Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study 9-12
Unit/Chapter Title: Unit 1: The Early American Experience
Unit Length: 7 weeks
“Searching for Freedom”
Course/Grade: American Literature/ Grade 10
Interdisciplinary Connections: History, Computer
Technology, Art, Music
Unit Overview:
The Early American Experience “Searching for Freedom” will introduce students to the oral tradition of storytelling in creation myths,
the exploration and settling of the Americas, as well as narratives depicting the experiences of those who were enslaved in the early
nineteenth century. Students will be exposed to not only the mythical ideals surrounding the start of the world but will relive the
gruesome nature of the slave narratives. Additionally, students will become familiar with seminal documents that have laid the
foundation for government, as we know it in modern terms.
Common Core State Standards for Language Arts
Reading:
RL.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.10.2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details.
1 Roselle Public Schools
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English Curriculum Units of Study 9-12
RL.10.2 Determine a theme or central idea of a text and provide an objective summary of the text.
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.
Writing:
W.10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
W.10.3 Write narratives to develop real or imagined experiences or events using well-chosen details.
W.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.
Speaking and Listening:
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.10.1c 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.10.3 Evaluate a speaker’s use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Language:
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and
content, choosing flexibly from a range of strategies; 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.
2 Roselle Public Schools
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English Curriculum Units of Study 9-12
21st Century Life and Careers Standards
9.1.12. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12. 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
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
Science & Technical Subjects
CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
Art
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus)
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English Curriculum Units of Study 9-12
Essential Questions
Enduring Understandings
• What contributions to American culture did the early American
explorers make?
• How does literature reflect and define American identity?
• Why is it important for people and cultures to construct
narratives about their experience?
• How do we write for a variety of purposes and audience?
• American literature explores the history of our nation.
• American literature reflects the values, beliefs, history, and
culture of a dynamic and diverse society.
• Narratives allow us to share observations, perceptions or
personal experiences to connect with and influence the world.
Student Learning Objectives
(What students should know and be able to do?) READING
READING
Model Curriculum SLO’s
Students will be able to:
RL.10.1/ 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.
• Analyze literature from Native American authors, early
American explorers, and slave narratives
• Cite strong evidence from the text when writing responses to
literature
• Make inferences about life experiences of the time period
• Compare/contrast experiences of different people in the same
time period
• Use MLA format for quoting text when writing responses to
4 Roselle Public Schools
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English Curriculum Units of Study 9-12
literature
RL.10.2/ SLO # 2
Determine a theme or central idea of a text and include how it
emerges and is shaped and refined by specific details.
RL.10.2/ SLO # 2
Determine a theme or central idea of a text and provide an objective
summary of the text.
RL.10.3/ SLO # 4
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.
• Explain the theme of literature from Native American authors,
early American explorers, and slave narratives, in written and
discussion responses
• Identify supporting details that support a theme or central
idea
• Explain the message of Native American authors, early
American explorers, and slave narratives, by writing objective
summary essay responses
• Outline the plot while reading and write summaries of various
texts within the unit
• Analyze character development from literature within the
unit
• Compare/contrast the experiences of characters, and explain
how these experiences contribute to the overall meaning of the
text
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English Curriculum Units of Study 9-12
WRITING
Model Curriculum SLO’s
WRITING
Students will be able to:
W.10.3b/ SLO # 12
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.10.3/ SLO # 14
Write narratives to develop real or imagined experiences or events
using well-chosen details.
• Make effective use of narrative writing techniques, using these
to develop and enhance narrative responses
• Write a variety of narrative responses to writing prompts
throughout the unit, based upon personal experiences and
responses to literature
W.10.5/ SLO # 20- 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.
• Plan essay responses by using brainstorming and various
graphic organizers for planning
• Revise/edit written responses throughout the unit
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English Curriculum Units of Study 9-12
SPEAKING AND LISTENING
SPEAKING AND LISTENING
Model Curriculum SLO’s
Students will be able to:
SL.10.1/ SLO # 26
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade10topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
• Discuss topics connecting the experiences of early Americans
to the modern world; government, religion, racism, discovery,
etc.
SL.10.1c/ SLO # 30
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.
• Develop and express ideas orally, while discussing events
from each piece of literature
• Make connections between course content and current issues
• Compare/contrast the experiences of Americans throughout
history LANGUAGE
LANGUAGE
Model Curriculum SLO’s
Students will be able to:
L.10.4a / SLO # 41
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 10 reading and content, choosing
flexibly from a range of strategies; use context (e.g., the overall
• Use context clues to determine the meaning of new vocabulary
words
• Use prior knowledge to help construct meaning of new words
• Increase vocabulary by continuing to build knowledge of new
7 Roselle Public Schools
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English Curriculum Units of Study 9-12
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.
words 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 for Learning:
Formative Assessments:
Texts:
• Small reading groups
• Independent reading
(D.E.A.R.)
• Cornell Notes
• Guided and assisted reading
• Literature Circles
• Graphic organizers
• know/want-to-know/learned
(KWL) chart
• Character Map
• Use of Graphic Organizer
•
•
•
•
•
Study guide
Audio tapes of literature
Graphic organizers
Peer mentoring
Building background
knowledge
• Explicit teaching of
vocabulary
• Provide opportunities to
respond in multiple formats
• Checks for Understanding –
formal and informal written
and oral responses (journal
responses, class discussion
responses, exit tickets, short
written responses to
literature)
• Teacher observation
• Practice texts
• Group discussion
• Guided reading
• Response to Literature
•
Prentice Hall Textbook The
American Experience See
Appendix D /attachment of
selected titles
Websites:
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcc8 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study 9-12
• Shared Reading
• Think Pair Share
• Building Background
Knowledge
• Highlighted Reading
Continuum
• Gallery Walk
• Active Reading and
Listening
• Question Generation
• Turn and Talk
Extensions:
• Students explore choice of
text to supplement their own
learning
• Create mini-lessons on
topics of relevance and
personal interest to share
with the class (Native
American culture and
history, Slavery, Colonial
America, etc.)
