Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Unit Length: 7 weeks
Unit/Chapter Title: Unit 4: Modernism
Course/Grade: English II-World Literature
Interdisciplinary Connection: Technology Unit Overview: Modernism is an aesthetic movement (1890-1945) coupled with a historical time period recording a radical break
with the past and alienation from society. The literature of this period is orderly, logical and fact-based produced by authors who are
detached and unemotional in their writing. Students will explore alienation and isolation through an analytical writing piece and a
Socratic seminar. They will compose an original poem in response to a work of art and they will write an argumentative research
paper that will also connect with a career exploration exercise.
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
ideas.
NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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.
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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
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.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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 and 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
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.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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.
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.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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 : Technology 8.1.12.F.1: Select and use specialized databases for advanced research to solve realworld problems. Essential Questions
1. To what extent do mood and tone reveal an author's style
and voice?
2. How is research done properly?
3. What is effective writing?
(Revised 2016) Enduring Understandings
1. An author's style and voice are revealed through diction,
syntax, imagery, mood, and tone.
2. Researchers gather and assess information, interpret
meaning, and articulate findings.
3. Effective writing is a process requiring patience,
discipline, and evaluation, with each revision seeking to
improve focus, organization, clarity, and detail. Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Student Learning Objectives/ Progress Indicators
(What students should know and be able to do?)
READING
READING
Progress Indicators:
Students will be able to:
RL10.2: 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, and
provide an objective summary of the text.
• Determine and analyze multiple themes in a text and explain
how they develop and interact with each other
• Compare the theme of a text to a current event or personal
topic
RL 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.
• Create a concise retelling of a text using important facts and
details.
RL.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.
RL.10.10:
• Identify the plot elements in a story and analyze how the
author’s choices develop them
• Organize concrete evidence and/or supporting textual details
to support a thesis statement
• Identify various types of figurative language in a story and
determine an author uses them to create meaning
By the end of grade 10, read and comprehend literature, including • Infer meaning from a variety of text types
stories, dramas, and poems, at the high end of the grades 9-10 text • Apply a variety of reading skills to comprehend texts
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
proficiently and independently at grade level
complexity band independently and proficiently.
WRITING
WRITING
Progress Indicators:
Students will be able to:
W.10.4:
• Use proper grammar, punctuation, spelling and word usage
• Organize writing to ensure effective communication Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.10.5:
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.
W.10.6:
Use technology, including the Internet, to produce, share, and
update writing products, taking advantage of technology’s
capacity to link to other information and to display information
flexibly and dynamically
W.10.7:
(Revised 2016) • Write and edit work that conforms to MLA format
• Develop appropriate transitions to organize paragraphs and
ensure cohesion in writing
• Create texts for a variety of audiences and purposes
• Write and edit work so that it conforms to the guidelines in the
MLA handbook
• Utilize technology tools to produce, edit, and publish writing
• Plan essay responses by using brainstorming and various
graphic organizers for planning
• Participate in peer reviews
• Conference with teacher
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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.
• Revise/edit written responses throughout the unit • Write short and longer pieces for a variety of purposes
• Reflect on own learning • Create a writing portfolio to be shared with potential
employers or colleges • Combine various sources on a subject to show evidence of
understanding. • Construct research projects to answer various types of
questions.
SPEAKING AND LISTENING
SPEAKING AND LISTENING
Progress Indicators:
Students will be able to:
SL.10.4: Present information, findings and supporting evidence
clearly, concisely, and logically. The content, organization,
development, and style are appropriate to task, purpose, and
audience.
• Introduce information and evidence clearly and concisely
• Address multiple points-of-view when presenting information
• Develop oral arguments that are appropriate for purpose, task,
and audience
SL.10.5:
Make strategic use of digital media (e.g., textual, graphical, audio, • Use digital media strategically in presentations for increased
visual, and interactive elements) in presentations to enhance
understanding and interest
findings, reasoning, and evidence and to add interest.
LANGUAGE
(Revised 2016) LANGUAGE
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Progress Indicators: Students will be able to :
L.10.1:
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
•
•
Use proper grammar when writing and speaking
Demonstrate that usage can change over time
•
Demonstrate knowledge of when to capitalize, where to
punctuate and how to spell words correctly
L.10.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when 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:
Scaffolds:
Formative Assessments:
Texts:
•
•
•
•
• Leveled reading materials
• Graphic organizer
• Build background
knowledge
•
•
•
•
Prentice Hall Literature World
Masterpieces: See Appendix D
for selected readings
Close reading of texts
Take notes while reading
Reread for comprehension
Infer meaning from text
(Revised 2016) Essays
Teacher observation
Quizzes/tests
Journals
“Cyrano deBergerac”-Edmond
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
• Incorporate background
knowledge into the reading
• Ask metacognitive questions
while reading
• Think. Pair, Share
• Turn and Talk
• Gallery Walk
• Literature Circles
• Highlighted Reading
Continuum
• Graphic Organizers
• Explicit teaching of basic
academic vocabulary
• Opportunities to work with
partners or small groups
• Provide opportunities to
respond in multiple formats
Extensions:
• Advanced organizers
• Independent studies
• Mentoring other students
• Group discussions
• Checks for understanding (
exit tickets, choral &
individual responses
• Response to Literature
• Student Reflection
• Student Portfolios
Performance Tasks: Please
see Appendix A
Rostand (play) online
Socratic Seminar: Please see
Appendix B
www.pinkmonkey.com
Great Expectations-Charles
Dickens (novel)
Grapes of Wrath-John
Steinbeck (novel)
Websites:
www.scribd.com
www.njdoe.gov
Summative Assessment:
Please see Appendix C/
www.dictionary.com
NJDOE Unit 4 Assessment
www.readwritethink.org
• Student Portfolios
Ancillary Materials:
Laptops
Eno Board/Smart Board/Star
Board
Internet
Student Portfolios
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Rubrics Writing:
•
•
•
•
•
•
•
•
Brainstorming
Pre-writing
Conference
Revise/edit
Peer feedback
Summarizing
Use of Writing exemplars
Use of graphic organizers
Scaffolds:
Formative Assessments:
Texts:
•
•
•
•
•
•
•
•
•
•
•
•
•
Prentice Hall Literature World
Masterpieces: See Appendix D
for selected readings
•
Pre-teaching the rubric
Word banks
Making connections
Graphic organizers
Transitional words list
Compositional risks list Extensions:
•
•
•
Advanced organizers
Independent studies
Mentoring other students
Essays
Journals
Do now
Entrance/exit tickets
Evaluation of Cornell notes
Teacher observation
Student Reflection
Student Writing Portfolio
Performance Tasks: Please
see Appendix A
Socratic Seminar: Please see
Appendix B
Summative Assessment:
Please see Appendix C/
(Revised 2016) “Cyrano deBergerac”-Edmond
Rostand (play) online
Great Expectations-Charles
Dickens (novel)
Grapes of Wrath-John
Steinbeck (novel)
Websites:
www.scribd.com
www.pinkmonkey.com
www.njdoe.gov
NJDOE Unit 4 Assessment
www.dictionary.com
• Student Portfolios
www.readwritethink.org
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Ancillary Materials:
Laptops
Eno Board/Smart Board/Star
Board
Internet
Student Portfolios
Rubrics Language:
Scaffolds for Learning:
Formative Assessments:
Texts:
• Explicit teaching of
vocabulary with Marzano’s
Six Steps
• Explicit instruction of the
following conventions:
• Word order
• Verb tense
• Subject-verb agreement
• Usage
• Make sense of unfamiliar
conventions in order to make
meaning from text
• Build background
knowledge
• Word pronunciation websites
• Online dictionaries
• Word wall •
•
•
Prentice Hall Literature World
Masterpieces: See Appendix D
for selected readings
(Revised 2016) Extensions:
• Use the vocabulary words in
context
• Mentor other students with
their language difficulties
•
•
•
Oral reading
Teacher observation
Oral presentations
Daily assignments Student Reflection Student Portfolios Performance Tasks: Please
see Appendix A
Socratic Seminar: Please see
Appendix B
Summative Assessment:
“Cyrano deBergerac”-Edmond
Rostand (play) online
Great Expectations-Charles
Dickens (novel)
Grapes of Wrath-John
Steinbeck (novel)
Websites:
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Please see Appendix C/
www.scribd.com
NJDOE Unit 4 Assessment
www.pinkmonkey.com
• Student Portfolios
www.njdoe.gov
www.dictionary.com
www.readwritethink.org
Ancillary Materials:
Laptops
Eno Board/Smart Board/Star
Board
Internet
Student Portfolios
Rubrics
Speaking and Listening: •
•
•
Socratic seminar
Group work
Think-pair-share
(Revised 2016) Scaffolds for Learning:
Formative Assessments:
Texts:
•
•
•
•
•
Prentice Hall Literature World
Masterpieces: See Appendix D
for selected readings
Written procedures
Word walls
Explicit instruction of
Rubric for speaking
Teacher observation of
student listening
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
Modeling
repetition
•
•
vocabulary
Explicit teaching of
characteristics of good
speakers and listeners
Group work
Extensions:
•
•
•
Mentoring another student
Prepare a lesson to deliver
to the class
Memorize a passage to
deliver to the class. •
•
•
Rubric for Socratic seminar
Observation of participation
in cooperative learning
groups
Conducting interviews Performance Tasks: Please
see Appendix A
Socratic Seminar: Please see
Appendix B
Summative Assessment:
Please see Appendix C/
“Cyrano deBergerac”-Edmond
Rostand (play) online
Great Expectations-Charles
Dickens (novel)
Grapes of Wrath-John
Steinbeck (novel)
Websites:
www.scribd.com
www.pinkmonkey.com
www.njdoe.gov
NJDOE Unit 4 Assessment
• Student Portfolios
www.dictionary.com
www.readwritethink.org
Ancillary Materials:
Laptops
Eno Board/Smart Board/Star
Board
Internet
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Student Portfolios
Rubrics Vocabulary Words/Literary Terms
admonish, brusque, fathom, fulminations, harbinger, plaintively,
ravenous, supine, vaulted, vermin, modernism, superfluous,
execrate, recalcitrant, alienate, isolation, pomp, balmy,
disheveled, ravishing, virile, devoid, receptacle, lament,
ostentatious, vain, demure, eviscerate, disposition,
HSPA/SAT Prep vocabulary
(Revised 2016) surmount, asunder, lewd, rent, madrigal, insinuate, convex, fetter,
rhyme, rhythm, metaphor, alliteration, assonance, onomatopoeia,
imagery, personification, simile, refrain, parallelism, couplet,
sonnet, tone, mood, speaker, diction, irony, jargon, theme,
allusion, connotation, monologue
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Appendix A
“Poetry and Art”
Performance Task /s
1.
Rilke wrote “Archaic Torso of Apollo” in response to a sculpture. Following his example, write and present a poem in response to a
work of art. Consider these suggestions:
• Skim through art book or electronic art resources to find a work you like.
• Note details about the work and the thoughts and feelings that it inspires in you.
• Write a poem that will inspire similar thoughts and feelings in others.
Present both the poem and the art to the class.
2.
“Transformation”
How is Gregor Samsa’s transformation in The Metamorphosis a metaphor for the existential experience? Write an essay that uses
specific textual evidence to support an original concise thesis statement.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Grading:
(Refer to PARCC Rubrics found under Common Rubrics)
Appendix B
Socratic Seminar
“Cyrano de Bergerac”
Questions:
1. Compare/contrast Cyrano and Christian. Do they have any similarities besides their love for Roxanne? Why is Cyrano so sad
when Christian dies, apart from his realization that he himself will never be able to tell Roxanne he loves her? Is there any
other reason?
2. What would Cyrano’s life be like if he did not have such an outstanding nose? Would he have the same personality, feelings,
or outlook on the world? Discuss.
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: Argument Research Paper and Career Exploration
Subject: English
Grade Level: 10
_____________________________________________________________________________________ Instructional Focus: (Indicate standards)
Reading: 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, how they are introduced and developed, and the connections that are drawn between them.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
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.
Listening: SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning
or distorted evidence.
Speaking: SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.
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.
_____________________________________________________________________________________________________________________ Student Learning: Students will be able to complete the following: (Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
Conduct sustained research on a controversial topic
Develop a logical argument for a chosen position
Investigate various career options
Form a thesis statement
____________________________________________________________________________________________________________________ Essential Question: How do researchers develop a thesis, find quality source material and organize their ideas and information?
