix A
Socratic Seminar:
Please see Appendix
B
Summative
Assessment:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/m
odelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/nav
/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
12 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
• Comprehension monitoring
• Cooperative learning or peer tutoring
• Story structure
• Question Generation of vocabulary words.
• Skim and scan an
assigned reading to
identify text features and
structure.
• Make predictions about
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 an informational
text and highlight key
details.
• Summarize paragraphs
while reading.
• Respond to selected
excerpts from the text.
• Record students’
practice reading for
playback and selfcorrection.
• Use seven habits of a
NJDOE Model
Curriculum
Assessment 1/
Please see Appendix
C
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
• Vocabulary Book
13 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
good reader while
reading independently.
• Read different genres
and interact with the
texts using post it notes
to write questions,
wonderings, etc.
Extensions:
• Read a non-fiction text
and summarize it
including only the
important details.
• Respond to an openended 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
14 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
journal while reading.
Write important
passages on the left side
of the journal and your
thoughts on the right
side of the journal
Students read notable
examples of stories that
use a variety of visual
aids, and discuss how
how these devices
contribute to the total
effect of the
information.
Identify new words from
the text 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
15 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
effectiveness of the text
features in different
sources.
• Critique the elements of
the writers’ style.
• Write a personal
response to
informational text using
evidence to support
interpretations. • Read challenging texts
Writing
•
•
•
•
•
•
•
•
•
•
•
Sample writings
Writing Mini-Lessons, Peer Response
Group
Guided Writing
Conferencing
Self editing
Peer editing
Revising
Use of reference writer’s checklist
Review exemplar essays
Edit sample essay
Graphic organizers
Scaffolds for Learning:
• Complete a KWL chart
or any organizer to plan
for writing an
informative essay.
• Think-Pair-Share
• Provide sample
published reports and
review organization
• Use dictionary and
thesaurus to aid in
rewriting.
• Use word processing
software to check for
spelling and grammar
• Recognize different
Formative
Assessments:
• Everyday writing
tasks
• Sample writings
• Teacher
observation
• Teacher/ student
conference
• Peer editing
• Revise/ edit
• Oral/ written
debate
• Narrative Essay
• Entrance/Exit
Tickets Text:
• Prentice Hall Literature
Book (see Appendix D)
• Black Boy Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
16 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
•
•
•
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
How-To essay about
something the student
does well.
Write a recipe for their
favorite dish.
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
• Student Portfolios www.essaypunch.com
Performance
Tasks: Please see
Appendix A
onlinedictionary.com
www.state.nj.us/education/m
odelcurriculum/ela/
Socratic Seminar:
Please see Appendix
B
www.mla.org/
Summative
Assessment:
http://www.newsreel.org/nav
/title.asp?tc=CN0075
Please see Appendix
C/NJDOE Model
Curriculum
Assessment 1
Student Portfolio
www.noodletools.com/
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
17 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
•
entry words using a
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 (for
directions).
Assist students in adding
descriptive words to
enhance writing
Modify work load and
length of assignment
Assist students in
writing an interesting
opening and satisfying
conclusion
Correct sentences
adding a transitional
word or phrase.
Provide examples
paragraphs
Provide students with
the different writing
• Grammar and
Composition Handbook
• Vocabulary Book 18 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
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.
Work with a partner in
using word processing
software to compose
revise, edit and publish
work.
Write a personal
19 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
response to literature
and make a personal
connection to the text.
Extensions:
• 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 and figurative
language in writing
• Write an explanatory
essay detailing
20 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
information learned in a
difference class (science,
social studies, etc.)
Peer sharing and
critiquing of work
Create a “How-To”
video is 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
conventions.
Write essays 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
21 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
other internet or writing
software to improve
language and details to
address a particular
audience and purpose.
Language :
•
•
•
•
•
•
•
•
•
•
•
•
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
Scaffolds for Learning:
• 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
• 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
Formative
Assessments:
•
•
•
•
•
•
Everyday
writing tasks
Practice
worksheets
using context
clues
Sample/
supplementary
texts
Teacher
observation of
reading
strategies
Comprehensio
n of text via
various
reading
strategies
Vocabulary
quizzes
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Black Boy Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/m
22 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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
Extensions: • Use computer software
to practice identifying
parts of speech
• Create a newsletter or
other publication using a
desktop publishing
software with no
convention errors.
• Edit any writing piece
completed for
conventions.
• Use highlighters to
identify correct
punctuation /
capitalization in
Use of
dictionary/
thesaurus
• Teacher
observation
• Writing
samples
• Practice
worksheets
• Grammar
quizzes
• Oral speeches
Performance
Tasks: Please see
Appendix A
•
Socratic Seminar:
Please see Appendix
B
Summative
Assessment:
Please see Appendix
C/NJDOE Model
Curriculum
Assessment 1
odelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/nav
/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
• Vocabulary Book 23 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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
Speaking and Listening
•
•
•
•
•
•
•
•
Oral Debate
Position Paper
Persuasive arguments
Read a variety of opposing texts
PowerPoint Presentations
Reader’s theatre
Active listening
Group discussion
Scaffolds for Learning:
• Create a power point
presentation about a
topic of interest. Include
graphics and sound to
project key points
• Read a speech by a
famous person in history
and identify the
Formative
Assessments:
• Teacher
observation
• Group discussion
• Oral presentation
• Oral debate
• Active listening
Performance
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Black Boy Websites:
Readwritethink.org
24 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
Drawing inferences
Speeches and lectures
Radio/ television programs
Role playing speaker’s position about
an issue and indicate its
effectiveness in
influencing others.
Extensions:
• Students read an essay or
newspaper article and
write questions,
connections, or
conclusions for
discussion within the
group. Tasks: Please see
Appendix A
Teachervision.com
Onlinereadingresources.com
Socratic Seminar:
Please see Appendix
B
Studyisland.com
Summative
Assessment:
www.essaypunch.com
Please see Appendix
C/ NJDOE Model
Curriculum
Assessment 1
teacherdomain.org
onlinedictionary.com
www.state.nj.us/education/m
odelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/nav
/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
25 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
• Vocabulary Book •
•
•
•
•
•
•
Vocabulary Words /Literary Terms
Content Vocabulary:
Required and Supplemental texts
Academic Vocabulary:
Informative, explanatory, point of view (1st & 3rd), theme, inferences, tone, compare/contrast, simile, metaphor, personification,
hyperbole, repetition, 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 26 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Appendix A:
Performance Task/s:
Reading Informational Text, Writing
Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses
rhetoric to advance his position. (RI.9.1, RI.9.2, RI.9.3, RI.9.6, W.9.2, W.9.5, W.9.6, W.9.10)
Reading Literature, Speak and Listening, Writing
Select a medium of presentation that will highlight your unique insights about some aspect of Richard Wright’s novel, Black Boy. The
different mediums include:
A. Visual presentation: Sculpture, painting, collage, video, etc.
B. Performance Presentation: Build something symbolic to house your articles, choreograph and perform a dance, write and perform
a skit that interprets your ideas or articles.
C. Linguistic presentation: Write imaginary follow-up interviews with the people in your articles; a long poem or series of shorter
ones to convey your ideas and illustrate your poetry; write a diary entry form the perspective of someone who suffers from
oppression today; conduct additional research with people who are the victims of oppression.
D. Musical Presentation: Compose and perform music which conveys your ideas; write new lyrics to existing songs and perform
them; compile a soundtrack of music which deals with the issues you have been researching (RI.9.1, RI.9.2, RI.9.3, RI.9.6,SL.9.4)
Reading Informational Text, Writing
In your reading and writing you have explored texts where writers and artists wrestled with having hope or being plagued with despair
in regards to the world, their lives, and the lives of others. Write an essay in which you analyze the following statement from Elie
Wiesel’s, “Hope, Despair, and Memory”:
“The Talmud tells us that by saving a single human being, man can save the world.”
1. Be sure to use specific examples from these texts to support each of the major points you want to make about doing this kind
of work.
2. Consider what people who hold a different point of view might say. How will you answer their concerns or questions?
3. In your conclusion, pose at least three questions this experience raises for you about the importance and the challenges of
creating – and reading – accounts that aim to make people have more hope or make them more hopeless. In other words, what
lessons or implications does this experience hold for me as a reader or viewer or listener?
(RI.9.1, RI.9.2, RI.9.3, RI.9.6, W.9.2, W.9.5, W.9.6, W.9.10)
27 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Appendix B:
Socratic Seminar
Questions:
1.
2.
Read the first two full paragraphs on page 37. Wright speaks about the lasting effects of the fact that “Negroes had never
been allowed to catch the full spirit of Western civilization” and wonders if having access to this full spirit was the means
for many positive human qualities to be “fostered, won, struggled and suffered for, preserved in ritual from one generation
to another” (37). What is your opinion regarding the question he poses? Have some African Americans been hindered
from developing certain positive qualities because of generations of institutionalized racism? If so, what negative
consequences has the black community suffered? If not, what is to blame for their struggles? What support do you find in
the characters in the book, such as Richard, his mother, Granny, etc. What support do you find in today’s society?
Reread the “rambling talk” between Wright and his gang friends that begins at the top of page 79. After each piece of
dialogue, Wright provides insight to the underlying emotion behind the words. Although the words may seem to have “no
specific aim or direction, the underlying meaning gives insight to how the “culture of one black household was thus
transmitted to another…and folk tradition was handed from group to group” (81). Although the rambling talks promoted a
feeling of fellowship and belonging, they also perpetuated fear, hate and violence in respect to white people within the
black community. As a result, Wright develops a deep dislike and distrust of white people although he has had little to no
interaction with them. Based on the text, why do you think the rambling talks are so successful in spreading this prejudice
even in the absence of personal evidence? What connection does this have to race relations today?
Grading:
(Please refer to Socratic Seminar Rubric found under Common Rubrics)
28 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Appendix C:
Summative Assessment
Unit 2 Summative Assessment
Title: Overcoming Challenges
Subject: English
Grade Level: 9
______________________________________________________________________________________________________________________ Instructional Focus: (Indicate standards)
Reading
RIT.9.1
RIT.9.2
RIT.9.3
Writing
W.9.2
W.9.5
W.9.6
Speaking/
Listening
SL.9.2
SL.9.4
Language
L.9.1
L.9.2
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
______________________________________________________________________________________________________________________ 29 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Student Learning: Students will be able to complete the following: •
•
•
•
•
Use reading strategies to comprehend the meaning of words and text.
Analyze and explain the author’s central ideas throughout the course of a text.
Determine the appropriate strategy to gather and organize information.
Evaluate information about a topic gathered from a variety of sources.
Combine new information with existing knowledge to form interpretations.
_____________________________________________________________________________________ Essential Question:
What characteristics are essential for overcoming obstacles?
Introduction: How do you react to obstacles — both large and small — that lie in the path toward a goal you want to reach? Do you
let them keep you from moving forward? Throughout this unit we have read stories of several real-life characters who have faced
challenging circumstances, yet were able to overcome them. What lessons can you learn from these individuals in regards to
internalizing such struggles to combat present and future trials?
Task: You are an anchor for Good Morning Literate America. The show is similar to a morning news show with the exception that it
is targeted to a demographic of well-educated, well-read viewers who especially appreciate references to famous books, short stories,
speeches, and poems.
Part One: Your producer has asked you to prepare a segment on a political or social event or individual.
1. Conduct research to determine the topic of your segment.
2. Ensure that your segment will reflect an individual or group of individuals who had/have a dream or goal that has been
challenged by social or political issues.
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Part Two: Comparing Literature
1. As part of your segment, you will need to make comparative references to at least two different texts we have read during this
unit.