• End of unit assessments
Performance Tasks: Please
see Appendix A
timeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
Socratic Seminar: Please see
Appendix B
http://www.merriam-webster.com/
Summative Assessment:
Please see Appendix C/
N.J.D.O.E. Unit 1 Model
Curriculum Assessment
Ancillary Materials
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers 9 Roselle Public Schools
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English Curriculum Units of Study 9-12
Writing
Scaffolds for Learning:
Formative Assessments:
Texts:
• Cornell Notes
• Dialectical Notebooks
• Daily Journal Response
Notebook (personal
responses, literature
responses, current events)
• SCR (Short Constructed
Response) – Use R.S.S.R.S.S.E.
• Narrative Writing –
Proficient responses
• Brainstorming, using a
variety of graphic organizers
• Use of graphic organizers
• Conferencing
• Peer Review
• Concept Map
• Break long assignments into
parts. Set a separate due
date for each part.
• Allow students to write
about segments of the same
topic for several days
• After a topic has been
chosen, assist the student in
developing a visual
outline/graphic organizer
• Keep pictures available to
help generate ideas
• Short constructed responses
– 8 responses to SCR
prompts from literature in
the unit (minimum of one for
each group of titles from unit
text list)
• Extended narrative responses
– minimum of 2 narrative
responses
• Dialectical Journal
Student Portfolios
•
Student Reflection
Extensions:
• Additional writing
assignments
• Assist others in the class with
the writing process
• Publication of their best work
(Rampage, local news
sources, literary magazines,
online literary collections,
blogging)
Prentice Hall Textbook The
American Experience See
attachment of selected titles
Websites:
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcctimeline
www.mla.org/
www.noodletools.com/
www.teachervision.com
Performance Tasks: Please
see Appendix A
Socratic Seminar: Please see
Appendix B
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Summative Assessment:
Please see Appendix C/
N.J.D.O.E. Unit 1 Model
10 Roselle Public Schools
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English Curriculum Units of Study 9-12
Curriculum Assessment
Ancillary Materials
Student Portfolios
•
•
•
•
•
Language :
Scaffolds for Learning:
Vocabulary:
• Provide a list of words for
the student to use in their
speaking and writing
• Assist students with
dictionary usage
• Provide synonyms and
•
•
•
•
Word Walls
Think Aloud
Word Banks
Vocabulary
• Checks for Understanding –
formal and informal written
and oral responses (journal
responses, class discussion
responses, exit tickets, short
written responses to
literature)
Portfolios Dictionaries Thesaurus Computers Graphic organizers Texts:
• Prentice Hall Textbook The
American Experience See
attachment of selected titles
Websites:
11 Roselle Public Schools
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English Curriculum Units of Study 9-12
•
•
•
•
•
•
Notebook/Journals
Etymology/Word Origins
Explicit Vocabulary
Instruction
Marzano’s 6 Steps to
Vocabulary Instruction
Use of context clues
Study of Affixes
Vocabulary Map
antonyms
Extensions:
•
Research the etymology
of words from the unit
Performance Tasks: Please
see Appendix A
Socratic Seminar: Please see
Appendix B
Summative Assessment:
Please see Appendix C/
N.J.D.O.E. Unit 1 Model
Curriculum Assessment
Student Portfolios
Conventions:
• Rubric for revision and
editing
• Peer Response Group
• Revision ( Steps)
• Editing ( Grammar,
Punctuation, Capitalization
• Mug Shots ( Grammar
Practice)
www.state.nj.us
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Ancillary Materials
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers 12 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study 9-12
Speaking and Listening:
Scaffolds for Learning:
• Establish protocols for
collaborative discussion
• Allow students to dictate
ideas to teacher,
paraprofessional or
volunteer
• Require/encourage student
to copy material from the
volunteer’s dictation
• Provide auditory support
• Think Pair Share
• Fishbowl
• Jigsaw
• Socratic Seminar strategiessee Appendix B
Extensions:
• Present an oral presentation
on a topic of relevance
• Socratic Seminar
• Checks for Understanding –
formal and informal written
and oral responses (journal
responses, class discussion
responses, exit tickets, short
written responses to
literature)
Texts:
• Prentice Hall Textbook The
American Experience See
attachment of selected titles
Websites:
www.state.nj.us
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Ancillary Materials
• Portfolios • Dictionaries 13 Roselle Public Schools
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English Curriculum Units of Study 9-12
•
•
•
•
Thesaurus Computers Graphic organizers Journal Notebooks Vocabulary Words/Literary Terms
Paradox
Motif
Myth
Alienation
Disillusionment
HSPA/SAT Prep vocabulary
Narrative
Theme
Philosophy
Point of View
Vocabulary words from Required and Supplemental Texts
Dialect Summary
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English Curriculum Units of Study 9-12
APPENDIX A: Performance Tasks
“The Early American Experience”
Writing Prompts: ( Copy of texts found at the end of this document)
1. Drafted by Thomas Jefferson between June 11 and June 28, 1776, the Declaration of Independence is at once the nation's most
cherished symbol of liberty and Jefferson's most enduring monument. Here, in exalted and unforgettable phrases, Jefferson expressed
the convictions in the minds and hearts of the American people. The political philosophy of the Declaration was not new; its ideals of
individual liberty had already been expressed by John Locke and the Continental philosophers. What Jefferson did was to summarize
this philosophy in "self-evident truths" and set forth a list of grievances against the King in order to justify before the world the
breaking of ties between the colonies and the mother country.
•
•
•
Analyze Thomas Jefferson’s Declaration of Independence, identifying its purpose and evaluating rhetorical features such as the
listing of grievances
Compare and contrast the themes and argument found there to those of other U.S. documents of historical and literary
significance, such as the Olive Branch Petition.
Use evidence from the text to support your responses.
2. Narrative of the Life of Frederick Douglass is a memoir and treatise on abolition written by famous orator and former slave,
Frederick Douglass. It is generally held to be the most famous of a number of narratives written by former slaves during the same
period. In factual detail, the text describes the events of his life and is considered to be one of the most influential pieces of literature
to fuel the abolitionist movement of the early 19th century in the United States.
• Provide an objective summary of Frederick Douglass’s Narrative.
• Analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the
course of the text.
• Use evidence from the text to support your responses.
Grading (Refer to NJ Registered Holistic Scoring Rubric found under Common Rubrics)
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English Curriculum Units of Study 9-12
APPENDIX B: Socratic Seminar
“The Early American Experience”
Questions:
Consider the slave and exploration narratives you have read this marking period when preparing for this seminar.
1.
To what extent does power or lack of power affect individuals? Consider the experiences portrayed in the slave narratives,
support your opinion with evidence from the text.
2.
Is freedom ever free? Has there ever been a “cost” of attaining freedom? Use evidence from the selections to support your
response.
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
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APPENDIX C: Unit 1 Summative Assessment
“The Early American Experience”
Title: The Time Traveler
Subject: English – American Literature
Grade Level: 10
______________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading: RL 9- 10.7; RI 9- 10.1; RI 9- 10.9;
Writing: W 9- 10.3; W 9- 10.2 b; W 9- 10.2e
Speaking & Listening: SL 10.1; SL 10.4
Language: L 10.1; L 10.3; L 9- 10.6
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
______________________________________________________________________________
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Student Learning: Students will be able to complete the following:
•
•
•
•
•
Deduce character traits of key members of the early American expansion and apply those to journal entries as you travel with
your explorer analyzing the passage you have taken with the explorer, noting extenuating circumstances and effects of
weather, money and time.
Structure and deliver a thoughtful presentation on the travels of their chosen character from American history.
Record and navigate the travels of their chosen explorer in a group presentation.
Compose an essay analyzing the effect this explorer has had on American history and the early American experience.
Analyze the representation in history with two additional mediums, such as art and music, and include what is similar or
different and what is emphasized or absent.
______________________________________________________________________________
Essential Questions:
•
•
How does our knowledge of the world shape the way we view ourselves?
Is ‘discovery’ always a good thing?
Introduction: Throughout this unit of study, the students will be invited to travel alongside the pioneers of the early American
experience. They will encounter many explorers who helped shape not only the government but also the religious influences of the
time period. They will be asked to take on the role of a time traveler who walks along with these pioneers.
Task: As time travelers, the students must choose a pioneer from this unit and complete the following tasks for this end of unit
assessment. Students must maintain a 10- entry journal of their travels. Each entry must be 150 words and must be accurate to the
historical time period. Students must join a small group and research the travels of their chosen pioneer. They should choose a way to
present these travels alongside their classmates in a brief presentation. Students must then compose a 5 -paragraph (1,500 word) essay
analyzing the analyzing the effect this explorer has had on American history and the early American experience.
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English Curriculum Units of Study 9-12
Steps/Process:
•
•
•
•
•
•
Students must choose a historical figure from this unit and become a time traveler who accompanies their chosen figure.
Research the time period in which the character lived, the route he traveled and the purpose of his journey.
Deduce character traits and create an ongoing traveling journal of 10 entries depicting your travels.
Work cooperatively with a small group of classmates and route your journey. Include details such as mileage and weather
conditions. Note the places you visited on the journey and describe the interactions you have had with local people.
Compose a 5- paragraph essay analyzing the effect this pioneer has had on America.
Locate two other mediums (i.e. music, art, poetry) that depicts the time period similarly or differently.
Materials:
•
•
•
•
Text: Prentice Hall The American Experience
Websites www.youtube.com (Spirituals)
http://public.wsu.edu/~campbelld/amlit/slave.htm (Slave Narratives) www.googlemaps.com
Rubrics:
•
•
•
New Jersey Holistic Scoring Rubric
Rubric for Group/ Oral Presentation
Rubric for Journal Entries
19 Roselle Public Schools
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English Curriculum Units of Study 9-12
Journal Entry Rubric
5
4
3
Writer
demonstrates
thoughtful
reflection
pertained to
subject.
Entry clearly
includes topic,
examples, and
includes key
concepts.
Entry includes
topic and key
concepts.
Entry includes
key concepts
and topic in
vague manner.
Writer states
personal
ideas that
supported by
respective
content.
Entry clearly
illustrates
personal ideas
and feelings on
topic.
Entry states
Entry lacks in
writer’s/student’s personal ideas
position on topic. or feelings.
Grammar
Entry utilizes
Entry has some
and
correct standard grammatical
Organization. American
errors pertaining
English,
to spelling,
spelling
punctuation
punctuation,
errors .Content is
organized.
and content is
well organized.
Entry contains
multiple
grammatical
errors. Content
is unorganized.
2
Completed journal entry
with little to no content
that does not include
key concepts and topic.
Entry lacks in personal
input on subject.
Entry contains many
grammatical, errors.
Content is unorganized
or irrelevant to
assignment.
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English Curriculum Units of Study 9-12
APPENDIX D:
Texts
“The Early American Experience”
Literary Resources
Author Title Genre Native American Literature Onondaga "The Earth on Turtle's Back" Myth Modoc "When Grizzlies Walked Upright" Myth Navajo from The Navajo Origin Legend Legend Iroquois from The Iroquois Constitution Nonfiction American Explorers Alvar Núñez Cabeza de Vaca "A Journey Through Texas" Nonfiction García López de Cárdenas "Boulders Taller Than the Great Tower of Seville" Nonfiction Slave Narrative Olaudah Equiano from The Interesting Narrative of the Life of Olaudah Equiano Nonfiction 21 Roselle Public Schools
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English Curriculum Units of Study 9-12
Author Title Genre Christopher Columbus from Journal of the First Voyage to America Nonfiction John Smith from The General History of Virginia Nonfiction William Bradford from Of Plymouth Plantation Nonfiction Puritan Poems Edward Taylor "Huswifery" Poem Anne Bradstreet "To My Dear and Loving Husband" Poem Phillis Wheatley "An Hymn to the Evening" Poem "To His Excellency, General Washington" Poem 22 Roselle Public Schools
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English Curriculum Units of Study 9-12
Author Title Genre Nonfiction Benjamin Franklin from The Autobiography Nonfiction from Poor Richard's Almanack Nonfiction Thomas Jefferson The Declaration of Independence Nonfiction Thomas Paine from The Crisis, Number 1 Nonfiction Speeches Patrick Henry "Speech in the Virginia Convention" Speech Benjamin Franklin "Speech in the Convention" Speech Letters Abigail Adams "Letter to Her Daughter from the New White House" Letter Michel-­‐Guillaume Jean de Crèvecoeur from Letters From an American Farmer Letter/epistle 23 Roselle Public Schools
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English Curriculum Units of Study 9-12
Performance Task Texts
(To be used with Appendix A, Performance Tasks #’s 1 & 2)
Declaration of Independence
IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them
with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's
God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the
separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted
among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation
on such principles and organizing its powers in such form, as to them shall seem most likely to affect their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly
all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing
the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces
a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new
Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which
constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated
injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts
be submitted to a candid world.
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English Curriculum Units of Study 9-12
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his
Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of
Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for
the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of
Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of
invasion from without, and convulsions within.
He has endeavored to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners;
refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the civil power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his
Assent to their Acts of pretended Legislation:
For Quartering large bodies of armed troops among us:
For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences
For abolishing the free System of English Laws in a neighboring Province, establishing therein an Arbitrary government, and
enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these
Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
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For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to complete the works of death, desolation and tyranny, already
begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a
civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners
of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian
Savages, whose known rule of warfare is an undistinguished destruction of all ages, sexes and conditions.
In every stage of this Oppressions We have petitioned for Redress in the most humble terms: Our repeated Petitions have been
answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the
ruler of a free people.
Nor have we been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their
legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and
settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common
kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf
to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold
them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge
of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly
publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved
from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to
be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances,
establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this
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Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and
our sacred Honor.
The Olive Branch Petition
July 5, 1775
Approved by the Continental Congress on July 5, 1775
To the King's Most Excellent Majesty. Most Gracious Sovereign,
We your Majesty's faithful subjects of the colonies of New-Hampshire, Massachusetts-bay, Rhode island and Providence plantations,
Connecticut, New-York, New-Jersey, Pennsylvania, the counties of New Castle, Kent, and Sussex on Delaware, Maryland, Virginia,
North Carolina and South Carolina, in behalf of ourselves and the inhabitants of these colonies, who have deputed us to represent
them in general Congress, entreat your Majesty’s gracious attention to this our humble petition.
The union between our Mother Country and these colonies, and the energy of mild and just government, produced benefits so
remarkably important, and afforded such an assurance of their permanency and increase, that the wonder and envy of other Nations
were excited, while they beheld Great Britain rising to a power the most extraordinary the world had ever known.
Her rivals observing, that there was no probability of this happy connection being broken by civil dissentions, and apprehending its
future effects, if left any longer undisturbed, resolved to prevent her receiving such continual and formidable accessions of wealth and
strength, by checking the growth of these settlements from which they were to be derived.
In the prosecution of this attempt events so unfavorable to the design took place, that every friend to the interests of Great Britain and
these colonies entertained pleasing and reasonable expectations of seeing an additional force and extension immediately given to the
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operations of the union hitherto experienced, by an enlargement of the dominions of the Crown, and the removal of ancient and
warlike enemies to a greater distance.
At the conclusion therefore of the late war, the most glorious and advantageous that ever had been carried on by British arms, your
loyal colonists having contributed to its success, by such repeated and strenuous exertions, as frequently procured them the
distinguished approbation of your Majesty, of the late king, and of Parliament, doubted not but that they should be permitted with the
rest of the empire, to share in the blessings of peace and the emoluments of victory and conquest. While these recent and honorable
acknowledgments of their merits remained on record in the journals and acts of the august legislature the Parliament, undefined by the
imputation or even the suspicion of any offence, they were alarmed by a new system of Statutes and regulations adopted for the
administration of the colonies, that filled their minds with the most painful fears and jealousies; and to their inexpressible
astonishment perceived the dangers of a foreign quarrel quickly succeeded by domestic dangers, in their judgment of a more dreadful
kind.
Nor were their anxieties alleviated by any tendency in this system to promote the welfare of the Mother Country. For 'though its
effects were more immediately felt by them. Yet its influence appeared to be injurious to the commerce and prosperity of Great
Britain.
We shall decline the ungrateful task of describing the irksome variety of artifices practiced by many of your Majesty’s ministers, the
delusive pretences, fruitless terrors, and unavailing severities, that have from time to time been dealt out by them, in their attempts to
execute this impolitic plan, or of tracking thro' a series of years past the progress of the unhappy differences between Great Britain and
these colonies which have flowed from this fatal source.
Your Majesty’s ministers persevering in their measures and proceeding to open hostilities for enforcing them, have compelled us to
arm in our own defense, and have engaged us in a controversy so peculiarly abhorrent to the affection of your still faithful colonists,
that when we consider whom we must oppose in this contest, and if it continues, what may be the consequences, our own particular
misfortunes are accounted by us, only as parts of our distress.
Knowing, to what violent resentments and incurable animosities, civil discords are apt to exasperate and inflame the contending
parties, we think ourselves required by indispensable obligations to Almighty God, to your Majesty, to our fellow subjects, and to
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ourselves, immediately to use all the means in our power not incompatible with our safety, for stopping the further effusion of blood,
and for averting the impending calamities that threaten the British Empire.
Thus called upon to address your Majesty on affairs of such moment to America, and probably to all your dominions, we are earnestly
desirous of performing this office with the utmost deference for your Majesty; and we therefore pray, that your royal magnanimity and
benevolence may make the most favorable construction of our expressions on so uncommon an occasion. Could we represent in their
full force the sentiments that agitate the minds of us your dutiful subjects, we are persuaded, your Majesty would ascribe any seeming
deviation from reverence, and our language, and even in our conduct, not to any reprehensible intention but to the impossibility or
reconciling the usual appearances of respect with a just attention to our own preservation against those artful and cruel enemies, who
abuse your royal confidence and authority for the purpose of effecting our destruction.
Attached to your Majesty person, family and government with all the devotion that principle and affection can inspire, connected with
Great Britain by the strongest ties that can unite societies, and deploring every event that tends in any degree to weaken them, we
solemnly assure your Majesty, that we not only most ardently desire the former harmony between her and these colonies may be
restored but that a concord may be established between them upon so firm a basis, as to perpetuate its blessings uninterrupted by any
future dissentions to succeeding generations in both countries, and to transmit your Majesty name to posterity adorned with that signal
and lasting glory that has attended the memory of those illustrious personages, whose virtues and abilities have extricated states from
dangerous convulsions, and by securing happiness to others, have erected the most noble and durable monuments to their own fame.
We beg leave further to assure your Majesty that notwithstanding the sufferings of your loyal colonists during the course of the
present controversy, our breasts retain too tender a regard for the kingdom from which we derive our origin to request such a
reconciliation as might in any manner be inconsistent with her dignity or her welfare. These, related as we are to her, honor and duty,
as well as inclination induce us to support and advance; and the apprehensions that now oppress our hearts with unspeakable grief,
being once removed, your Majesty will find your faithful subjects on this continent ready and willing at all times, as they ever have
been with their lives and fortunes to assert and maintain the rights and interests of your Majesty and of our Mother Country.
We therefore beseech your Majesty, that your royal authority and influence may be graciously interposed to procure us relief [sic]
from our afflicting fears and jealousies occasioned by the system before mentioned, and to settle peace through every part of your
dominions, with all humility submitting to your Majesty's wise consideration, whether it may not be expedient for facilitating those
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important purposes, that your Majesty be pleased to direct some mode by which the united applications of your faithful colonists to the
throne, in pursuance of their common councils, may be improved into a happy and permanent reconciliation; and that in the meantime
measures be taken for preventing the further destruction of the lives of your Majesty's subjects; and that such statutes as more
immediately distress any of your Majesty colonies be repealed: For by such arrangements as your Majesty's wisdom can form for
collecting the united sense of your American people, we are convinced, your Majesty would receive such satisfactory proofs of the
disposition of the colonists towards their sovereign and the parent state, that the wished for opportunity would soon be restored to
them, of evincing the sincerity of their professions by every testimony of devotion becoming the most dutiful subjects and the most
affectionate colonists.
That your Majesty may enjoy a long and prosperous reign and that your descendants may govern your dominions with honor to
themselves and happiness to their subjects is our sincere and fervent prayer.
Narrative of the Life of Frederick Douglass
I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot County, Maryland. I have no accurate
knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their
ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not
remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time,
cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during
childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege. I was not allowed
to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and
evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I
come to this, from hearing my master say, sometime during 1835, I was about seventeen years old.
My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was
of a darker complexion than either my grandmother or grandfather.
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My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered
that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me.
My mother and I were separated when I was but an infant—before I knew her as my mother. It is a common custom, in the part of
Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its
twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the
care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it is to hinder the development of
the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the inevitable
result.
I never saw my mother, to know her as such; more than four or five times in my life; and each of these times was very short in
duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to see me
in the night, travelling the whole distance on foot, after the performance of her day's work. She was a field hand, and a whipping is the
penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary—a permission
which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing
my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I
waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she
lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my master's farms, near Lee's
Mill. I was not allowed to be present during her illness, at her death, or burial. She was gone long before I knew anything about it.
Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her
death with much the same emotions I should have probably felt at the death of a stranger.
Called thus suddenly away, she left me without the slightest intimation of who my father was. The whisper that my master was my
father, may or may not be true; and, true or false, it is of but little consequence to my purpose whilst the fact remains, in all its glaring
odiousness, that slaveholders have ordained, and by law established, that the children of slave women shall in all cases follow the
condition of their mothers; and this is done too obviously to administer to their own lusts, and make a gratification of their wicked
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desires profitable as well as pleasurable; for by this cunning arrangement, the slaveholder, in cases not a few, sustains to his slaves the
double relation of master and father.
I know of such cases; and it is worthy of remark that such slaves invariably suffer greater hardships, and have more to contend with,
than others. They are, in the first place, a constant offence to their mistress. She is ever disposed to find fault with them; they can
seldom do anything to please her; she is never better pleased than when she sees them under the lash, especially when she suspects her
husband of showing to his mulatto children favors which he withholds from his black slaves. The master is frequently compelled to
sell this class of his slaves, out of deference to the feelings of his white wife; and, cruel as the deed may strike any one to be, for a man
to sell his own children to human flesh-mongers, it is often the dictate of humanity for him to do so; for, unless he does this, he must
not only whip them himself, but must stand by and see one white son tie up his brother, of but few shades darker complexion than
himself, and ply the gory lash to his naked back; and if he lisp one word of disapproval, it is set down to his parental partiality, and
only makes a bad matter worse, both for himself and the slave whom he would protect and defend.
Every year brings with it multitudes of this class of slaves. It was doubtless in consequence of knowledge of this fact, that one great
statesman of the south predicted the downfall of slavery by the inevitable laws of population. Whether this prophecy is ever fulfilled
or not, it is nevertheless plain that a very different-looking class of people are springing up at the south, and are now held in slavery,
from those originally brought to this country from Africa; and if their increase do no other good, it will do away the force of the
argument, that God cursed Ham, and therefore American slavery is right. If the lineal descendants of Ham are alone to be scripturally
enslaved, it is certain that slavery at the south must soon become unscriptural; for thousands are ushered into the world, annually, who,
like myself, owe their existence to white fathers, and those fathers most frequently their own masters.
I have had two masters. My first master's name was Anthony. I do not remember his first name. He was generally called Captain
Anthony—a title which, I presume, he acquired by sailing a craft on the Chesapeake Bay. He was not considered a rich slaveholder.
He owned two or three farms, and about thirty slaves. His farms and slaves were under the care of an overseer. The overseer's name
was Plummer. Mr. Plummer was a miserable drunkard, a profane swearer, and a savage monster. He always went armed with a cow
skin and a heavy cudgel. I have known him to cut and slash the women's heads so horribly, that even master would be enraged at his
cruelty, and would threaten to whip him if he did not mind himself. Master, however, was not a humane slaveholder. It required
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extraordinary barbarity on the part of an overseer to affect him. He was a cruel man, hardened by a long life of slaveholding. He
would at times seem to take great pleasure in whipping a slave. I have often been awakened at the dawn of day by the most heartrending shrieks of an own aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered
with blood. No words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose. The louder
she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest. He would whip her to make her
scream, and whip her to make her hush; and not until overcome by fatigue, would he cease to swing the blood-clotted cow skin. I
remember the first time I ever witnessed this horrible exhibition. I was quite a child, but I well remember it. I never shall forget it
whilst I remember anything. It was the first of a long series of such outrages, of which I was doomed to be a witness and a participant.
It struck me with awful force. It was the blood-stained gate, the entrance to the hell of slavery, through which I was about to pass. It
was a most terrible spectacle. I wish I could commit to paper the feelings with which I beheld it.
This occurrence took place very soon after I went to live with my old master, and under the following circumstances. Aunt Hester
went out one night,—where or for what I do not know,—and happened to be absent when my master desired her presence. He had
ordered her not to go out evenings, and warned her that she must never let him catch her in company with a young man, who was
paying attention to her belonging to Colonel Lloyd. The young man's name was Ned Roberts, generally called Lloyd's Ned. Why
master was so careful of her, may be safely left to conjecture. She was a woman of noble form, and of graceful proportions, having
very few equals, and fewer superiors, in personal appearance, among the colored or white women of our neighborhood.
Aunt Hester had not only disobeyed his orders in going out, but had been found in company with Lloyd's Ned; which circumstance, I
found, from what he said while whipping her, was the chief offence. Had he been a man of pure morals himself, he might have been
thought interested in protecting the innocence of my aunt; but those who knew him will not suspect him of any such virtue. Before he
commenced whipping Aunt Hester, he took her into the kitchen, and stripped her from neck to waist, leaving her neck, shoulders, and
back, entirely naked. He then told her to cross her hands, calling her at the same time a d——d b—-h. After crossing her hands, he
tied them with a strong rope, and led her to a stool under a large hook in the joist, put in for the purpose. He made her get upon the
stool, and tied her hands to the hook. She now stood fair for his infernal purpose. Her arms were stretched up at their full length, so
that she stood upon the ends of her toes. He then said to her, "Now, you d——d b—-h, I'll learn you how to disobey my orders!" and
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after rolling up his sleeves, he commenced to lay on the heavy cow skin, and soon the warm, red blood (amid heart-rending shrieks
from her, and horrid oaths from him) came dripping to the floor. I was so terrified and horror-stricken at the sight, that I hid myself in
a closet, and dared not venture out till long after the bloody transaction was over. I expected it would be my turn next. It was all new
to me. I had never seen anything like it before. I had always lived with my grandmother on the outskirts of the plantation, where she
was put to raise the children of the younger women. I had therefore been, until now, out of the way of the bloody scenes that often
occurred on the plantation.
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Unit/Chapter Title: Unit 2: “A New Nation”
Unit Length: 7 weeks
Course/Grade: American Literature
Interdisciplinary Connections: History Unit Overview:
This unit examines the literature of the nineteenth and early twentieth centuries in America. Students will explore the themes related to
the evolving young nation, such as the changing role of women, religious influences and persecution for beliefs that differ from the
masses. Students will be exposed to the literature depicting a time when the separation of church and state didn’t exist in our
developing nation. This unit will emphasize the skills of close reading to determine the difference between what is inferred and what is
spoken. Students will debate during a mock trial, analyze prevalent issues and determine for themselves what made this time period
one riddled with strife and persecution.
Common Core State Standards for Language Arts
Reading
RL.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.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.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.
RI.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).
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RI.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.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.
Writing
W.10.4 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, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.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.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.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.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.
SL.10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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Language
L.10.3 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.
L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
L.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.
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:
• CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
• CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
• CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
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Essential Questions
• What is rebellion and how does it differ from conformity?
• How do we gauge the optimism or pessimism of a particular
time period or particular group of authors?
• What does it mean to be an American?
• What are the purposes for writing?
Enduring Understandings
• Understanding the background of an author and time period
enhances a readers’ understanding of the work.
• American literature reflects the values, beliefs, history, and
culture of a dynamic and diverse society.
• Writing can be the product of bias.
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Student Learning Objectives
(What students should know and be able to do?) READING—
READING—
Model Curriculum SLO’s
Students will be able to:
RI 10.1/ 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.
Analyze a variety of genres.
Demonstrate comprehension through a written response.
Cite evidence through quoted text within their writing.
Determine what is explicitly stated.
Draw conclusions based on the text and what is inferred.
RI 10.3/ SLO # 6
Analyze how the author unfolds an analysis or series of ideas or
events, including how they are introduced and developed, and the
connections that are drawn between them.
• Recognize the structure and exposition of a series of events in
literature.
• Draw connections between events in the text
• Relate those to the time period depicted in the literature.
RI 10.5/ SLO # 9
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).
• Deduce the ideas or claims of an author based on varying
lengths of selected text.
• Gauge the effectiveness of the author’s claims in given reading
passages.
RI 10.6/ SLO # 11
• Decipher the point of view of the author.
Analyze how an author uses rhetoric to advance that point of view • Determine the purpose of writing
• Analyze the effectiveness of these author- employed strategies.
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or purpose.
• Critique the effective uses of rhetoric.
WRITING—
WRITING
Model Curriculum SLO’s
Students will be able to :
W 10.2 e/ SLO # 19
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
• Construct daily and weekly writing assignments paying close
attention to conventions of writing
• Synthesize writing processes (including drafting, revising,
editing and publishing).
W 10.6/ SLO # 24
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products.
• Implement online resources (ie. blogs, prezi’s and google
docs)
• Create, produce and share their cooperative projects.
SPEAKING AND LISTENING
SPEAKING AND LISTENING—
Model Curriculum SLO’s
Students will be able to : SL 10.1 C/ SLO # 30
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas.
• Investigate, Develop and express their ideas.
• Discussing a variety of topics ranging from early American
literature to current events.
• Develop protocol for class discussions and presentations
SL 10. 1 C/ SLO # 31
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Actively incorporate others into discussions; and clarify, verify,
or challenge ideas and conclusions.
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning.
• Develop and express their ideas respectfully
• Discussing a variety of topics ranging from early American
literature to current events.
•
• Develop and express their ideas.
• Use appropriate to the purpose and audience.
• Present them effectively while engaging in class presentations. LANGUAGE
LANGUAGE
Model Curriculum SLO’s
Students will be able to: SL 10.4/ SLO # 35
L 10.3/ SLO # 42
Apply knowledge of language to understand how language
functions in different contexts.
L 10.3/ SLO # 43
• Decipher between the denotation and connotation of a word.
• Differentiate between the implied message and the direct
message in literature.
Write and edit work so that it conforms to the guidelines in a style • Revise, edit, and rewrite their work during the unit.
• Apply concepts of proofreading and editing.
manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
L.10.4 / SLO # 45
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 10 reading and
content, choosing flexibly from a range of strategies; use context
• Determine the meaning of unknown words and phrases.
• Clarify reading strategies.
• Implement reading strategies to gain an understanding of the
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(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.
text.
Instructional Strategies
Modifications/Extensions
(How will the students
reach the learning
targets?)
(How will I
differentiate?) Reading
•
•
•
•
•
•
•
Close reading of
various grade- level
texts
Small reading groups
Independent reading
Dialectical
Notebooks
Cornell Notes
Strategic Reading
(knowing when,
why, and how to use
reading strategies)
Modeling (Explicit
Scaffolds for Learning:
• Teacher- selected
reading materials based
on student needs
• Opportunities to respond
in multiple formats
• Preferred Seating
• Access to resource
materials
• Additional time
• Audio Tapes
• Computer Access
• Peer Tutoring/
Mentoring
Assessments
(How will the
students
demonstrate
mastery?)
Formative
Assessments:
Resources/Technology
(What resources and materials will students
need?)
Texts:
The Crucible by Arthur Miller
• Short
The Scarlet Letter by Nathaniel Hawthorne
constructed
responses
Prentice Hall’s The American Experience
• Extended
• “Sinners in the Hands of an Angry God”
responses
• “The Minister’s Black Veil”
• Checks for
• “Billy Bud”
Understanding
• “The Raven”
• Exit tickets
• Socratic Seminar • “Young Goodman Brown”
• Teacher
“The Life of Anne Hutchinson”
observation
• Practice texts
8 Roselle Public Schools
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•
•
•
•
•
•
•
reading strategy
instruction)
Habits of a good
reader (making
inferences,
visualizing,
connecting,
questioning,
synthesizing)
Graphic Organizers
(KWL Chart, Venn
Diagram, Two
column notes,
character map, etc.)
Read Aloud/Think
Aloud
Literature Circle
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
• Small group activities
• Partner activities
Extensions:
• Provide students with a
list of novels, poems,
and other text sources
from the time period.
Allow them to explore
their choice of text and
use it to supplement
their own learning, and
share their learning.
• Advanced students may
create mini-lessons on
topics of relevance and
personal interest to
share with the class.
• Group
discussion
• Guided reading
• Response to
Literature
• Dialectical
Journal
• Timed Practice
Test – Multiple
Choice & OpenEnded Questions
Websites:
Performance
Tasks:
www.theteachingchannel.org
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.p
df
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
www.youtube.com
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment:
Please see
Appendix C/
NJDOE Model
Ancillary Materials
•
•
•
•
•
•
•
•
notecards
props for mock trial
portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
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•
•
•
•
•
•
from Self –
Extension)
Character Map
Dialectical Journal
Comprehension
monitoring
Cooperative learning
or peer tutoring
Story structure
Question Generation
Writing
•
•
•
•
•
•
•
•
•
•
Summary Writing
Writing as a process
Sample writings
Writing MiniLessons, Peer
Response Group
Guided Writing
Conferencing
Self-editing
Peer editing
Revising
Use of reference
Scaffolds for Learning:
• Opportunities to respond
in multiple formats
• Peer mentoring/ tutoring
• Use of graphic
organizers
• Assist students with
‘sentence starters’
• Assist with conclusion
paragraphs
• Provide a list of
compositional risks (ie.
Curriculum Unit 1
• Graphic organizers
Formative
Assessments:
Texts:
• Daily writing
prompts
• Weekly writing
tasks
• Entrance/ exit
ticket
• Dialectical
journals
• Cornell Notes
• Teacher
The Crucible by Arthur Miller
The Scarlet Letter by Nathaniel Hawthorne
Prentice Hall’s The American Experience
•
•
•
•
•
“Sinners in the Hands of an Angry God”
“The Minister’s Black Veil”
“Billy Bud”
“The Raven”
“Young Goodman Brown”
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•
•
•
writer’s checklist
Review exemplar
essays
Edit sample essay
Graphic organizers
Figurative language,
dialogue etc.)
• Provide a list of
figurative language
• Provide a list of
transitional words and
phrases
observations
• Oral debates
Extensions:
Performance
Tasks:
• Encourage advanced
writers to seek outlets
for publication of their
best work (RamPage,
local news sources,
literary magazines,
online literary
collections, blogging) • Assign additional
writing assignments as
appropriate
• Encourage advanced
proficient writers to
assist others in the class
with the writing process,
Student Portfolios
Student Reflection
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment:
Please see
Appendix C/
NJDOE Model
Curriculum Unit
Student Portfolios
“The Life of Anne Hutchinson”
Websites:
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.p
df
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
Ancillary Materials
•
•
•
•
•
•
•
•
notecards
props for mock trial
portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
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and to share examples. Language :
Scaffolds for Learning:
Explicit teaching of
vocabulary with Marzano’s
Six Steps
• Word bank
• Incorporate transitional
words and phrases
• Use reference materials
• Provide a list of
transitional words
• Identify figurative
language
• Provide a list of
resources
• Use reference materials
Explicit instruction of the
following conventions:
• Punctuation
• Usage
• Sentence structure
Extensions:
•
•
•
•
•
Use advanced organizers
Mentor other students
Read independently
Develop word walls
Maintain a vocabulary
journal
Graphic organizers Formative
Assessments:
• Oral responses
• Teacher
observations
• Peer work
• Think/ pair/
share activities
• Active listening
• Entrance/ exit
tickets
Performance
Tasks:
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment:
Texts:
The Crucible by Arthur Miller
The Scarlet Letter by Nathaniel Hawthorne
Prentice Hall’s The American Experience
•
•
•
•
•
“Sinners in the Hands of an Angry God”
“The Minister’s Black Veil”
“Billy Bud”
“The Raven”
“Young Goodman Brown”
“The Life of Anne Hutchinson”
Websites:
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.p
df
www.readwritethink.org
www.Teachervision.com
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Please see
Appendix C/
NJDOE Model
Curriculum Unit
Student Portfolios
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
Ancillary Materials
•
•
•
•
•
•
•
•
notecards
props for mock trial
portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
Graphic organizers Speaking and Listening
•
•
•
•
•
•
•
Persuasive techniques
Rhetoric
Summarizing
Oral Presentations
Socratic Seminar
Fishbowl
Jigsaw
Scaffolds for Learning:
• Use of graphic
organizers
• Small group work
• Partner activities
• Work with a peer
• Opportunity to respond
in multiple formats
Formative
Assessments:
• Teacher
observation
• Group
discussion
• Oral
presentation
• Oral debate
Texts:
The Crucible by Arthur Miller
The Scarlet Letter by Nathaniel Hawthorne
Prentice Hall’s The American Experience
• “Sinners in the Hands of an Angry God”
• “The Minister’s Black Veil”
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• Create a list of
persuasive elements as a
guide
Extensions:
• Create a power point
presentation about a
topic of interest. Include
graphics and sound to
project key points
• After gathering data
through a survey,
students develop a
proposal to address a
school or community
concern (e.g. lunch
menus, class schedules,
school uniforms). The
proposal will include
table or results,
interpretations, proposed
changes and list all
sources used.
• Students read an essay
or newspaper article and
write questions,
connections, or
conclusions for
discussion within the
• Active listening
Performance
Tasks:
• “Billy Bud”
• “The Raven”
• “Young Goodman Brown”
Please see
Appendix A
“The Life of Anne Hutchinson”
Socratic Seminar:
Please see
Appendix B
Summative
Assessment:
Please see
Appendix C/
NJDOE Model
Curriculum Unit
Websites:
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.pdf
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
Ancillary Materials
•
•
•
•
•
notecards
props for mock trial
portfolios
Student work folders
Dictionaries
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group.
• 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.
•
•
•
•
Thesaurus
Computer
SMARTboard
Graphic organizers
Vocabulary Words/Literary Terms Alliteration
Exposition
Rhetoric
HSPA/SAT Words
Assonance
Individualism
Transcendentalism
Vocabulary Words from Required and
Supplemental Texts
Consonance
Paradox
Verbal Irony
Academic Vocabulary: Explanatory or Informational , Argument
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APPENDIX A
“A New Nation”
Performance Task/s
1. Students compare and contrast how the protagonists of Herman Melville’s Billy Budd and Nathaniel Hawthorne’s The Scarlet
Letter maintain their integrity when confronting authority, and they relate their analysis of that theme to other portrayals in
nineteenth- and early-twentieth-century foundational works of American literature they have read.
2. (This writing assignment would follow the reading of biographical information about Anne Hutchinson—such as the Gomes
essay—and The Scarlet Letter by Nathaniel Hawthorne.) In Chapter One of The Scarlet Letter, the author describes a rosebush
that "had sprung up under the footsteps of the sainted Anne Hutchinson.” In the closing chapter of the novel, the narrator
observes that Hester "assured them … of her firm belief that, at some higher period, when the world should have grown ripe
for it, in heaven’s own time, a new truth would be revealed, in order to establish the whole relation between man and woman
on a surer ground of mutual happiness.” Write an argument in response to the following question: Why does Hawthorne
choose an intellectual rebel, Anne Hutchinson, to frame the story of Hester Prynne? Cite evidence from the texts to support
your thesis; include citations from Hutchinson’s own work, if possible.
3. The principle accusers in The Crucible are young, unmarried women. List some evidence from the play to show the status of
single women in Puritan society. Then explain the extent to which these women were able to gain power and change their
status in the society simply because of the accusations they threw out. Use evidence from the play to support your argument.
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APPENDIX B
“A New Nation”
Socratic Seminar
Questions
1. What role does religion play on history?
2. Define “crime.” Define “sin.” Are all crimes sins? Are all sins crimes?
3. Are Puritan values still alive in America today?
Grading:
(Please refer to Socratic Seminar Rubric found under Common Rubrics)
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APPENDIX C Summative Assessment
Unit 2
“Is Judge Hathorne Guilty?”
Title: The Mock Trial
Subject: English – American Literature
Grade Level: 10
______________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading: RL 9- 10.7; RI 9- 10.1; RI 9- 10.9;
Writing: W 9- 10.3; W 9- 10.2 b; W 9- 10.2e
Speaking & Listening: SL 9- 10.1a-b; SL 9- 10.6
Language: L 9- 10.3; L 9-10.5b; L 9-10.6
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
______________________________________________________________________________
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Student Learning: Students will be able to complete the following:
•
•
•
•
•
•
•
Deduce character traits and motives of characters in The Crucible by Arthur Miller
Structure and deliver a thoughtful representation of a character in a mock trial.
Research the historical context surrounding the Salem Witch Trials.
Compose an essay analyzing the effects of religious persecution.
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.
Identify a variety of themes in The Scarlet Letter and The Crucible.
Essential Questions:
•
•
To what extent does power or the lack of power affect individuals?
How do we gauge the optimism or pessimism of a particular time period or a particular group of authors?
Introduction: Throughout this unit of study, the students will analyze the connections that exist between the American settlers and the
onset of religious persecution. Through reading texts (such as plays, novels, poetry, essays and sermons) students will build a level of
expertise that will allow the students to adopt roles in the mock trial and to theorize whether Hathorne is guilty of murdering the
members of the play The Crucible.
Tasks:
1. Compose an essay analyzing the effects of religious persecution on the society, at large. Locate an article or a current piece of
information that you can use as a comparison/ contrast to your idea of persecution. Your essay should represent textual
evidence from The Crucible, The Scarlet Letter, poems, sermons and history.
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2. Craft a personal creed that represents your belief system. Mirror your creed after John Proctor’s heart-wrenching confession at
the end of Act III.
3. The Crucible Mock Trial
Introduction: We will all participate in a mock trial based on the events and evidence found in The Crucible. