Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Unit/Chapter Title: Unit 4: Social Inequities Between the Rich
and the Poor
Unit Length: 7 weeks
Course/Grade: British Literature / English IV
Interdisciplinary Connection: History Unit Overview:
Social and economic injustices are not just an issue of the twenty and twenty-first centuries. It has always been the way of the world.
During the 19th Century more and more people were becoming literate and their appetite for change was increasing – launched of
course by the Romantics and revolutionaries. By the late 19th early 20th century 25% of the world was part of the British Empire. It
was a wealthy superpower, much like we are today. However, as outlined in Condition of Ireland, many people were impoverished
and there was a huge discrepancy the wealthy and the poor. There was also a huge difference in the way people in varying social
classes were treated.
Wuthering Heights and Pygmalion give us insight into how different the various social classes were. One does it through a love story
and the other takes a more humorous spin. Although these stories take place well over a hundred years ago – their messages resonate
today.
New Jersey Student Learning Standards
Reading:
NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
ideas.
NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.
NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as
needed.
Writing:
NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
NJSLSA. W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
through the effective selection, organization, and analysis of content.
NJSLSA.W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
NJSLSA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused
questions, demonstrating understanding of the subject under investigation.
NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
NJSLSA.W10 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 & Listening:
NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
orally.
NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Language:
NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
NJSLSA L3. 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.
NJSLSA L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
NJSLSA L5. Demonstrate understanding of word relationships and nuances in word meanings.
NJSLSA L6. Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.L.11.3 Apply knowledge of language to
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
21st Century Life and Careers Standards
CRP 1 - Act as a responsible and contributing citizen and employee.
CRP 2 - Apply appropriate academic and technical skills.
CRP 4- Communicate clearly and effectively and with reason.
CRP 6 -Demonstrate creativity and innovation.
CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them.
CRP 11 - Use technology to enhance productivity.
Interdisciplinary Connections: World History (Socrates), Computer Technology
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.
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
•
Are different social and economic classes a ‘must’ for any
(Revised 2016) Enduring Understandings
1. Social inequity has always been around. It isn’t until the
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
society or are they a dividing factor?
How is it that the wealthiest of countries have so many
citizens who are poor and hungry?
What are the purposes of writing? How do we write for a
variety of purposes? How do we write for different
audiences? How is writing structured to communicate
various ideas?
18th Century that people tried to do something about it.
2. Literature gives us insight that history is unable to –
personal experiences of those who lived during a given
time period.
3. Writing records experiences, clarifies thoughts, structures
ideas, and enables communication for a variety of
purposes and audiences.
Student Learning Objectives/ Progress Indicators
(What students should know and be able to do?)
READING
READING
Progress Indicators:
Students will be able to:
RL.12.1:
Cite strong and thorough textual evidence and make
relevant connections to support analysis of what the text says
explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
• Respond to a variety of literary questions by citing strong
textual evidence using RSS/RSSE
• Take a position and cite strong textual evidence to support my
position.
RL.12.2:
Determine two or more central ideas of a text, and analyze their
development and how they interact to provide a complex analysis;
provide an objective summary of the text.
(Revised 2016) • Analyze the developments of those themes.
• Explain how literary elements contribute to meaning and
author intention in Wuthering Heights and Pygmalion.
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
RL.12.3:
• Create a concise summary incorporating main ideas and
Analyze the impact of the author’s choices regarding how to
important details.
develop and relate elements of a story or drama (e.g., where a story
is set, how the action is ordered, how the characters are introduced • Analyze character choices and development in Wuthering
Heights and Pygmalion.
and developed).
• Identify the elements of a novel in Wuthering Heights
RL.12.4:
• Identify the elements of a drama in Pygmalion
Determine the meaning of words and phrases as they are used in • Identify various poetic devices in poems
the text, including figurative and connotative meanings; analyze
• Identify the literary devices and examine how they contribute
the impact of specific word choices on meaning and tone,
to the overall meaning and message of the tragedies.
including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
• Create meaning unknown words and phrases by using context
clues..