2. You will then need to write your expository segment and then present it in person or a different form, such as a display, poster,
speech, Prezi, or video.
3. As you prepare your segment, be sure to:
a. Distinguish fact from opinion in order to give an objective and unbiased report.
b. Use verbal and nonverbal messages to enhance your presentation.
c. Use visual images to convey a viewpoint.
d. Analyze how word choice and language structure convey the viewpoint.
e. Reference at least two pieces of text studied in this unit.
Materials:
Text:
Black Boy
“Dream Deferred”
Dreams”
From Rosa Parks: “My Story”
“Hope, Despair, and Memory”
“I Have a Dream”
“The Wrong Orbit”
“Veteran Returns, Becomes Symbol”
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Websites:
•
•
Good Morning America
http://abcnews.go.com/watch/good-morning-america/SH5587637
How to Host a Talk Show
http://www.broadcastingschool.com/show-hosting-secrets/
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Appendix D: Reading List
TITLE
GENRE
Black Boy / Richard Wright
Novel
“Dream Deferred” / Langston Hughes
Poem
“Dreams”/ Langston Hughes
Poem
From Rosa Parks: “My Story”/ Rosa Parks
Non-fiction
“Hope, Despair, and Memory” / Elie Wiesel
Speech
“I Have a Dream” / Dr. Martin Luther King, Jr.
Speech
“The Wrong Orbit”
Informational Text
“Veteran Returns, Becomes Symbol”
Informational Text
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Unit/Chapter Title: Unit 3: Journey
Unit Length: 7 Weeks
Course/Grade: English/ 9
Interdisciplinary Connection: American History,
Technology Unit Overview: Students will be introduced to a number of characters who, throughout their journey, learn valuable lessons and
undergo significant hardships and experiences that shape their lives. Further, the readings are overflowing with themes and issues that
are universal for all human beings. Students will have the opportunity to investigate these issues and learn more about other human
beings and themselves that are not limited to specific eras or regions, but rather are issues that continue to be relevant to American
society. Finally, students will question and evaluate their own values, beliefs and morals, especially in relation to issues regarding
race, prejudice and discrimination. All of the themes and issues presented in this unit are rich opportunities for students to use critical
thinking skills to analyze these topics, and also for them to explore sophisticated language and literary techniques that work together
to create classic stories.
Common Core State Standards for Language Arts
Reading:
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,
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how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of
view or purpose.
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence
is relevant and sufficient; identify false statements and fallacious reasoning.
Writing:
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations
of both in a manner that anticipates the audience’s knowledge level and concerns.
C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
D. 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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E. Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. 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.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.10. 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.
Speaking and Listening:
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. 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.
B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.
C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
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presented.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
A. Use parallel structure.*
B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing
or presentations.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
L.9-10.6. 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; demonstrate independence in gathering vocabulary knowledge when
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considering a word or phrase important to comprehension or expression. 21st Century Life and Careers Standards
9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1. B.2 Create and respond to a feedback loop when problem solving.
9.1. D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Interdisciplinary Connections:
History: 6.2All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
Technology: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate knowledge.
8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the
environment.
Essential Questions
1. How can we learn to evaluate our own writing?
2. What is the difference between revision and editing?
3. How can citizens, particularly ourselves, break through
barriers of prejudice to promote tolerance?
4. Why is Harper Lee’s theme of social injustice still
relevant today and, in particular, in your community?
5. What makes a good work of historical fiction?
Enduring Understandings
1. Historical fiction can teach us about the negative
repercussions of personal and societal stereotypes and
biases.
2. Historical fiction helps define a particular time and place
in our history, and which enables us to experience it
more deeply and relate to it more closely.
3. Effective writing is a process requiring patience,
discipline, and evaluation, with each revision seeking to
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improve focus, organization, clarity, and detail.
Student Learning Objectives
(What students should know and be able to do?) READING—
READING—
Model Curriculum SLO’s
Students will be able to :
RI.9.1: SLO #1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
• Recall information read in the text.
• Distinguish between weak and strong evidence from the
text to support responses.
• Make inferences based on textual information.
• Draw conclusions based on the text to explain inferences
made.
RI.9.2: SLO #3
Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is
shaped and refined by specific details
• Determine the theme or central idea based on reading.
• Analyze how the theme or central idea develops throughout
the text.
• Analyze the central idea as the text progresses.
RI.9.2: SLO #4
Provide an objective summary of the text.
RI.9.3: SLO #7
Analyze how the author unfolds an analysis or series of ideas
or events, including the connections that are drawn between
• Compose an objective summary of the text.
• Distinguish between significant and insignificant details.
• Analyze the structure of a text.
• Analyze the development of key points and details.
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them.
• Determine the author’s point of view based on key details
and development.
• Determine and analyze the connections between a series of
ideas or events in a text.
RI.9.4: SLO #9
Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
• Use context clues to determine the meaning of specific
words in a text.
• Analyze how word choice affects understanding of a text.
• Infer the underlying purpose of the author’s word choice
and tone.
• Infer the impact of the author’s word choice and tone in a
text.
RI.9.5: SLO #10
Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
RI.9.6: SLO #11-12
Determine an author’s point of view or purpose in a text.
RI.9.8: SLO #13-14
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient.
• Dissect particular sentences, paragraphs, and section to
determine and explain the author’s ideas or claims.
• Analyze the order in which points are made.
• Analyze how the author introduces and develops an
analysis or series of events.
• Analyze the point of view of the author.
• Determine the rhetoric used in a text.
• Analyze how an author uses rhetoric to advance that point
of view or purpose.
• Identify false statements and fallacious reasoning, when
reading informational text(s).
• Evaluate author’s arguments and reasoning.
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WRITING—
Model Curriculum SLO’s
W.9.1: SLO #15-21
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.9.4: SLO #22
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
WRITING—
Students will be able to :
• Introduce precise claim(s) and distinguish the claim(s)
from alternate or opposing claims.
• Create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly.
• Supply evidence for each claim while pointing out the
strengths and limitations of both.
• Anticipate the audience’s knowledge level and concerns.
• Use words, phrases, and clauses to link the major sections
of the text and clarify the relationships between claim(s)
and reasons
• Use words, phrases, and clauses to link between reasons and
evidence.
• Use words, phrases, and clauses to link between claim(s)
and counterclaims.
• Establish and maintain a formal style and objective tone.
• Compose a concluding statement or section that follows
from and supports the argument presented.
• Differentiate between social and formal speech and
writing.
• Publish in a style appropriate to the task or audience.
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audience.
• Utilize a rubric to determine how well the purpose and
audience has been addressed in the essay.
W.9.5: SLO #23.
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.
W.9.6: SLO #24.
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products.
• Refine writing with peer editing and teacher conferences.
• Revise and edit writing.
W.9.10: SLO #26.
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.
• Utilize the computer and internet to write.
• Share writings and collaborate with others via the internet
and appropriate programs.
• Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative
prompts, etc.
Speaking and Listening
Speaking and Listening
Model Curriculum SLO’s
Students will be able to:
SL.9.1: SLO #27-30
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
•
•
•
•
•
Generate ideas and opinions in collaborative discussions.
Speak clearly and articulate ideas.
Be prepared to discuss the topic presented.
Adhere to the rules and norms set for the discussion.
Participate in a discussion by taking responsibility for an
individualized role.
• Build on and evaluate speakers’ ideas and comments.
• Respond to speakers with relevant comments and
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SL.9.4: SLO #33.
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning.
questions.
• Change or justify own views when necessary.
• Work with peers to set rules for collegial discussions and
decision-making.
• Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas.
• Actively incorporate others and their ideas into a
discussion.
• Clarify, verify, or challenge ideas and conclusions during
discussions.
• Evaluate the credibility and accuracy of each source when
having discussions.
• Distinguish between sound and unsound arguments and
evidence.
• Determine which information is pertinent to the main idea
or theme of the presentation.
• Evaluate the speaker’s reasoning.
• Present claims and findings in a clear, logical manner.
• Interact with the audience by using eye contact, volume,
and clear pronunciation when presenting information.
• Incorporate formal English in a presentation.
• Develop a logical outline for a presentation.
• Determine when formal English is appropriate to use in a
presentation.
• Distinguish between when to use social versus formal
speech.
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Language
Language
Model Curriculum SLO’s
L.9.1: SLO #35-39
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Students will be able to :
Integrate Standard English in everyday speaking and
writing.
Utilize correct capitalization, punctuation, and spelling
when writing.
Spell words correctly in writing.
Refine writing with the use of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent; noun, relative,
adverbial)
Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
Use a colon to introduce a list or quotation.
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
•
•
•
•
•
•
•
L.9.4a-d: SLO #44, 45
Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
• Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
• Determine meaning of a word or phrase based on the
context of the text.
• Define words by using affixes and roots as clues.
• Use grade appropriate vocabulary in writing and oral
speech.
• Consult reference materials (dictionaries, glossaries,
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thesauruses), both print and digital, to find the
pronunciation of a word.
• Verify the preliminary determination of the meaning of a
word or phrase by using a reference.
L.9.6: SLO # 48
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.
• Incorporate high level and topic specific vocabulary when
speaking and writing.
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach the learning
targets?)
(How will I
differentiate?) (How will the students
demonstrate
mastery?)
(What resources and
materials will students
need?)
Reading
•
•
•
•
•
•
•
•
Read Aloud and Think Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Gallery Walk
Scaffolds for Learning:
• Use a main idea
organizer to identify the
essential and nonessential information.
• Guided reading
• Use an inference chart
Formative
Assessments:
•
•
•
•
•
Teacher observation
Practice texts
Group discussion
Guided Reading
Response to
Literature
Text:
• Prentice Hall Literature
Book (see Appendix D)
• To Kill a Mockingbird Websites:
Readwritethink.org
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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
Use comics to compare and contrast story
elements
RSS-RSS-E (Restate, Support from Text,
Support from Self – Restate, Support from
Text, Support from Self – Extension)
Character Map
Dialectical Journal
Comprehension monitoring
while reading a story or
a particular event and
draw conclusions about
what was read.
• While listening to a read
aloud, use post- it notes
to write a question 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
• Dialectical Journal
• Short Constructed
Response
• Open-ended
Response
• Graphic Organizers
• Everyday Writing
Tasks/ Journals
• Reading Quizzes
• Entrance/Exit
Tickets
• Student Portfolios
Teachervision.com
Performance Tasks:
Please see Appendix A
http://www.parcconline.org/parcc
-timeline
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Please see Appendix
C/N.J.D.O.E Unit 3
Model Curriculum
Assessment/
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriamwebster.com/
www.state.nj.us/education/mo
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English Curriculum Units of Study Grades 9-12
•
•
•
Cooperative learning or peer tutoring
Story structure
Question Generation
Student Portfolios
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
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 an informational
text and highlight key
details.
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/nav/t
itle.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and Composition
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• Summarize paragraphs
while reading.
• Respond to selected
excerpts from the text.
• Record students’
practice reading for
playback and selfcorrection.
Handbook
• Vocabulary Book
• Use seven habits of a
good reader while
reading independently.
• Read different genres
and interact with the
texts using post-it notes
to write questions,
wonderings, etc.
Extensions:
• Read a non-fiction text
and summarize it
including only the
important details.
• Respond to an openended question based on
an editorial or any
informational text read
in class.
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English Curriculum Units of Study Grades 9-12
• 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
side of the journal
• Students read notable
examples of stories that
use a variety of visual
aids, and discuss how
these devices contribute
to the total effect of the
information.
• Identify new words from
the text that you are
reading, and use context
clues to make a logical
guess about the word’s
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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.
Writing
• Sample writings
• Writing Mini-Lessons, Peer Response
Group
• Guided Writing
• Students evaluate the
effectiveness of the text
features in different
sources.