Introduction: Writing a research paper is an essential aspect of academics. When writing an argument paper, students are asked to
make a claim, provide support and address counterarguments.
Task: Students will select a research topic related to a career they might be interested in pursuing. For example, if your research paper
is related to illegal immigration you may consider a career as a border patrol agent. It may be easier to choose a career first, then the
research topic.
Steps/Process:
Research Paper:
1.
2.
3.
4.
5.
6.
Choose your topic from the list provided.
Develop a thesis statement.
Gather resources
Read, analyze and record (take notes)
Create an outline
Write a first draft
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
7. Gather additional information if needed
8. Revise your draft
9. Cite your sources
10. Proofread, edit and revise
Career Exploration:
1. Based upon the research topic you have chosen, select a job you would be interested in pursuing as a career.
2. Conduct research on your chosen occupation using multiple sources (internet, paper, job boards, etc.)
3. Write an essay documenting the job description, skills needed, education needed, salary range, how ‘in demand’ that
profession is in the U.S. and why you chose this career.
Materials:
Computers/laptops
Websites:
http://uwc.ucf.edu/files/handouts/Research_Paper_and_Argument_Topics.pdf
http://www.su.edu/writingaresearchpaper.pdf
http://corporate.britannica.com/library/home/BSW_Research_Paper.pdf
Rubrics:
Grading:
(Refer to PARCC Rubric’s found under Common Rubrics)
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Research Paper Checklist
______Select a Topic: Pick a subject that interests you and that you can research with resources available to you. Avoid topics that
are too broad or too narrow. You will have to complete a fair amount of reading on this subject in order to write your paper—choose
something that you can enjoy.
______Survey the Topic & State a Preliminary Thesis: Get an overview of your topic by reading background articles in general
works such as encyclopedias or in popular press journals such as Time, Newsweek, Rolling Stone, etc. The Internet is also an excellent
starting point for preliminary research. This preliminary research will help you identify significant aspects of your topic and will serve
as an introduction to later research. It will also help you narrow the topic and formulate a thesis or central theme.
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
______Prepare a Preliminary Bibliography: Begin compiling a list of possible sources for your research. You may want to consult
with the research librarian regarding possible sources for your paper. It is important to determine whether the sources are reliable and
up-to-date. Generally, any source more than five years old may be outdated and can usually be replaced with more current
information. Approach all possible sources with a critical attitude. In particular, be alert to the source of information from web sites.
(see other handouts for Annotated Bibliographies & Evaluating Web Sources)
______Prepare a Working Outline: Using information you have gathered during your preliminary reading, divide your paper into
subheadings under your thesis. This outline will help you organize your paper later. (This may also be a good time to discuss your
“paper” with peer tutors at the Writing Center) (See separate handout for guidelines on creating outlines)
______Conduct Research & Take Notes: You may want to use 4” X 6” index cards to organize your research. Each card should
have a main heading summarizing an idea and should include only one idea, fact or quote from a particular source. Make sure you
include all the necessary bibliographic information for each source. Consult a writing handbook (such as The Little, Brown Compact
Handbook) for the proper format for your subject area (MLA or APA).
______Write a First Draft: Organize your note cards by their headings and arrange them in a logical manner. Start your paper with
an introduction that states your thesis. The body of your paper should develop and add details to support your thesis. The conclusion
will summarize your research and restate the thesis.
______Attribute Quotes and Other Information: Avoid plagiarism (presenting another person’s words or ideas as if they were your
own). You must document all direct quotes, paraphrases of other people’s ideas or speech, and any other information that you get from
an outside source. If the assignment does not specify a documentation style, ask your teacher which one he/she prefers.
______Revise, Edit & Rewrite the First Draft: Read your paper out loud. Each paragraph should be coherent, precise and free of
grammatical errors. Check the accuracy of your facts and quotes against your sources. Select an interesting title based on your paper’s
thesis. Make sure your paper is formatted correctly (double spaced, one-inch margins) and proofread it for typos and other mistakes.
______Hand In Your Completed Paper (ON TIME) and Celebrate.
Senior Research Project Evaluation Rubric
CRITERIA
(Revised 2016) Exceeds the standard
4
Meets the standard
3
Almost meets the
standard
2
Does not meet the
standard
1
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Ideas and Development
Score
(__ x 2) = ___
Organization
Score
(__ x 2) = ___
The paper is clear and focused.
It develops an arguable thesis
statement that is substantiated
with compelling evidence.
The thesis statement is clearly
defined and makes a complex
claim that responds to the
assignment.
The paper builds a cohesive
and complex argument.
The paper builds a cohesive
argument.
The writer draws sufficient
relevant information from a variety
of challenging sources to expand
and support the ideas.
The writer continuously
anticipates and responds to
reader’s informational needs, and
may raise new, important
questions.
Support is grounded in solid,
relevant research. Supporting
details are accurate, relevant, and
helpful.
The writer responds to reader’s
informational needs.
The paper has a strong internal
structure that serves to prove
the thesis statement and leads
the reader to relevant important
conclusions.
The introduction creatively
raises the subject, engages the
reader and leads smoothly to the
thesis.
The paper’s structure serves to
prove the thesis statement and
leads the reader to the paper’s
points and conclusions.
The introduction raises the
subject clearly, engages the reader,
and leads smoothly to the thesis.
The order and placement of
details promote the reader’s
understanding and interest.
Purposeful transitions help the
reader see how each point
connects to a large concept.
The conclusion effectively
(Revised 2016) The paper is clear. It develops a
thesis statement that is arguable,
and supported with credible
evidence.
The thesis is clear, makes an
arguable claim that responds to the
assignment.
The order and placement of
details promote the reader’s
understanding.
Transitions help the reader see
how each point connects to a
larger concept.
The conclusion clearly wraps
up the argument.
The paper is partially clear. It
develops a thesis statement that
is only somewhat arguable
and/or is supported with
insufficient evidence.
The thesis makes a claim that
may be somewhat factual and/or
may not respond to the
assignment.
The paper attempts to build an
argument.
Some support seems grounded
in solid research. Some seems
based more on common
knowledge or on thin or underused
sources.
The writer sometimes responds
to reader’s informational needs.
Yet, some important questions are
left hanging.
The paper has structure but it
may sometimes cause confusion
and/or force the reader to
“construct” the argument to
prove its thesis statement.
The introduction raises the
subject but may fail to engage the
reader and/or lead smoothly to the
thesis.
The order of information is
sometimes helpful, but
occasionally confusing;
information may be repeated.
Transitions are attempted, but
do not always show a reader how
ideas connect.
The paper does not yet have a
thesis statement that is
understandable and/or arguable.
One or more of these problems
may be evident:
The thesis is a fact and/or the
paper has no relevance to the
assignment.
The paper wanders or dissolves
into a list of disjointed ideas with
no clear main point.
Most support is vague,
questionable, or missing.
The reader is left with
numerous unanswered questions.
The paper’s lack of structure
leaves the reader confused. One
or more of the following
problems may be evident:
The introduction fails to raise
the subject clearly, engage the
reader, and lead smoothly to the
thesis.
Ideas seem randomly ordered;
the reader often wonders where the
writer is headed.
It is very hard to see how ideas
link to each other - or to any main
point.
There is no real conclusion, the
paper just stops.
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Sentence Fluency
Score
(__ x 2) = ___
resolves questions and reinforces
important assertions or offers
logical extensions for inquiry.
The reader’s understanding of
the topic grows throughout the
paper.
The reader can follow what is
written.
The writer uses sentences that
are strong, clear, and
thoughtfully structured.
•
Meaningful sentence
beginnings lend variety and
clarity to the text.
The writer uses sentences that
are clear and grammatical.
•
Meaningful sentence
beginnings give the text
clarity.
•
•
•
(Revised 2016) Sentences connect in a
coherent and sophisticated
manner.
All sentences are
grammatically sound,
complete, and vary in
structure.
The text can be read
quickly and without
difficulty.
The conclusion may be
redundant, predictable, or too
abrupt.
The reader struggles to see
some pattern or logical structure.
Despite some questions, the
reader can usually follow what is
written.
The writer uses sentences that
are reasonably clear and (for the
most part) grammatical.
•
Some meaningful sentence
beginnings give the text
moderate clarity.
•
Additional transitions
between sentences would be
helpful.
•
Sentences connect coherently
to each other.
•
Sentences are grammatical
and complete.
•
The text can be read with
minimal difficulty.
•
•
Most sentences are
grammatical and complete.
Some sentences may be hard
to follow.
The reader has occasional
difficulty following the text.
The writer uses sentences that
are unclear, ungrammatical, or
both. The reader is likely to
notice one or more of these
problems:
•
Few meaningful sentence
beginnings result in a lack of
clarity in the text.
•
The writer rarely uses linking
phrases; the reader must
work at connecting ideas.
•
Grammatical errors are
distracting. Words or whole
phrases may be missing.
•
The text is difficult to read.
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Word Choice and
Terminology
Score = ____
The writer uses well-chosen
words to convey his/her
argument in a clear, precise,
highly readable way.
•
The writer consistently
chooses precise, vivid words
and phrases.
•
•
•
Conventions
Score = ____
The writer uses words that are
accurate and make the argument
clear.
•
Language in the paper is
correct and functional.
•
The vocabulary suits the
subject.
The vocabulary suits the
subject and audience.
•
Technical or special terms
are clarified or defined as
needed.
Technical or special terms
are used with sufficient
explanation.
•
The language promotes
reader understanding.
The language makes the
argument clear and
memorable for the reader
The writer demonstrates a
strong grasp of the conventions
of standard written English (e.g.,
spelling, usage, capitalization,
punctuation, and paragraphing);
the paper is basically error free.
The writer demonstrates a good
understanding of the
conventions of standard written
English (e.g. spelling, usage,
capitalization, punctuation, and
paragraphing); any errors,
although noticeable, do not
impair the paper’s readability.
Appendix 4
Texts:
(Revised 2016) Most words that the writer uses
are reasonably accurate and
make the argument clear on a
general level.
Most language in the paper
•
is correct and functional.
However, the vocabulary is
sometimes a bit too general,
technical, or informal for the
topic, audience, or both.
•
The writer does not seem
completely at home with the
language and terminology of
the content area.
•
Technical or special terms
may sometimes be used
without sufficient
explanation; the reader
occasionally feels on the
outside looking in.
•
The language alternately
puzzles and enlightens the
reader.
The writer uses words that are
inappropriate for topic and
purpose or simply does not
speak to the audience. One or
more of these problems may be
evident:
•
Vocabulary is often
incorrectly used.
The writer demonstrates a basic
understanding of the
conventions of standard written
English (e.g. spelling, usage,
capitalization, punctuation, and
paragraphing); errors
sometimes impair the paper’s
readability.
The writer demonstrates a
limited understanding of the
conventions of standard written
English (e.g., spelling, usage,
capitalization, punctuation, and
paragraphing); many errors
impair the paper’s readability.
•
A limited vocabulary does
not allow the writer to
explore the subject in depth.
•
Technical language or jargon
may be overused—OR
technical language is missing
where it would be helpful.
•
The language frequently
confuses the reader.
Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Title
Type of Text
The Metamorphosis-Franz Kafka
Short Story
The Bracelet-Colette
Short Story
The Glass of Milk-Manuel Rojas
Short Story
Cyrano de Bergerac-Edmond Rostand
Play
Great Expectations-Charles Dickens
Novel
Grapes of Wrath-John Steinbeck
Novel
Fear-Gabriela Mistral
Poetry
The Prayer-Gabriela Mistral
Poetry
Time-Gabriela Mistral
Poetry
Green-Juan Ramon Jimenez
Poetry
Lightness-Juan Ramon Jiminez
Poetry
Everything is Plundered-A. Akhmatova
Poetry
I am Not One of Those Who Left the Land-A. Akhmatova
Poetry
The Weeping Orchard- Boris Pasternak
Poetry
(Revised 2016) Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
The Drowsy Garden-Boris Pasternak
Poetry
The Grownup-Rainer Maria Rilke
Poetry
Interior of the Rose- Rainer Maria Rilke
Poetry
Archaic Torso of Apollo-Rainer Maria Rilke
Poetry
Palm-Paul Valery
Poetry
The Friendly Wood-Paul Valery
Poetry
Caesar-Paul Valery
Poetry
(Revised 2016)