RL.12.5:
Analyze how an author’s choices concerning how to structure
specific parts of a text (e.g., the choice of where to begin or end • Analyze what Bronte and Shaw are saying about the
a story, the choice to provide a comedic or tragic resolution)
acceptable moral norms in Shakespearean society by
contribute to its overall structure and meaning as well as its
examining tragic hero’s choices and the consequences of those
aesthetic impact.
choices.
RL.12.7:
• Compare “My Fair Lady” (the musical) to the play of
Pygmalion.
Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), • Identify a variety of themes in Wuthering Heights and
Pygmalion.
evaluating how each version interprets the source text. (e.g.,
Shakespeare and other authors.)
WRITING
(Revised 2016) WRITING
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Progress Indicators:
Students will be able to:
•
•
Write narratives to develop real or imagined experiences or events
•
using effective technique; use narrative techniques, such as
•
dialogue, pacing, description, reflection, and multiple plot lines, to
•
develop experiences, events, and/or characters.
•
W.12.3a:
Engage and orient the reader by setting out a problem, situation, or •
observation and its significance, establishing one or multiple
•
point(s) of view, and introducing a narrator and/or characters;
•
create a smooth progression of experiences or events.
W.12.3b:
Recognize the elements of a narrative
Demonstrate the ability to write in dialogue
Create characters and how they develop
Create a plot and subplots in narrative writing
Compare and contrast alternate or opposing claims
Incorporate humor into writing using irony
Create a conflict and its resolution in narrative
Determine the point of view of narrative
Create a strong beginning and a powerful ending
W.12.3e:
• Brainstorm narrative using a graphic organizer
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
W.12.4.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.12.5:
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, trying a new approach, or consulting a style
manual (such as MLA or APA Style), focusing on addressing what
is most significant for a specific purpose and audience.
(Revised 2016) • Create a powerful ending
• Write a rough draft.
• Utilize NOODLETOOLS or the like to draft your analytical
essay
• Write a research paper analyzing either the poems, drama, or
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
W.12.6:
Use technology, including the Internet, to produce, share and
update writing products in response to ongoing feedback,
including new arguments or information.
W.12.9a:
Draw evidence from literary texts to support analysis, reflection,
and research by reading and comparing Hamlet and Macbeth
from the same period treat similar themes or topics”).
W.12.10:
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
•
•
•
•
novel and compare the author’s message to a modern day
movie, novel or current event.
Write a thesis statement to prove.
Create notecards and an outline
Write a rough draft.
Collaborate with peers to edit drafts.
• Utilize NOODLETOOLS or the like to draft your analytical
essay
• Gather digital resources to support a thesis
• Write short and long pieces for a variety of purposes and
audiences
SPEAKING AND LISTENING
SPEAKING AND LISTENING
Progress Indicators:
Students will be able to:
SL.12.1a:
• Collaborate and prepare for Socratic Seminars on social
Come to discussions prepared, having read and researched material
inequalities and injustices between races and classes
under study; explicitly draw on that preparation by referring to
• Determine important points peers make and make notations to
evidence from texts and other research on the topic or issue to
discuss once they have finished.
stimulate a thoughtful, well- reasoned exchange of ideas.
SL.12.1b:
Collaborate with peers to promote civil, democratic discussions
and decision-making, set clear goals and assessments (e.g., student
(Revised 2016) • Respond to peers by citing evidence in text to either support or
argue their claims.
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
developed rubrics), and establish individual roles as needed.
SL.12.1c:
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
SL.12.1 d:
Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what
additional information or research is required to deepen the
investigation or complete the task.
SL.12.6:
• Listen intently to others and ask for clarification as needed
• Speak in a clear manner that promotes creativity and reduces
confusion
• Listen intently to others and ask for clarification as needed
• Collaborate with peer to investigate all sides of issues
•
•
Identify audience and task when preparing to speak
Use appropriate language and tone when speaking
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
LANGUAGE
LANGUAGE
Progress Indicators:
Students will be able to:
L.12.6:
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;
• Know the meaning of identified SAT words
• Use in context words identified as SAT words.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
L.12.6:
Demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
Instructional
Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will I differentiate?)
(How will the
students
demonstrate
mastery?)
(What resources and materials will students need?)
(How will the
students reach the
learning targets?)
Reading
Scaffolds for Learning
• Close Reading of
Texts
• Use Cornell notes
while reading
• Annotated reading
in preparation for
class
discussions/debates.
• Use graphic
• Preferential seating as
needed
• Partner or small group
work
• Peer editing
• Cloze note-taking
formats
• Provide a word bank
• Digital tools for support
(Revised 2016) • Demonstrate knowledge of prefix/root/suffixes to Decipher to
definitions of unfamiliar words.
• Identify the origins of various prefix/root/suffixes.
• Identify and demonstrate the knowledge of various literary
devices
Formative
Assessments:
Text: Prentice Hall Literature: The British
Tradition(see Appendix D for selected titles)
• Teacher
observation
• Presentation
• Quizzes/Tests
• Portfolios
• Group
discussions
• Demonstrations
Pygmalion
Wuthering Heights
Condition of Ireland: Illustrations of the New PoorLaw
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
organizer to
compare and
contrast literature
and the art
• Use Reading
Highlights
Continuum
Guided Reading
with word meaning
Extension:
Students compare how
characters cope with
rejection in Faulkner’s A
Rose for Emily and
Wuthering Heights
Literature Circles
• Constructed
responses
Performance
Tasks: Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Websites:
schmoop.com
www2.maxwell.syr.edu/plegal/crit3/a3.html
cs.gmu.edu/~tmaddox/cs306/Group_Project/Part3.html
www.readwritethink.org/resources/resourceprint.html?id=799
www.corestandards.org
www.state.nj.us/education/modelcurriculum/ela/
Summative
Assessment: Please
see Appendix C/
NJDOE Unit 4
Assessment
Socratic Seminar
Student Portfolios
Writing
Scaffolds for Learning
Use writing exemplars
Writing Process
Write research paper using
only the two tragedies we
read in class.
Peer Feedback
One on one teacher help
Teacher
Pair with stronger writers
(Revised 2016) Formative
Assessments:
• Check for
Understanding
• Exit Tickets
• Journals
• Teacher
Pygmalion
Wuthering Heights
Websites:
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Feedback/conference
during peer editing.
Revise/Edit
Extensions:
Student Reflection
Write an essay comparing
how characters cope with
rejection in Faulkner’s A
Rose for Emily and
Wuthering Heights
Build Portfolios
•
•
•
•
•
observation of
student writing
Graphic
organizers
Daily
assignments
Logs, journals
Student
Reflection
Student
Portfolios
Performance
Tasks: Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment: Please
see Appendix C/
NJDOE Unit 4
Assessment
(Revised 2016) schmoop.com
www2.maxwell.syr.edu/plegal/crit3/a3.html
cs.gmu.edu/~tmaddox/cs306/Group_Project/Part3.html
www.readwritethink.org/resources/resourceprint.html?id=799
www.corestandards.org
www.state.nj.us/education/modelcurriculum/ela/
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Student
Portfolios
Language :
Scaffolds for Learning
Vocabulary: Every ten
days students will
receive 25 SAT
vocabulary words and
10 prefix/root/suffixes
and use these words in
their writing and mock
trial.
• Students will be given
fewer SAT words.
• Partner/small group
work
• Digital tools for support
with word meaning
• Word banks
• Auditory support of
word lists
Use of Marzano’s 6
Step Process for
Vocabulary
Acquisition
Opportunities for
cooperative learning
groups
Socratic seminars
(Revised 2016) Extension:
Students will study the
origins of various words
(i.e. Latin, Greek, etc…)
Formative
Assessments:
• Teacher
observation of
student
conversations
• Vocabulary
quizzes
• Socratic seminar
rubrics
• Use of academic
vocabulary in
speaking and
writing
Performance
Tasks: Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Pygmalion
Wuthering Heights
Websites:
schmoop.com
www2.maxwell.syr.edu/plegal/crit3/a3.html
cs.gmu.edu/~tmaddox/cs306/Group_Project/Part3.html
www.readwritethink.org/resources/resourceprint.html?id=799
www.corestandards.org
www.state.nj.us/education/modelcurriculum/ela/
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Summative
Assessment: Please
see Appendix C/
NJDOE Unit 4
Assessment
Student
Portfolios
Speaking and
Listening:
•
•
Students will
prepare for and
perform a mock
trial on the
literature they read.
They will plan,
perform, counterargue.
Participate in a
Socratic seminar in
which they prepare
discussion
questions and listen
to one another.
(Revised 2016) Scaffolds for Learning:
• Students will be grouped
according to ability and
given specific tasks to
help keep focus
• Opportunities for partner
and small group work
• Use of computer
software, thesaurus, or
dictionary to aid in
Extensions:
Students will assume lead
roles in play and Socratic
seminar where they prepare
more critical thinking
Formative
Assessments:
• Oral
presentations
• Debates
• Teacher
observation of
active listening
• Quizzes/tests
• Teacher
observation of
student
conversations
Performance
Tasks: Please see
Pygmalion
Wuthering Heights
Websites:
schmoop.com
www2.maxwell.syr.edu/plegal/crit3/a3.html
cs.gmu.edu/~tmaddox/cs306/Group_Project/Part3.html
www.readwritethink.org/resources/resourceprint.html?id=799
www.corestandards.org
www.state.nj.us/education/modelcurriculum/ela/
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
questions and lead
discussion.
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment: Please
see Appendix C/
NJDOE Unit 4
Assessment
Student
Portfolios
Vocabulary Words/Literary Terms
Social injustice; class warfare; point of view; gothic; metaphors;
similes; imagery; symbolism
HSPA/SAT Prep vocabulary
Vocabulary words from Required and Supplemental
Texts
Other Academic Vocabulary Words
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix A: Performance Task /s
Reading Informational Text:
Read “Condition of Ireland: Illustrations of the New Poor-Law” and respond to the following questions using RSS-RSSE.
•
•
•
Cite three difficulties that transpired after the Irish Potato Famine?
How did the policies of England aggravate the famine?
How could England have alleviated the travesties that occurred as a result of this famine?
Reading Poetry and Comparative Essay:
Read Bronte’s poem “Remembrance” and Hardy’s poems “The Darkling Thrush” and “Ah, Are You Digging on My Grave”?
Note the similarities and differences between these two poems. What are the different types of absence that the two poems address?
Grading:
(Refer to NJ Registered Holistic Scoring Rubric /Open Ended Scoring Rubric found under Common Rubrics)
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix B:
Socratic Seminar
Questions:
•
Read Wuthering Heights and respond to the following questions citing textual evidence, of course. Once you have responded
to the questions and found quotes in the book to support your responses, come to class prepared for a Socratic Seminar. What
is the role of women in Wuthering Heights? How are mothers represented? What about single/independent women?
•
What elements of the story, plot, characterization, etc. are the most controversial? Why do you think the book was banned? Do
you believe the book should remain banned?
•
How is this novel similar to the popular television series “Twilight”? Which character from the novel and the series are
similar, practically identical?
Reading a Play/Viewing a musical and a Comparative Essay.
Once the play has been read, students will watch My Fair Lady. Respond to the following in an essay - How are the acceptable
sociable norms displayed in these two works? Which play takes a better position on the addressing the social injustices of the
Victorian era?
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix C:
Summative Assessment
Unit 4
Title: Social Inequities Between the Rich and the Poor
Subject: English
Grade Level: 12
_____________________________________________________________________________________ Instructional Focus:
Reading RL 12.1-7; RI.12.1-.7
Writing W.12.1-7
Speaking and Listening SL.12.1-2
21st Century Life and Careers Standards: CRP 1 - Act as a responsible and contributing citizen and employee.
CRP 2 - Apply appropriate academic and technical skills.
CRP 4- Communicate clearly and effectively and with reason.
CRP 6 - Demonstrate creativity and innovation.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them.
CRP 11 - Use technology to enhance productivity
___________________________________________________________________________
Essential Questions:
•
•
Are different social and economic classes a ‘must’ for any society or are they a dividing factor?
How is it that the wealthiest of countries have so many citizens who are poor and hungry?
___________________________________________________________________________
Student Learning: Students will be able to complete the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
Respond to a variety of literary questions by citing strong textual evidence using RSS/RSSE
Take a position and cite strong textual evidence to support position.
Identify recurring themes in the literary texts Wuthering Heights and Pygmalion.
Analyze the developments of those themes.
Compare writing Kipling and Hardy
Examine the social injustices outlined in the Wuthering Heights and Pygmalion
Determine the central idea and themes within literary pieces Wuthering Heights and Pygmalion
Identify the narrative devices used in Wuthering Heights and examine how they contribute to the overall meaning and message
of the authors
Decipher what is being said in poems of the 19th century using context clues.
Recognize the elements of a narrative essay
Demonstrate the ability to write an narrative essay
Create characters and how they develop
Write a narrative that will score a 5 or better on the NJ Holistic Scoring Rubric.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
•
Identify the elements of narrative writing
Write in dialogue
Create strong multidimensional characters
Develop plot and subplots
Write notecards and an outline
Write a rough draft.
Utilize NOODLETOOLS or the like to draft an analytical essay
Participate in a play where the social issues are parodied.
Analyze what the social and economic injustices in the 19th Century
_____________________________________________________________________________________ Introduction:
Welcome to your fourth unit in British Literature! Social and economic injustices are not just an issue of the twenty and twenty-first
centuries. It has always been the way of the world. During the 19th Century more and more people were becoming literate and their
appetite for change was increasing – launched of course by the Romantics and revolutionaries. By the late 19th early 20th century 25%
of the world was part of the British Empire. It was a wealthy superpower, much like we are today. However, as outlined in Condition
of Ireland, many people were impoverished and there was a huge discrepancy the wealthy and the poor. There was also a huge
difference in the way people in varying social classes were treated.
Wuthering Heights and Pygmalion give us insight into how different the various social classes were. One does it through a love story
and the other takes a more humorous spin. Although these stories take place well over a hundred years ago – their messages resonate
today.
Task:
Part One: Independent Study
Part Two: Write a Narrative independently
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Part Three: Write a play
Part Four: Perform play.
Steps/Process:
Part One: Read Wuthering Heights and respond to a series of open-ended questions that require textual evidence.
Part Two: Write a narrative with a similar story to Wuthering Heights that outlines modern day issues. This narrative is four to six
pages long. Characters are well developed and there are at least two subplots. Dialogue is a must!
Part Three: After reading Pygmalion and watching a humorous excerpt from “My Fair Lady”, students will create their own play
with a similar plot. A person from the slums of (any NJ city) is brought to a home in an up-scale NJ neighborhood to be
‘transformed’. Be sure to include humor and irony in your play. Students will work on their plays in groups. (Think “The Fresh
Prince of Belle Air” or “The Blind Side”.
Part Four: Performance. Students will bring in everything they need to perform their plays. Plays must be authentic so props and
costumes are a must.
Materials:
Prentice Hall Literature: The British Tradition
Wuthering Heights
Pygmalion
“My Fair Lady”
Websites
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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http://schmoop.com
http://readwritethink.com
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix D:
Texts
Prentice Hall Literature: The British Tradition
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Literature and Informational Text
Condition of Ireland: Illustrations of the New Poor-Law
Pygmalion
Literature
Wuthering Heights
Literature
“My Fair Lady”
Movie
“Remembrance”
Poem
“The Darkling Thrush”
Poem
“Ah, Are You Digging on My Grave”?
Poem
(Revised 2016)