• Critique the elements of
the writers’ style.
• Write a personal
response to
informational text using
evidence to support
interpretations. • Read challenging texts Scaffolds for Learning:
• Complete a KWL chart
or any organizer to plan
for writing an
Formative
Assessments:
•
•
Text:
• Prentice Hall Literature
Everyday
Book (see Appendix D)
writing tasks
• To Kill a Mockingbird Sample writings
17 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
Conferencing
Self-editing
Peer editing
Revising
Use of reference writer’s checklist
Review exemplar essays
Edit sample essay
Graphic organizers
informative essay.
• Think-Pair-Share
• Provide sample
published reports and
review organization
• Use dictionary and
thesaurus to aid in
rewriting.
• Use word processing
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
How-To essay about
something the student
•
•
•
•
•
•
•
•
•
Teacher
observation
Teacher/
student
conference
Peer editing
Revise/ edit
Oral/ written
debate
Narrative Essay
Entrance/Exit
Tickets
Student
Reflection
Student
Portfolios
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Please see Appendix
C/N.J.D.O.E Unit 3
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcc
-timeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriamwebster.com/
18 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
does well.
• Write a recipe for their
favorite dish.
• 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
thesaurus, locate a
synonym for each and
write a sentence using it.
• Revisiting prior work
• Recognize different
types of language
(formal, conversational)
Model Curriculum
Assessment/
Student Portfolios
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
www.newsreel.org/nav/title.as
p?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and Composition
Handbook
• Vocabulary Book
19 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
and use them
appropriately in writing.
• Create a story board to
identify events (for
directions).
• Assist students in
adding descriptive
words to enhance
writing
• Modify work load and
length of assignment
• Assist students in
writing an interesting
opening and satisfying
conclusion
• 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
20 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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.
• Work with a partner in
using word processing
software to compose
21 Roselle Public Schools
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revise, edit and publish
work.
• Write a personal
response to literature
and make a personal
connection to the text.
Extensions:
• 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
22 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
words with synonyms
and antonyms to
improve a writing piece.
Use and figurative
language in writing
Write an explanatory
essay detailing
information learned in a
difference class (science,
social studies, etc.)
Peer sharing and
critiquing of work
Create a “How-To”
video is 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
conventions.
Write essays with multiparagraphs
Self-evaluate
compositions using a
23 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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.
Language :
Scaffolds for Learning:
• 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
• Assist with
understanding parts of
speech
• Use practice sheets for
subject / verb agreement
• Peer collaboration
• Guided Writing with
teacher.
Formative
Assessments:
• Everyday writing
tasks
• Practice worksheets
using context clues
• Sample/
supplementary texts
• Teacher observation
of reading strategies
• Assist with proper use of • Comprehension of
text via various
commas in sentences
reading strategies
• Provide sample writing
with proper punctuation • Vocabulary quizzes
/ capitalization
• Use of dictionary/
Text:
• Prentice Hall Literature
Book (see Appendix D)
• To Kill a Mockingbird Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
24 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
• 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
Extensions: • Use computer software
to practice identifying
parts of speech
• Create a newsletter or
other publication using
desktop publishing
software with no
•
•
•
•
•
thesaurus
Teacher observation
Writing samples
Practice worksheets
Grammar quizzes
Oral speeches
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Please see Appendix
C/N.J.D.O.E Unit 3
Model Curriculum
Assessment/
Student Portfolios
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us
www.corestandards.org http://www.parcconline.org/parcc
-timeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriamwebster.com/
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
25 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
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
www.noodletools.com/
www.newsreel.org/nav/title.as
p?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and Composition
Handbook
• Vocabulary Book
26 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Speaking and Listening
Scaffolds for Learning:
• 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
• Role playing • Create a power point
presentation about a
topic of interest. Include
graphics and sound to
project key points
• 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.
Formative
Assessments:
• Teacher observation
• Group discussion
• Oral presentation
• Oral debate
• Active listening
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Text:
• Prentice Hall Literature
Book (see Appendix D)
• To Kill a Mockingbird Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
Extension:
Summative
Assessment:
Students read an essay or
newspaper article and write
questions, connections, or
conclusions for discussion
within the group. Please see Appendix
C/N.J.D.O.E Unit 3
Model Curriculum
Assessment/
www.essaypunch.com
Student Portfolios
www.corestandards.org
http://www.parcconline.org/parcc
-timeline
teacherdomain.org
onlinedictionary.com
www.state.nj.us
www.teachervision.com
27 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
www.theteachingchannel.org
www.readwritethink.org
http://www.merriamwebster.com/
www.state.nj.us/education/mo
delcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/nav/t
itle.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
28 Roselle Public Schools
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Exemplars
Student Portfolios
Feedback worksheets
Grammar and Composition
Handbook
• Vocabulary Book
•
•
•
•
29 Roselle Public Schools
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Appendix A:
Performance Task/s
1. Reading Information Text, Argumentative Writing
(Copy of the News Report found at the end of this document)
Read the News Report, “Special Report - In Myanmar, apartheid tactics against minority Muslims.” Explain how you think
Nelson Mandela would respond to these claims that apartheid is still at large in many areas in the world today. How would he
solve these problems if he could? (RI.9.1, RI.9.2, RI.9.3, RI.9.5, RI.9.6, W.9.1a-e, W.9.4)
2. Reading Literature, Informational Writing
Analyze the childhood world of Jem, Scout, and Dill and their relationship with Boo Radley in Part One of To Kill a
Mockingbird. Use textual evidence to answer the following questions: What do the children think of Boo? What does he think
of them? How do they interact? Why is the relationship so important to the children? (RI.9.1, RI.9.2, RI.9.3, RI.9.5, RI.9.6,
W.9.1a-e, W.9.4)
30 Roselle Public Schools
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Appendix B:
Socratic Seminar
Questions
1. Students will watch Dr. Seuss’s cartoon “The Sneetches.” “The Sneetches“ is the tale of how the Star-Belly Sneetches
discriminate against the Plain-Belly Sneetches, excluding them from games and weenie roasts, and how Sylvester McMonkey
McBean bilks the town out of all of its money by putting on and/or removing stars on the persons of Sneetches to the point that
no one can any longer tell who’s who. Students will do a quick write in reaction to the story. They may be reminded of the
holocaust, write about prejudice in general, or focus on who the Star-Bellies are at their school. How are the themes of social
injustice and prejudice prevalent throughout both “The Sneetches” and To Kill a Mockingbird?
2. The Scottsboro trials were very controversial in a similar fashion as the trial of Tom Robinson. After viewing the Scottsboro
Trials Video, determine if a crime was actually committed. In addition, describe Alabama's, including the jury's, reaction to the
boys and the trial. How is this trial similar to Tom Robinson's trial? How is it different?
3. Re-read Aunt Alexandra and Miss Maudie’s conversation on p. 236. What are they saying about the moral responsibility of the
citizens of Maycomb in the trial’s outcome?
4. To Kill a Mockingbird has been challenged repeatedly by the political left and right who have sought to remove it from
libraries for its portrayal of conflict between children and adults; ungrammatical speech; references to sex, the supernatural,
and witchcraft; and unfavorable presentation of blacks, religion, and the judicial system. Which elements of the book (if any)
do you think touch on controversial issues in our contemporary culture? Did you find any of those elements especially
troubling, persuasive, or insightful?
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
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Appendix C:
Summative Assessment
Unit 3
Title: Journey
Subject: English
Grade Level: 9
_____________________________________________________________________________________ Instructional Focus: (Indicate standards)
Reading
RI.9.1
RI.9.2
RI.9.6
Writing
W.9.1
W.9.4
W.9.6
Speaking/
Listening
SL.9.4
Language
L.9.1
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
____________________________________________________________________________________ 32 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Student Learning: Students will be able to: •
•
•
•
•
•
Use reading strategies to comprehend the meaning of words and text.
Analyze and explain the author’s central ideas throughout the course of a text.
Determine the appropriate strategy to gather and organize information.
Evaluate information about a topic gathered from a variety of sources.
Combine new information with existing knowledge to form interpretations.
Actively participate in a community service project that allows them to directly apply a theme from the text.
_____________________________________________________________________________________ Essential Question: Why is Harper Lee’s theme of social injustice still relevant today and, in particular, in your community?
Introduction: As a result of this unit, you will understand that literature is a way to examine the relationship between morality,
behavior and justice and those conflicts between them are universal. The definition and surface level psychology of mob mentality,
and the fact that often, the innocent are the victims of this phenomenon will also be addressed. Interpreting the theme of innocence and
societal corruption not only applies to your high school experience, but it also extends to your lives outside of high school. The issues
addressed in To Kill a Mockingbird remain relevant issues today. What would happen if we, as a society, were to address corruption in
American courts, race relations, the effects of labeling others, and hypocrisy?
Task1 : You are a private investigator. Your clients are Southern African Americans on their way to trial. Your clients are looking for
information to bring justice to an untried hate crime against their family. Your task is to dig up the key information on two of the
following four topics: Plessy vs. Ferguson (1896), The Jim Crow laws, Civil Rights Movement, and Brown vs. Board of Education.
Help bring your clients family justice in the court of law.
Part One:
1. Create the details and nature of the hate crime committed. This will be easier to do once you have facts about each of the
topics.
33 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
2. Gather facts about the topics.
3. Present your information in the form of an opening and closing statement for a court trial. Information and evidence should
prove that a crime was committed and that justice will be given to the family.
4. Incorporate information about the case, researched topics, and any additional and relevant facts that might be necessary. Power
Points, handouts, etc. may also be used to present the information and references.
Part Two:
1. Tom Robinson tries to escape because he believes that the justice system will never treat him fairly. Using the information that
you were able to gather for Part One, determine the following: Do statistics about how African- Americans were sentenced in
the 1930s support his belief? How do sentencing trends then compare with sentencing trends now?
2. Present your findings in a chart or spreadsheet. Information should be thorough.
3. Be sure to include references.
Task 2 : One of the lessons Atticus Finch tries to teach his children is that you will never completely understand what someone else is
going through until you have walked in their shoes. This is an important lesson for all, not just the characters in this novel. You may
pick what kind of community service that you do, though it must be one that allows you to experience even if from afar the life of
another.
1. Get the community service assignment approved by the teacher.
2. Complete the assignment (number of hours to be determined by teacher).
3. Write a reflection essay that includes thorough answers to the following questions:
• What is your role at the community site?
• What were your initial expectations? Have these expectations changed? How? Why?
• What about your community involvement has been an eye-opening experience?
• Describe a person you've encountered in the community who made a strong impression on you, positive or negative.
• Do you see benefits of doing community work? Why or why not?
• Has your view of the population with whom you have been working changed? How?
34 Roselle Public Schools
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• How has the environment and social conditions affected the people at your site?
• Has the experience affected your worldview? How?
• Why does the organization you are working for exist?
• Did anything about your community involvement surprise you? If so, what?
• How does your understanding of the community change as a result of your participation in this project?
• During your community work experience, have you dealt with being an "outsider" at your site? How does being an
"outsider" differ from being an "insider"?
• How are your values expressed through your community work?
4. Create a proposal (letter, advertisement, etc.) that raises awareness about the group or social issue with which you volunteered.
Materials:
Text:
To Kill a Mockingbird, Harper Lee
Websites
• Historical Context of the Scottsboro Trials
library.thinkquest.org/12111/Scottsboro/historic.htm
• The Trial of the Scottsboro boys
www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct .html
• The Rise and Fall of Jim Crow
http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html
• Brown v. Board of Education
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html
• Civil Rights Movement
http://www.history.com/topics/civil-rights-movement
35 Roselle Public Schools
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Rubrics: Service-Learning Reflection Rubric
Question / points
4
3
2
1
0
A. What did you
learn in your
course (and other
courses, if
applicable) that
relates to your
service or
community site?
What did you
learn during your
service or at your
community site
that relates to
your course?
Skillfully conveys
perspectives from the
course (and other
courses, if applicable)
and the community
partner site with
respect to an
audience.
Adequately conveys
perspectives from
the course (and other
courses, if
applicable) and the
community partner
site with some
respect to an
audience.
Conveys ideas and
facts from the course
(and other courses, if
applicable) and the
community partner
site that may be
related but doesn't
explicitly explain
their relationship.
Demonstrates
minimal attention to
an audience.
Conveys ideas and
Does not meet level
facts from the course one performance.
and community
partner site that don't
seem to be related.
Demonstrates little
attention to an
audience.
B. What
problem(s) did
you help solve,
enhancing our
community? How
did you
Skillfully explains the
problem(s), his/her
intervention, his/her
process learned from
the course and
community partner
site (decisions,
Adequately explains
the problem(s),
his/her intervention,
his/her process
learned from the
course and
community partner
Explains most of
these: the problem(s),
his/her intervention,
his/her process
learned from the
course and
community partner
Explains some of
Does not meet level
these: the problem(s), one performance.
his/her intervention,
his/her process
learned from the
course and
community partner
36 Roselle Public Schools
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accomplish this?
thinking, info
literacy, reasoning),
and the positive
effects of that
intervention.
site (decisions,
thinking, info
literacy, reasoning),
and the positive
effects of that
intervention.
site (decisions,
thinking, info
literacy, reasoning),
and the positive
effects of that
intervention.
site (decisions,
thinking, info
literacy, reasoning),
and the positive
effects of that
intervention.
C. How has your
experience
affected your
thinking about the
community, its
problems, and the
solutions to those
problems?
Skillfully explains
changes in thinking
about the community,
its problems, and the
solutions to those
problems as a result
of the servicelearning experience
(and other related
experiences).
Adequately explains
changes in thinking
about the
community, its
problems, and the
solutions to those
problems as a result
of the servicelearning experience
(and other related
experiences).
Explains changes in
thinking about most
of these: the
community, its
problems, and the
solutions to those
problems as a result
of the servicelearning experience
(and other related
experiences).
Explains changes in Does not meet level
thinking about some one performance.
of these: its problems,
and the solutions to
those problems as a
result of the servicelearning experience
(and other related
experiences).
D. What personal,
academic or
career goals did
you achieve?
How has your
Skillfully explains
what personal,
academic or career
goals were
accomplished, how
Adequately explains
what personal,
academic or career
goals were
accomplished, how
Explains most of
these: personal,
academic or career
goals that were
accomplished, how
Explains some of
these: personal,
academic or career
goals that were
accomplished, how
Does not meet level
one performance.
37 Roselle Public Schools
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experience
affected your
thinking about
personal,
academic or
career goals?
How will you
serve the
community in the
future?
the student was
changed, and what
future service the
student plans as a
result of the servicelearning experience.
the student was
changed, and what
future service the
student plans as a
result of the servicelearning experience.
the student was
changed, and what
future service the
student plans as a
result of the servicelearning experience.
the student was
changed, and what
future service the
student plans as a
result of the servicelearning experience.
38 Roselle Public Schools
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Appendix D: Texts
TITLE
GENRE
“Atlas Entries”
Informational Text
“Blues Ain’t No Mockingbird” / Toni Cade Bambara
Short Story
“Caged Bird” (excerpt) / Maya Angelou
Poem
“Glory and Hope” / Nelson Mandela
Speech
“Special Report - In Myanmar, apartheid tactics against minority
Muslims”
News Report
To Kill a Mockingbird / Harper Lee
Novel
“Uncle Marcos” / Isabel Allende
Short Story
39 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
News Report (CCSS, 2011)
(To be used with Appendix A, Performance Task #1)
Special Report - In Myanmar, apartheid tactics against minority Muslims
By Jason Szep
SITTWE, Myanmar | Wed May 15, 2013 1:16am BST
(Reuters) - A 16-year-old Muslim boy lay dying on a thin metal table. Bitten by a rabid dog a month ago, he convulsed and drooled as his parents
wedged a stick between his teeth to stop him from biting off his tongue.
Swift treatment might have saved Waadulae. But there are no doctors, painkillers or vaccines in this primitive hospital near Sittwe, capital of
Rakhine State in western Myanmar. It is a lonely medical outpost that serves about 85,300 displaced people, almost all of them Muslims who lost
their homes in fighting with Buddhist mobs last year.
"All we can give him is sedatives," said MaungMaungHla, a former health ministry official who, despite lacking a medical degree, treats about
150 patients a day. The two doctors who once worked there haven't been seen in a month. Medical supplies stopped when they left, said
MaungMaungHla, a Muslim.
These trash-strewn camps represent the dark side of Myanmar's celebrated transition to democracy: apartheid-like policies segregating minority
Muslims from the Buddhist majority. As communal violence spreads, nowhere are these practices more brutally enforced than around Sittwe.
In an echo of what happened in the Balkans after the fall of communist Yugoslavia, the loosening of authoritarian control in Myanmar is giving
40 Roselle Public Schools
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freer rein to ethnic hatred.
President TheinSein, a former general, said in a May 6 televised speech his government was committed to creating "a peaceful and harmonious
society in Rakhine State."
But the sand dunes and barren paddy fields outside Sittwe hold a different story. Here, emergency shelters set up for Rohingya Muslims last year
have become permanent, prison-like ghettos. Muslims are stopped from leaving at gunpoint. Aid workers are threatened. Camps seethe with anger
and disease.
In central Sittwe, ethnic Rakhine Buddhists and local officials exult in what they regard as a hard-won triumph: streets almost devoid of Muslims.
Before last year's violence, the city's Muslims numbered about 73,000, nearly half its population. Today, there are fewer than 5,000 left.
Myanmar's transformation from global pariah to budding democracy once seemed remarkably smooth. After nearly half a century of military
dictatorship, the quasi-civilian government that took power in March 2011 astonished the world by releasing dissidents, relaxing censorship and
re-engaging with the West.
Then came the worst sectarian violence for decades. Clashes between Rakhine Buddhists and stateless Rohingya Muslims in June and October
2012 killed at least 192 people and displaced 140,000. Most of the dead and homeless were Muslims.
"Rakhine State is going through a profound crisis" that "has the potential to undermine the entire reform process," said TomásOjea Quintana, U.N.
special rapporteur on human rights in Myanmar.
Life here, he said, resembles junta-era Myanmar, with rampant human-rights abuses and a pervasive security apparatus. "What is happening in
Rakhine State is following the pattern of what has happened in Myanmar during the military government," he said in an interview.
The crisis poses the biggest domestic challenge yet for the reformist leaders of one of Asia's most ethnically diverse countries. Muslims make up
about 5 percent of its 60 million people. Minorities, such as the Kachin and the Shan, are watching closely after enduring persecution under the
former junta.
As the first powerful storm of the monsoon season approached western Myanmar this week, the government and U.N. agencies began a chaotic
evacuation from the camps, urging thousands of Rohingya Muslims to move to safer areas on higher ground across Rakhine State.
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Some resisted, fearing they would lose all they had left: their tarpaulin tents and makeshift huts. More than 50 are believed to have drowned in a
botched evacuation by sea.
"THEY ALL TELL LIES"
Sittwe's last remaining Muslim-dominated quarter, Aung Mingalar, is locked down by police and soldiers who patrol all streets leading in and out.
Muslims can't leave without written permission from Buddhist local authorities, which Muslims say is almost impossible to secure.
Metal barricades, topped with razor wire, are opened only for Buddhist Rakhines. Despite a ban against foreign journalists, Reuters was able to
enter Aung Mingalar. Near-deserted streets were flanked by shuttered shops. Some Muslims peered from doors or windows.
On the other side of the barricades, Rakhine Buddhists revel in the segregation.
"I don't trust them. They are not honest," said Khin Mya, 63, who owns a general store on Sittwe's main street. "Muslims are hot-headed; they like
to fight, either with us or among themselves."
Ei Mon Kyaw, 19, who sells betel nut and chewing tobacco, said Muslims are "really dirty. It is better we live apart."
State spokesman Win Myaing, a Buddhist, explained why Aung Mingalar's besieged Muslims were forbidden from speaking to the media. "It's
because they all tell lies," he said. He also denied the government had engaged in ethnic cleansing, a charge leveled most recently by Human
Rights Watch in an April 22 reports.
"How can it be ethnic cleansing? They are not an ethnic group," he said from an office on Sittwe's main street, overlooking an empty mosque
guarded by soldiers and police.
His comments reflect a historic dispute over the origins of the country's estimated 800,000 Rohingya Muslims, who claim a centuries-old lineage
in Rakhine State.
The government says they are Muslim migrants from northern neighbor Bangladesh who arrived during British rule from 1824. After
independence in 1948, Myanmar's new rulers tried to limit citizenship to those whose roots in the country predated British rule. A 1982
Citizenship Act excluded Rohingya from the country's 135 recognized ethnic groups, denying them citizenship and rendering them stateless.
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Bangladesh also disowns them and has refused to grant them refugee status since 1992.
The United Nations calls them "virtually friendless" and among the world's most persecuted people.
BOAT PEOPLE EXODUS
The state government has shelved any plan to return the Rohingya Muslims to their villages on a technicality: for defying a state requirement that
they identify themselves as "Bengali," a term that suggests they are illegal immigrants from Bangladesh.
All these factors are accelerating an exodus of Rohingya boat people immigrating in rickety fishing vessels to other Southeast Asian countries.
From October to March, between the monsoons, about 25,000 Rohingya left Myanmar on boats, according to new data from Arakan Project, a
Rohingya advocacy group. That was double the previous year, turning a Rakhine problem into a region-wide one.
The cost of the one-way ticket is steep for an impoverished people - usually about 200,000 kyat, or $220 (144 pounds), often paid for by
remittances from family members who have already left.
Many who survive the perilous journeys wind up in majority-Muslim Malaysia. Some end up in U.N. camps, where they are denied permanent
asylum. Others find illegal work on construction sites or other subsistence jobs. Tens of thousands are held in camps in Thailand. Growing
numbers have been detained in Indonesia.
MOB VIOLENCE
Rakhine State, one of the poorest regions of Southeast Asia's poorest country, had high hopes for the reform era.
In Sittwe'sharbour, India is funding a $214 million port, river and road network that will carve a trade route into India's landlocked northeast. From
Kyaukphyu, a city 65 miles (104 km) southeast of Sittwe, gas and oil pipelines stretch to China's energy-hungry northwest. Both projects
capitalize on Myanmar's growing importance at Asia's crossroads.
That promise has been interrupted by communal tensions that flared into the open after the rape and murder of a Buddhist woman by Muslim men
in May last year. Six days later, in retribution, a Buddhist mob beat 10 Muslims to death. Violence then swept Maungdaw, one of the three
Rohingya-majority districts bordering Bangladesh, on June 8. Rohingya mobs destroyed homes and killed an unknown number of Rakhines.
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The clashes spread to Sittwe. More than 2,500 homes and buildings went up in flames, as Rohingya and Rakhine mobs rampaged. When the
smoke cleared, both suffered losses, though the official death toll for Rohingya - 57 - was nearly double that for Buddhist Rakhines. Entire Muslim
districts were razed.
October saw more violence. This time, Buddhist mobs attacked Muslim villages across the state over five days, led in some cases by Rakhine
nationalists tied to a powerful political party, incited by Buddhist monks and abetted at times by local security forces..
U.S. President Barack Obama, on a groundbreaking visit in November, urged reconciliation. "The Rohingya ... hold within them the same dignity
as you do, and I do," he said. The week he visited, TheinSein vowed to forge ethnic unity in a letter to the United Nations.
But the violence kept spreading. Anti-Muslim unrest, whipped up by Buddhist monks, killed at least 44 people in the central city of Meikhtila in
March. In April and May, Buddhist mobs destroyed mosques and hundreds of Muslim homes just a few hours' drive from Yangon, the country's
largest city.
TheinSein responded by sending troops to volatile areas and setting up an independent commission into the Rakhine violence. Its
recommendations, released April 27, urged meetings of Muslim and Buddhist leaders to foster tolerance, Muslims to be moved to safer ground
ahead of the storm season, and the continued segregation of the two communities "until the overt emotions subside."
It sent a strong message, calling the Rohingya "Bengalis," a term that suggests they belong in Bangladesh, and backing the 1982 citizenship law
that rendered stateless even those Rohingya who had lived in Myanmar for generations.
The Rohingya's rapid population growth had fuelled the clashes with Buddhists, it said, recommending voluntary family-planning education
programs for them. It suggested doubling the number of soldiers and police in the region.
Rohingya responded angrily. "We completely reject this report," said Fukan Ahmed, 54, a Rohingya elder who lost his home in Sittwe.
Local government officials, however, were already moving to impose policies in line with the report.
THE HATED LIST
On the morning of April 26, a group of state officials entered the TheakKaePyin refugee camp. With them were three policemen and several
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Border Administration Force officers, known as the Nasaka, a word derived from the initials of its Burmese name. Unique to the region, the
Nasaka consists of officers from the police, military, customs and immigration. They control every aspect of Rohingya life, and are much feared.
Documented human-rights abuses blamed on the Nasaka include rape, forced labor and extortion. Rohingya cannot travel or marry without the
Nasaka's permission, which is never secured without paying bribes, activists allege.
State spokesman Win Myaing said the Nasaka's mission was to compile a list identifying where people had lived before the violence, a
precondition for resettlement. They wanted to know who was from Sittwe and who was from more remote townships such as Pauktaw and
Kyaukphyu, areas that saw a near-total expulsion of Muslims in October.
Many fled for what Win Myaing said were unregistered camps outside Sittwe, often in flood-prone areas. "We would like to move them back to
where they came from in the next two months," said Win Myaing. The list was the first step towards doing that.
The list, however, also required Muslims to identify themselves as Bengali. For Fukan Ahmed and other Rohingya leaders, it sent a chilling
message: If they want to be resettled, they must deny their identity.
Agitated crowds gathered as the officials tried to compile the list, witnesses said. Women and children chanted "Rohingya! Rohingya!" As the
police officers were leaving, one tumbled to the ground, struck by a stone to his head, according to Win Myaing. Rohingya witnesses said the
officer tripped. Seven Rohingya were arrested and charged with causing grievous hurt to a public servant, criminal intimidation and rioting.
Compiling the list is on hold, said Win Myaing. So, too, is resettlement.
"If they trust us, then (resettlement) can happen immediately. If you won't even accept us making a list, then how can we try and do other things?"
he asked. The crisis could be defused if Rohingya accepted the 1982 Citizenship Law, he said.
But doing so would effectively confirm their statelessness. Official discrimination and lack of documentation meant many Rohingya have no hope
of fulfilling the requirements.
Boshi Raman, 40, said he and other Rohingya would never sign a document calling themselves Bengali. "We would rather die," he said.
Win Myaing blamed the Rohingya for their misfortune. "If you look back at the events that occurred, it wasn't because the Rakhines were extreme.
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The problems were all started by them," the Muslims, he said.
SCORCHED EARTH
In TheakKaePyin camp, a sea of tarpaulin tents and fragile huts built of straw from the last rice harvest, there is an air of growing permanence.
More than 11,000 live in this camp alone, according to U.N. data. Naked children bathe in a murky-brown pond and play on sewage-lined
pathways.
A year ago, before the unrest, HaledaSomisian lived in Narzi, a Sittwe district of more than 10,000 people. Today, it is rubble and scorched earth.
Somisian, 20, wants to return and rebuild. Her husband, she says, has started to beat her. In Narzi, he worked. Now he is jobless, restless and
despondent.
"I want to leave this place," she said.
Some of those confined to the camps are Kaman Muslims, who are recognized as one of Myanmar's 135 official ethnic groups; they usually hold
citizenship and can be hard to tell apart from Rakhine Buddhists. They fled after October's violence when their homes were destroyed by Rakhine
mobs in remote townships such as Kyaukphyu. They, too, are prevented from leaving.
Beyond Sittwe, another 50,000 people, mostly Rohingya, live in similar camps in other parts of the state destroyed in last year's sectarian violence.
Across the state, the U.N relief agency has provided about 4,000 tents and built about 300 bamboo homes, each of which can hold eight families.
Another 500 bamboo homes are planned by year-end. None are designed to be permanent, said agency spokeswoman Vivian Tan. Tents can last
six months to a year; bamboo homes about two years.
The agency wants to provide the temporary shelter that is badly needed. "But we don't want in any way to create permanent shelters and to
condone any kind of segregation," Tan said.
Aid group Doctors Without Borders has accused hardline nationalists of threatening its staff, impairing its ability to deliver care. Mobile clinics
have appeared in some camps, but a U.N. report describes most as "insufficient."
Waadulae, suffering from rabies, was treated at Dar Paing hospital, whose lone worker, MaungMaungHla, was overwhelmed. "We have run out of
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antibiotics," he said. "There is no malaria medicine. There's no medicine for tuberculosis or diabetes. No vaccines. There's no equipment to check
peoples' condition. There are no drips for people suffering from acute diarrhoea."
State spokesman Win Myaing said Rakhine doctors feared entering the camps. "It's reached a stage where they say they'd quit their jobs before
they would go to these places," he said.
The treatment of the Rohingya contrasts with that of some 4,080 displaced ethnic Rakhine Buddhists in central Sittwe. They can leave their camps
freely, work in the city, and move in with relatives in nearby villages and rebuild, helped by an outpouring of aid from Burmese business leaders.
HsetHlaing, 33, who survives on handouts from aid agencies at ThaeChaung camp, recalls how he earned 10,000 kyat a day from a general-goods
stall in Sittwe before his business and home went up in flames last June. Like other Muslims, he refuses to accept the term Bengali.
"I don't want to go to another country. I was born here," he says, sipping tea in a bamboo shack. "But if the government won't accept us, we will
leave. We'll go by boat. We'll go to a country that can accept us."
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Unit/Chapter Title: Unit 4: Drama/ Social Conflict
Unit Length: 7 Weeks
Course/Grade: English/ 9
Interdisciplinary Connection: History, Art, Music, Technology Unit Overview:
Why is Romeo and Juliet still the most commonly taught text in ninth grade classrooms around the country? Despite its archaic
language, we find that the play’s conflicts, characters and themes still resonate with fifteen-year-old students. This unit will use
William Shakespeare’s, Romeo and Juliet, and Ernesto Quinonez’s, Bodega Dreams, to help students analyze family relationships,
fate, and social conflict in the character’s lives as well as their own. We will be closely examining the role of fate vs. deliberate action
and decisions that the characters’ make. By the end of the unit, students should have a sense of the power they have over their own
lives and the lives of others by the decisions they make and the actions they take.
Common Core State Standards for Language Arts
Reading
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
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RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
Writing
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
A. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
W.9-10.5. 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.9-10.10. 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.
Speaking and Listening
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. 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.
B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
B. Use a colon to introduce a list or quotation.
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C. Spell correctly.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
L.9-10.6. 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; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. 21st Century Life and Careers Standards
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9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1. B.2 Create and respond to a feedback loop when problem solving.
9.1. D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
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Interdisciplinary Connections :
History: 6.2 - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions
of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
Technology: 8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaboratively and to create and communicate knowledge.
8.2 Technology Education, Engineering, and Design - All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the
environment. Visual and Performing Arts:
1.1 The Creative Process - All students will demonstrate an understanding of the elements and principles that govern the creation of
works of art in dance, music, theatre, and visual art.
1.2 History of the Arts and Culture - All students will understand the role, development, and influence of the arts throughout history
and across cultures.
1.4 Aesthetic Responses & Critique Methodologies - All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in dance, music, theatre, and visual art.
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Essential Questions
Enduring Understandings
1. Why is Shakespeare considered one of the greatest writers
in the English language?
2. Does love always prevail?
3. How does the author develop the reader’s interest in a plot
through foreshadowing and suspense?
1. Romeo and Juliet contains many universal themes that
make it a very relevant play, even hundreds of years later.
2. If any, what are the boundaries of love and sacrifice, and
where does one draw the line between them?
Student Learning Objectives
(What students should know and be able to do?) Reading
Reading
Model Curriculum SLO’s
Students will be able to:
RL.9.1: SLO # 1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
RL.9.2: SLO # 4.
Provide an objective summary of the text.
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Recall information read in the text.
Distinguish between weak and strong evidence from the
text to support responses.
Make inferences based on textual information.
Draw conclusions based on the text to explain inferences
made.
Compose an objective summary of the text.
Distinguish between significant and insignificant details.
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RL.9.3: SLO # 5.
Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme.
RL.9.4: SLO # 7.
Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of
time and place and informal tone).
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RL.9.5: SLO # 8.
Analyze how an author’s choices concerning how to structure
a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
•
RL.9.6: SLO # 9.
Analyze a particular point of view reflected in a work of
literature from outside the United States, drawing on a wide
reading of world literature.
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Analyze how characters develop over the course of the
text.
Determine which characters are static/dynamic.
Determine and analyze a character’s motivation.
Explain how a character’s actions advance the plot or
develop the theme.
Use context clues to determine the meanings of unknown
words.
Determine what figurative phrases mean in relation to the
text.
Determine the connotative meaning of words and phrases
in the text.
Infer the underlying purpose of the author’s word choice
and tone.
Infer the impact of the author’s word choice and tone in a
text.
Analyze the author’s choices in regards to structuring the
text.
Determine how manipulation of time can create mystery,
tension, and surprise in a text.
Read works from outside the United States.
Compare and contrast the points of view in the text and
how they differ from the United States.
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Writing
Writing
Model Curriculum SLO’s
W.9.3: SLO # 14-19.
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured events.
Students will be able to:
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W.9.5: SLO # 21.
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
•
Create a logically sequenced narrative story.
Formulate plentiful and appropriate descriptive details
(figurative language) to enhance the story.
Specify the narrator and point of view for the story.
Develop significant characters and motives of the story
with details.
Formulate correctly written dialogue to enhance the
story.
Apply narrative concepts to adequately pace the writing to
complete the essay task within the time frame provided.
Revise and further enhance the essay by including fully
developed experiences, events, and/or characters.
Integrate transition words or phrases to establish
sequence and to clarify the relationships among
experiences and events.
Develop high-level vocabulary usage.
Use precise words and phrases, telling details, and sensory
language to convey vivid pictures.
Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course
of the narrative.
Refine writing with peer editing and teacher conferences.
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audience.
•
W.9.10: SLO # 28.
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.
• Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative
prompts, etc.
Revise and edit writing.
Speaking and Listening
Speaking and Listening
Model Curriculum SLO’s
Students will be able to:
SL.9.1: SLO # 29-33.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
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Generate ideas and opinions in collaborative discussions.
Speak clearly and articulate ideas.
Be prepared to discuss the topic presented.
Adhere to the rules and norms set for the discussion.
Participate in a discussion by taking responsibility for an
individualized role.
Build on and evaluate speakers’ ideas and comments.
Respond to speakers with relevant comments and
questions.
Change or justify own views when necessary.
Work with peers to set rules for collegial discussions and
decision-making.
Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas.
Actively incorporate others and their ideas into a
discussion.
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• Clarify, verify, or challenge ideas and conclusions during
discussions.
• Evaluate the credibility and accuracy of each source when
having discussions.
• Distinguish between sound and unsound arguments and
evidence.
Language
• Determine which information is pertinent to the main idea
or theme of the presentation.
• Evaluate the speaker’s reasoning.
• Present claims and findings in a clear, logical manner.
• Interact with the audience by using eye contact, volume,
and clear pronunciation when presenting information.
• Incorporate formal English in a presentation.
• Develop a logical outline for a presentation.
• Determine when formal English is appropriate to use in a
presentation.
• Distinguish between when to use social versus formal
speech.
Language
Model Curriculum SLO’s
Students will be able to:
SL.9.4: SLO # 37.
Demonstrate effective organization, development, substance,
and style appropriate to purpose, audience, and task.
L.9.2: SLO # 43-46.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing; use a
semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
• Use a colon to introduce a list or quotation.
• Spell correctly when writing narrative texts.
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English Curriculum Units of Study Grades 9-12
L.9.4: SLO # 51-54.
Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.9.6: SLO # 59.
Demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
• Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
• Determine meaning of a word or phrase based on the
context of the text.
• Define words by using affixes and roots as clues.
• Use grade appropriate vocabulary in writing and oral
speech.
• Consult reference materials (dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word.
• Verify the preliminary determination of the meaning of a
word or phrase by using a reference.
• Incorporate high level and topic specific vocabulary when
speaking and writing.
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Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach the learning
targets?)
(How will I
differentiate?)
(How will the students
demonstrate
mastery?)
(What resources and
materials will students
need?)
Reading
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Read Aloud and Think Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Gallery Walk
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
Scaffolds for Learning:
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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.
While listening to a
read aloud, use postit notes to write
questions that comes
to mind that relates
to characters, plot,
etc.
Pose questions
Formative
Assessments:
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Teacher observation
Practice texts
Group discussion
Guided Reading
Response to
Literature
Dialectical Journal
Short Constructed
Response
Open-ended
Response
Graphic Organizers
Everyday Writing
Tasks/ Journals
Reading Quizzes
Entrance/Exit
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Romeo and Juliet
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
12 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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inferences, visualizing, connecting,
questioning, synthesizing)
Jigsaw
Strategic Reading (knowing when, why,
and how to use reading strategies)
Modeling (Explicit reading strategy
instruction)
Picture Walk
Use comics to compare and contrast story
elements
RSS-RSS-E (Restate, Support from Text,
Support from Self – Restate, Support from
Text, Support from Self – Extension)
Character Map
Dialectical Journal
Comprehension monitoring
Cooperative learning or peer tutoring
Story structure
Question Generation
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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
Tickets
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 3
Please see Appendix C
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/na
v/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
• Vocabulary Book
13 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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and structure.
Make predictions
about 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 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 selfcorrection.
14 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
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Use seven habits of a
good reader while
reading
independently.
Read different
genres and interact
with the texts 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
15 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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 side of the
journal
Students read
notable examples of
stories that use
devices of sound,
literary techniques,
figurative language,
and discuss how
how these devices
contribute to the
total effect of the
story.
Identify new words
from the book that
you are reading,
16 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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 have read
analyzing the
character’s
behavior and its
impact on the
outcome of the
story.
Write an author
17 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Writing
• Sample writings
• Writing Mini-Lessons, Peer Response
Group
• Guided Writing
• Conferencing
• Self editing
• Peer editing
• Revising
• Use of reference writer’s checklist
• Review exemplar essays
• Edit sample essay
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:
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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
Formative
Assessments:
• Everyday writing
tasks
• Sample writings
• Teacher observation
• Teacher/ student
conference
• Peer editing
• Revise/ edit
• Oral/ written debate
• Narrative Essay
• Entrance/Exit
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Romeo and Juliet
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
18 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
• Graphic organizers
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rewriting.
Use word
processing 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
Tickets
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 3
Please see Appendix C
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/na
v/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
19 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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 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 “ thoughtshots”
to support character
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
• Vocabulary Book
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•
20 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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
Correct sentences
adding a
transitional word or
phrase.
Provide examples
paragraphs
Provide students
with the different
21 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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,
22 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
revise, edit for
spelling and
grammar.
• Work with a partner
in using word
processing software
to compose revise,
edit and publish
work.
• 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
23 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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
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,
24 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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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
conventions.
Write stories with
multi-paragraphs
25 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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.
Scaffolds for Learning:
•
Language :
• 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
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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
Formative
Assessments:
• Everyday writing
tasks
• Practice worksheets
using context clues
• Sample/
supplementary texts
• Teacher observation
of reading strategies
• Comprehension of
text via various
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Romeo and Juliet
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
26 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
• Word wall
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sentences
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
Extensions:
reading strategies
• Vocabulary quizzes
• Use of dictionary/
thesaurus
• Teacher observation
• Writing samples
• Practice worksheets
• Grammar quizzes
• Oral speeches
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 3
Please see Appendix C
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/na
v/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
27 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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Use computer
software to practice
identifying parts of
speech
Create a newsletter
or other publication
using a 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
multi-paragraphs
Use computer
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
• Vocabulary Book
•
•
•
•
•
28 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Speaking and Listening
• 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
• Role playing
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
Scaffolds for Learning:
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•
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,
Formative
Assessments:
•
•
•
•
•
Teacher observation
Group discussion
Oral presentation
Oral debate
Active listening
Text:
• Prentice Hall Literature
Book (see Appendix D)
• Romeo and Juliet
Websites:
Readwritethink.org
Performance Tasks:
Please see Appendix A
Teachervision.com
Socratic Seminar:
Please see Appendix B
Studyisland.com
Onlinereadingresources.com
29 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
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.
Extensions:
•
Students read an
essay or newspaper
article and write
questions,
connections, or
conclusions for
discussion within
the group.
Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 3
Please see Appendix C
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
http://www.newsreel.org/na
v/title.asp?tc=CN0075
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
30 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
• Vocabulary Book
Vocabulary Words /Literary Terms
Content Vocabulary:
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
31 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix A:
Performance Task /s
1. Comparing Literature and Film
Take a scene from the Zefferelli and the Baz Luhrman film versions of this play and compare/contrast. What is the main emphasis
of each version and how effective is it? For example, perhaps one version exaggerates the violence of Romeo and Juliet's world
more than the other version. Or perhaps a particular character's role is augmented or diminished in one version. How do these
choices change your reaction to/understanding of the play? Here are some things you should consider: which lines are cut and why
the director would make that choice; any reordering in the sequence of events/lines; casting; choreography (how characters move
around the stage in relation to one another); pacing; set; props; sound; costuming; lighting. (RL.9.1, RL.9.2, RL.9.3, RL.9.5, W.9.5,
W.9.10, SL.9.4, L.9.2, L.9.6)
2. Reading Literature, Narrative Writing
Imagine you are Romeo. You know that you have been banished to Mantua, but are hiding in Friar Laurence’s cell. Write a letter to
Juliet, explaining the events that have happened and how you feel about your future. Things to think about:
• How did you come to kill Tybalt? You will want to explain that to Juliet.
• How did you manage to run to the Friar’s cell without anyone seeing you?
• How do you feel, now that you know you have to go to Mantua, never to return to Verona?
• Are you worried about what Juliet is thinking about you? After all, you have murdered her cousin.
• Will you tell her how much you love her?
• Will you try to make any plans for the future?
• Don’t forget – you and Juliet are now married.
(RL.9.1, RL.9.2, RL.9.3, W.9.3, W.9.5, W.9.10, L.9.2, L.9.6)
32 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
3. Reading Literature, Narrative Writing, Performance
Your goal is to focus on a major theme and a major motif and rewrite the play to be performed in five-minutes. Each script should
have clear examples of a developing theme and motif. You will be asked to defend your use of theme and motif, so it is important
that you have specific lines to reference in the script. First, your group will need to decide on a theme and motif to focus on. Next,
you will write the script but remember to include: a focus on the theme/motif and how you will convey that to the audience, key plot
events, and character development. You can manipulate (change) the language, for example make it set in modern times, and you
can manipulate the time period as well, to be extra creative. Finally, your group will perform your 5-minute script. (RL.9.1,
RL.9.2, RL.9.3, RL.9.5, W.9.3, W.9.5, W.9.10, SL.9.1, SL.9.4, L.9.2, L.9.6)
33 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Script/Performance Rubric
Rough Draft _______/5 pts
Final Draft
-­‐ Presentation (neat/professional) _______/10 pts
-­‐ Appropriate format (script) _________/10 pts
-­‐
Content:
-­‐ Character development _______/ 10 pts
-­‐ Effective choice of events ________/ 10 pts
-­‐ Development of image/theme ________/ 10 pts
-­‐ Cohesiveness of text ________/ 10 pts
Presentation:
-­‐ Appeared prepared/rehearsed _______/ 10 pts
-­‐ Taken seriously _______/10 pts
-­‐
Kept within 5-minute time period ________/5pts
Analysis: ________/10 pts
Total:_________/100
34 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix B:
Socratic Seminar
Questions
1. After killing Tybalt, Romeo declares, “I am Fortune's Fool!” Critic John Wilders claims, “Shakespeare seems to have thought
of Romeo and Juliet as a tragedy of fate, brought about by supernatural forces which the lovers are too weak to resist” (New
Prefaces to Shakespeare, 94). Who or what do you think is to blame for Romeo and Juliet’s death?
2. Consider some of the modern themes that exist within the play: suicide, teenage sexuality, or parent/child relationships, and
gender roles. How have attitudes changed since Shakespeare’s time? How does our society differ today in terms of these
themes?
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
35 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix C:
Summative Assessment
Unit 4
Title: Drama/ Social Conflict
Subject: English
Grade Level: 9
______________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading
RL.9.1
Writing
W.9.5
Speaking/
Listening
SL.9.4
Language
L.9.2
RL.9.2
RL.9.3
RL.9.5
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. C. 5, 9.1. D.1, 9.1. F.2, 9.4.A.11
36 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
______________________________________________________________________________
Student Learning: Students will be able to complete the following:
•
•
•
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors.
Use digital tools to access, evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
Create a multimedia presentation including sound and images.
___________________________________________________________________________
Essential Question: How can themes be universal and transcend time and place?
Introduction: Directors and actors of the late twentieth century have strove to popularize many of William Shakespeare’s works.
From Kenneth Branagh and Baz Luhrmann to Mel Gibson, students have become used to seeing adaptations of Shakespeare on the
stage and big screen. Teachers around the world have taken to using these films in their classrooms as aids in teaching Shakespeare,
but there have been some who question whether or not the film adaptations stay true to the major themes presented in the texts. Your
challenge involves dealing with people who are true Shakespeare fanatics and know his work very well.
Task:
You have been designated the planning committee for the local Star Crossed Lovers Film Festival, sponsored by the Shakespeare
Society of America. The festival director – your boss – has decided to show:
1) Romeo and Juliet (1968)
2) Romeo + Juliet (1996)
3) West Side Story (1961)
4) Gnomeo and Juliet (2011)
37 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Your task is to create a presentation that compares one of the films to the play, providing textual evidence to support your analysis and
evaluation of the film. You must convince the Board of Directors of the Shakespeare Society for America that the movie stays true to
the themes of Shakespeare's Romeo and Juliet and so it deserves to be shown at the film festival. Since you are dealing with people
who really love Shakespeare and know his work very well, you must work hard to convince them and make sure to keep your boss
happy!
Since you alone are planning this event, you must take on the following roles:
Committee Head: Introduce and conclude the presentation in a meaningful way
Film Critic: Give a synopsis of the film – introduce characters, setting, and plot
Graphic Designer: Figure out the best way to arrange the presentation so it is visually appealing.
Part One:
1. Choose which of the films you are recommending for the festival:
1) Romeo and Juliet (1968)
2) Romeo + Juliet (1996)
3) West Side Story (1961)
4) Gnomeo and Juliet (2011)
2. View the film and take notes to aid you in your comparison and analysis.
Part Two:
3. Analyze the extent to which the film you chose stays faithful to or departs from Shakespeare’s Romeo and Juliet. Evaluate the
choices made by the director or actors/characters in the film. Compare and contrast specific examples from the movie and the
text. Explain whether those specific examples work and the effect they have on understanding the production in relation to the
text.
4. Analyze how the film draws on themes, patterns of events, or character types from Shakespeare’s Romeo and Juliet. Describe
how the material is rendered new. Compare and contrast specific examples from the movie and the text. Explain how the
director of the film made the material his/her own and how that affects the overall message of the story, if at all.
5. You must provide textual evidence to support your analysis and evaluation of the film in a way that proves it stays true to the
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theme of the festival and the play.
Part Three:
6. Create a multimedia presentation in order to compare the film to the play. The presentation should have images and sounds. It
should feature film clips, as well as the accompanying excerpts from the text.
Materials:
•
•
Text:
Romeo and Juliet
Videos
1) Romeo and Juliet (1968)
2) Romeo + Juliet (1996)
3) West Side Story (1961)
4) Gnomeo and Juliet (2011)
Rubrics: (Presentation Rubric, NJ Holistic Scoring Rubric)
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Appendix D:
Texts
TITLE
GENRE
“Address to Students at Moscow State University”
Speech
Bodega Dreams / Ernesto Quinonez
Novel
“The Cask of Amontillado” / Edgar Allen Poe
Short Story
“Shakespeare in Today’s World”
Informational Text
The Tragedy of Romeo and Juliet / William Shakespeare
Play
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Unit/Chapter Title: Unit 5: Heroism
Unit Length: 7 Weeks
Course/Grade: English 9
Interdisciplinary Connection: History, Technology Unit Overview: In this unit students will read Homer’s The Odyssey, with special attention to the hero’s journey, and learn about the
characteristics of an epic hero. They will become familiar with classic Greek and Roman mythology and consider the role of the gods
in the hero’s adventures. Building on themes in the previous units, they may discuss the role of fate. Through pairings of these works
with informational texts, students will learn about the ancient city of Troy and the story of the Trojan War for historical context. They
will also encounter informational texts that describe the experience of soldiers going to or returning from war in contemporary times;
they may compare and contrast these accounts with the experiences of Odysseus. Alfred, Lord Tennyson’s “The Lotos-Eaters” is
included in the unit so that students may explore how authors draw on the works of other authors to examine related themes.
Additionally, the unit will allow students to recognize and appreciate the effective use of literary devices in nonfiction. Students are
exposed to nonfiction and speeches and look for common techniques, such as the emphasis on a particularly significant event or time
period in the author’s life. Students will also consider the ways in which nonfiction and speeches may exhibit the same reflective
qualities, whereby the authors or orators engage readers or listeners to think carefully about literature, events, or ideas in a new way. Common Core State Standards for Language Arts
Reading
RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
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shaped and refined by specific details
RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RI.9.4 Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Writing
W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.9.5 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.
W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
W.9.10 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.
W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation.
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Speaking and Listening
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.
L.9-10.6. 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; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. 21st Century Life and Careers Standards
•
•
•
•
9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1. B.2 Create and respond to a feedback loop when problem solving.
9.1. D.1 Interpret spoken and written communication within the appropriate cultural context.
9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
Interdisciplinary Connections :
History: 6.2 All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of
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people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
Technology: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate knowledge.
Essential Questions
•
•
•
Enduring Understandings
How does literature express the values of society?
Are epic heroes brave, smart, or lucky?
How does process shape the writers product?
•
•
•
Literature interprets human experience and enriches
culture.
Epic heroes are both heroic and flawed, and reflect the
culture from which they emerged
Good writers develop and refine their ideas for thinking,
communicating, learning, and aesthetic expression.
Student Learning Objectives
(What students should know and be able to do?) READING—
READING—
Model Curriculum SLO’s
Students will be able to :
RI.9.1: SLO #1
Cite strong and thorough textual evidence to support analysis of
•
Recall information read in the text.
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what the text says explicitly as well as inferences drawn from the
text.
•
•
•
RI.9.2: SLO #3
Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is
shaped and refined by specific details
RL.9.3: SLO # 5.
Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme.
RL.9.5: SLO # 8.
Analyze how an author’s choices concerning how to structure
a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
RI.9.4: SLO #9
Analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Distinguish between weak and strong evidence from the
text to support responses.
Make inferences based on textual information.
Draw conclusions based on the text to explain inferences
made.
Determine the theme or central idea based on reading.
Analyze how the theme or central idea develops
throughout the text.
• Analyze the central idea as the text progresses.
•
•
•
•
•
•
•
•
Analyze how characters develop over the course of the
text.
Determine which characters are static/dynamic.
Determine and analyze a character’s motivation.
Explain how a character’s actions advance the plot or
develop the theme.
Analyze the author’s choices in regards to structuring the
text.
Determine how manipulation of time can create mystery,
tension, and surprise in a text.
• Use context clues to determine the meaning of specific
words in a text.
• Analyze how word choice affects understanding of a text.
• Infer the underlying purpose of the author’s word choice
and tone.
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WRITING—
Model Curriculum SLO’s
W.9.1: SLO #15-21
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.9.5: SLO #23.
Develop and strengthen writing as needed by planning, revising,
• Infer the impact of the author’s word choice and tone in a
text.
WRITING—
Students will be able to:
• Introduce precise claim(s) and distinguish the claim(s)
from alternate or opposing claims.
• Create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
• Develop claim(s) and counterclaims fairly.
• Supply evidence for each claim while pointing out the
strengths and limitations of both.
• Anticipate the audience’s knowledge level and concerns.
• Use words, phrases, and clauses to link the major sections
of the text and clarify the relationships between claim(s)
and reasons
• Use words, phrases, and clauses to link between reasons and
evidence.
• Use words, phrases, and clauses to link between claim(s)
and counterclaims.
• Establish and maintain a formal style and objective tone.
• Compose a concluding statement or section that follows
from and supports the argument presented.
• Refine writing with peer editing and teacher conferences.
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editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience.
• Revise and edit writing.
W.9.6: SLO #24.
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products.
• Utilize the computer and internet to write.
• Share writings and collaborate with others via the Internet
and appropriate programs.
W.9.10: SLO #26.
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.
•
Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative
prompts, etc.
•
Write and edit work so that it conforms to the guidelines
in the MLA handbook
Generate questions in order to conduct a short research
project
Synthesize several sources, including sources on the
internet, to explore the topic
W.9.7: SLO #42.
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
•
•
SPEAKING and Listening
SPEAKING and Listnening
Model Curriculum SLO’s
Students will be able to:
SL.9.1: SLO #47
• Generate ideas and opinions in collaborative discussions.
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Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
•
•
•
•
•
•
•
•
•
•
•
SL.9.4: SLO #33.
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow
the line of reasoning.
•
•
•
•
•
•
Speak clearly and articulate ideas.
Be prepared to discuss the topic presented.
Adhere to the rules and norms set for the discussion.
Participate in a discussion by taking responsibility for an
individualized role.
Build on and evaluate speakers’ ideas and comments.
Respond to speakers with relevant comments and
questions.
Change or justify own views when necessary.
Work with peers to set rules for collegial discussions and
decision-making.
Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas.
Actively incorporate others and their ideas into a
discussion.
Clarify, verify, or challenge ideas and conclusions during
discussions.
Evaluate the credibility and accuracy of each source when
having discussions.
Distinguish between sound and unsound arguments and
evidence.
Determine which information is pertinent to the main idea
or theme of the presentation.
Evaluate the speaker’s reasoning.
Present claims and findings in a clear, logical manner.
Interact with the audience by using eye contact, volume,
and clear pronunciation when presenting information.
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Language
Model Curriculum SLO’s
L.9.1: SLO #35-39
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.9.4a-d: SLO #44, 45
Use context (e.g., the overall meaning of a sentence, paragraph,
or text; a word’s position or function in a sentence) as a clue to
• Incorporate formal English in a presentation.
• Develop a logical outline for a presentation.
• Determine when formal English is appropriate to use in a
presentation.
• Distinguish between when to use social versus formal
speech.
Language
Students will be able to :
• Integrate standard English in everyday speaking and
writing.
• Utilize correct capitalization, punctuation, and spelling
when writing.
• Spell words correctly in writing.
• Refine writing with the use of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent; noun, relative,
adverbial)
• Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
• Use a colon to introduce a list or quotation.
• Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
• Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
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the meaning of a word or phrase.
• Determine meaning of a word or phrase based on the
context of the text.
• Define words by using affixes and roots as clues.
• Use grade appropriate vocabulary in writing and oral
speech.
• Consult reference materials (dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word.
• Verify the preliminary determination of the meaning of a
word or phrase by using a reference.
L.9.6: SLO # 48
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.
• Incorporate high level and topic specific vocabulary when
speaking and writing.
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach the learning
targets?)
(How will I
differentiate?) (How will the students
demonstrate
mastery?)
(What resources and
materials will students
need?) Reading
•
•
Read Aloud and Think Aloud
Active Reading
Scaffolds for Learning:
• Use a main idea
organizer to identify the
Formative
Assessments:
Text:
• Prentice Hall Literature
• Teacher observation
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Gallery Walk
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
Use comics to compare and contrast story
elements
•
•
•
•
•
•
•
essential and nonessential information.
Guided reading
Use an inference chart
while reading a story or
a particular event and
draw conclusions about
what was read.
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
•
•
•
•
•
•
•
•
•
•
•
Practice texts
Group discussion
Guided Reading
Response to
Literature
Dialectical Journal
Short Constructed
Response
Open-ended
Response
Graphic Organizers
Everyday Writing
Tasks/ Journals
Reading Quizzes
Entrance/Exit
Tickets
Performance Tasks:
Please see Appendix A
Book (see Appendix D)
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Department of
Education Model
Ancillary Materials:
• Writer’s Notebook
• Journals
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•
•
•
•
•
•
•
•
RSS-RSS-E (Restate, Support from Text,
Support from Self – Restate, Support from
Text, Support from Self – Extension)
Character Map
Dialectical Journal
Comprehension monitoring
Cooperative learning or peer tutoring
Story structure
Question Generation
Socratic Seminar
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
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 an informational
text and highlight key
details.
• Summarize paragraphs
while reading.
• Respond to selected
excerpts from the text.
Curriculum
Assessment 5
Please see Appendix C
Student Portfolios
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
• Vocabulary Book
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• Record students’
practice reading for
playback and selfcorrection.
• Use seven habits of a
good reader while
reading independently.
• Read different genres
and interact with the
texts using post it notes
to write questions,
wonderings, etc.
Extensions:
• Read a non-fiction text
and summarize it
including only the
important details.
• Respond to an openended 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
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•
•
•
•
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
side of the journal
Students read notable
examples of stories that
use a variety of visual
aids, and discuss how
how these devices
contribute to the total
effect of the
information.
Identify new words from
the text 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
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Writing
word or concept.
• Create a graphic
organizer to analyze
textual structure.
• Students evaluate the
effectiveness of the text
features in different
sources.
• Critique the elements of
the writers’ style.
• Write a personal
response to
informational text using
evidence to support
interpretations. • Read challenging texts Scaffolds for Learning:
• Sample writings
• Writing Mini-Lessons, Peer Response
Group
• Guided Writing
• Conferencing
• Self editing
• Peer editing
• Revising
• Use of reference writer’s checklist
• Complete a KWL chart
or any organizer to plan
for writing an
informative essay.
• Think-Pair-Share
• Provide sample
published reports and
review organization
• Use dictionary and
Formative
Assessments:
• Everyday writing
tasks
• Sample writings
• Teacher observation
• Teacher/ student
conference
• Peer editing
• Revise/ edit
Text:
• Prentice Hall Literature
Book (see Appendix D)
Websites:
Readwritethink.org
Teachervision.com
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• Review exemplar essays
• Edit sample essay
• Graphic organizers
•
•
•
•
•
•
•
•
•
•
thesaurus to aid in
rewriting.
Use word processing
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
How-To essay about
something the student
does well.
Write a recipe for their
favorite dish.
Extended time
Provide a list of
transition words
Assist in writing in
logical sequence
Correct sentences
adding a transitional
• Oral/ written debate
• Narrative Essay
• Entrance/Exit
Tickets
Student Portfolios
Onlinereadingresources.com
Student Reflection
www.essaypunch.com
Studyisland.com
teacherdomain.org
onlinedictionary.com
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 5
Please see Appendix C
Student Portfolios
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
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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
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 (for
directions).
• Assist students in adding
descriptive words to
enhance writing
• Modify work load and
length of assignment
• Assist students in
writing an interesting
opening and satisfying
conclusion
• Correct sentences
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
• Vocabulary Book
•
•
•
•
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•
•
•
•
•
•
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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English Curriculum Units of Study Grades 9-12
• Work with a partner in
using word processing
software to compose
revise, edit and publish
work.
• Write a personal
response to literature
and make a personal
connection to the text.
Extensions:
• 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
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•
•
•
•
•
•
•
•
and antonyms to
improve a writing piece.
Use and figurative
language in writing
Write an explanatory
essay detailing
information learned in a
difference class (science,
social studies, etc.)
Peer sharing and
critiquing of work
Create a “How-To”
video is 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
conventions.
Write essays with multiparagraphs
Self-evaluate
compositions using a
rubric to address logic,
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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.
Language :
Scaffolds for Learning:
• 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
• 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
• Provide sample writing
with proper punctuation
/ capitalization
• Assist students with
using a dictionary to
spell correctly
Formative
Assessments:
• Everyday writing
tasks
• Practice worksheets
using context clues
• Sample/
supplementary texts
• Teacher observation
of reading strategies
• Comprehension of
text via various
reading strategies
• Vocabulary quizzes
• Use of dictionary/
thesaurus
• Teacher observation
Text:
• Prentice Hall Literature
Book (see Appendix D)
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
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• 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
• Writing samples
• Practice worksheets
• Grammar quizzes
• Oral speeches
Student Portfolios
Extensions: Summative
Assessment:
Department of
Education Model
Curriculum
Assessment 5
• Use computer software
to practice identifying
parts of speech
• Create a newsletter or
other publication using a
desktop publishing
software with no
convention errors.
• Edit any writing piece
completed for
conventions.
Student Reflection
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Please see Appendix C
Student Portfolios
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
• Word Walls
• Internet
• Various Writing Prompts
• Exemplars
• Student Portfolios
• Feedback worksheets
• Grammar and
Composition Handbook
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English Curriculum Units of Study Grades 9-12
Speaking and Listening
• 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
Scaffolds for Learning:
• Oral Debate
• Position Paper
• Persuasive arguments
• Read a variety of opposing texts
• PowerPoint Presentations
• Reader’s theatre
• Create a power point
presentation about a
topic of interest. Include
graphics and sound to
project key points
• Read a speech by a
• Vocabulary Book
Formative
Assessments:
•
•
•
•
•
Teacher observation
Group discussion
Oral presentation
Oral debate
Active listening
Text:
• Prentice Hall Literature
Book (see Appendix D)
Websites:
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English Curriculum Units of Study Grades 9-12
• Active listening
• Group discussion
• Drawing inferences
• Speeches and lectures
• Radio/ television programs
• Role playing • Turn and Talk • Fishbowl • Socratic Seminar famous person in history
and identify the
speaker’s position about
an issue and indicate its
effectiveness in
influencing others.
Readwritethink.org
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Extension:
Summative
Assessment:
Students read an essay or
Department of
newspaper article and write Education Model
Curriculum
questions, connections, or
conclusions for discussion Assessment 5
within the group. Please see Appendix C
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/
modelcurriculum/ela/
www.mla.org/
www.noodletools.com/
Ancillary Materials:
• Writer’s Notebook
• Journals
• Print and Online graphic
organizers
• Open-Ended Response
Rubric
24 Roselle Public Schools
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English Curriculum Units of Study Grades 9-12
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
• Vocabulary Book
•
•
•
•
•
•
•
Vocabulary Words/Literary Terms
Allusion , Archetype , Chronological order Epic poetry, Epic/Homeric, simile, Epithet, Evidence ,
Hero, Heroic couplet , Iambic pentameter , Invocation , Narrative, Oral tradition , Thesis statement
HSPA/SAT Prep vocabulary
Vocabulary words from Required and Supplemental Texts
Other Academic Vocabulary
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Appendix A:
Performance Task/s
Nonfiction: Analysis and Response
Compare Lincoln’s “Gettysburg Address” with Martin Luther King Jr.’s “Address at the March on Washington”
•
•
•
Explain why these are both considered great speeches.
Explain the historical significance of each speech.
Be specific and cite from the texts. State your thesis clearly and include at least three pieces of evidence to support it. (RI.910.10)
Epic Poetry : Analytical Response
•
•
•
•
Analyze how the character of Odysseus from Homer’s Odyssey is a “man of twists and turns”.
How does he reflect conflicting motivations through his interactions with other characters in the epic poem?
Explain how his conflicting loyalties during his long and complicated journey home from the Trojan War both advance the
plot of Homer’s epic and develop themes.
Cite evidence from the text for support[RL.9–10.3]
Narrative Writing
Write a memoir (perhaps after the style of one of those read) recounting a specific person, place, experience, event, day, moment,
work of art, or another specific thing and convey its significance to you. Your teacher may give you the option of adding a multimedia
component to your memoir, such as a digital slide presentation, for posting on the class web page. (W.9-10.3, L.9-10.5, SL.9-10.5)
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Grading:
(Refer to NJ Registered Holistic Scoring Rubric found under Common Rubrics)
Appendix B:
Socratic Seminar
Questions:
Use evidence from the text to support discussion.
1. Do you think Odysseus was a good leader? Why or why not?
2. What kind of roles do women play in The Odyssey? Which females hold the most power? Why do you think this is?
3. Hubris (pride) is one of the major downfalls of most characters in Ancient mythology. Find some examples of this in The Odyssey.
Make some connections to examples today regarding people with too much pride.
4. Choose eight new members for Odysseus’ crew using any heroic figures (fictional or historical). Why would you choose
these individuals? How could they help Odysseus?
5. Is it possible for a modern reader to accept Odysseus’s killing of the suitors? If not, how does this change in values affect our
enjoyment of Homer’s poem?
6. What movies or books contain the characteristics of an epic in today’s society? Epics contain adventure, have a central heroic
figure, the setting is vast (large), there are supernatural forces involved, and an elevated style (serious tone of voice) is often used.
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
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Appendix C:
Summative Assessment
Unit 5
Title: Narrative of a Modern Hero
Subject: English
Grade Level: 9
_____________________________________________________________________________________ Instructional Focus: (Indicate standards)
Reading
RL.9.1
Writing
W.9.3 W.9.6-8
Speaking/
Listening
SL.9.4
Language
L.9.1
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. C. 5, 9.1. D.1, 9.1. F.2, 9.4.A.11
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____________________________________________________________________________________ Student Learning: Students will be able to complete the following:
•
•
•
•
•
•
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text. RL.9.1
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured events.
W.9.3
When writing narratives, engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.9.3a.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9.6
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.9.7
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation. W.9.8
_____________________________________________________________________________________ Essential Question: Are epic heroes brave, smart, or lucky?
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Introduction: This project asks you to synthesize all that you learned about writing and epic heroes in this latest unit. You will
extend your learning by connecting heroes of the past to those of the present, by examining the life of a hero whose journey is
interesting to you and worth investigating in detail. You will create a narrative of a modern hero, using your knowledge of narrative
writing, research, and epic heroes.
Task:
1. Brainstorm and think-pair-share examples of modern heroes. Who are the epic heroes of our time?
2. Select one modern hero to research.
3. Read three articles from three sources (articles must be at least 500 words).
4. Take notes on each article, using a dialectical notebook to help summarize and reflect on the hero.
5. Write a summary of each article. Use MLA format: http://owl.english.purdue.edu/owl/resource/563/1/
6. Write a narrative essay response: Narrative of a Modern Hero. Tell the story of your chosen hero, using narrative writing elements
to create a story that provides an “epic” portrayal of this person.
7. Include examples, details, quotations, and support from each of the articles you read, as appropriate.
8. Provide a complete, properly formatted works cited page (typed) at the end.
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Steps/Process:
1. Generate possible subjects to investigate. Use one of the following websites (or try
others!) to find people you would find interesting to study:
http://www.myhero.com/myhero/go/directory/index.asp
http://www.time.com/time/time100/heroes/index.html
http://www.cnn.com/SPECIALS/2008/cnn.heroes/archive/index.html
2. Create questions to guide your research.
3. Find, read, and take notes on three articles. Keep in mind that:
•
•
•
These articles must come from three different sources
An article should be 500 words or more about your subject
You must keep track of the articles you read using the Bibliography
4. Write a summary of each article that includes its title, author, and pages
5. Write a rough draft of the narrative essay.
6. Revise, type, and submit the paper.
Materials: Prentice Hall Text, Computers with Internet access, Websites indicated above
Rubrics: NJ Holistic Scoring Rubric
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Appendix D:
Texts
Title
Genre
The Odyssey / Homer
Poetry
“The Lotos-Eaters” / Alfred, Lord
Tennyson
Poetry
“The Song of Hiawatha” (Henry
Wadsworth Longfellow)
Poetry
The Ramayana / attributed to the Hindu
sage Valmiki (excerpts)
Poetry
“Going to War” / Second Lieutenant Kelley Nonfiction
Victor Gasper
Goodbye, Darkness: A Memoir of the
Pacific War / William Manchester
(excerpts)
Nonfiction
“Poetics” / Aristotle (excerpt on comedy
and tragedy)
Nonfiction
Soldier’s Heart: Reading Literature
Through Peace and War at West Point /
Nonfiction
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Elizabeth D. Samet
Operation Homecoming: Iraq,
Afghanistan, and the Home Front in the
Words of U.S. Troops and Their Families /
Andrew Carroll, ed.
Nonfiction
Odysseus in America: Combat Trauma and
the Trials of Homecoming / Jonathan Shay
(excerpts)
Nonfiction
“Brandenburg Gate Address” / Ronald
Reagan
Speeches
“Gettysburg Address” / Abraham Lincoln
Speeches
"Letter from a Birmingham Jail" / Martin
Luther King, Jr.
Speeches
“Address at the March on Washington” /
Martin Luther King, Jr.
Speeches
“Second Inaugural Address” / Abraham
Lincoln
Speeches
“Sinews of Peace Address” / Winston
Churchill
Speeches
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34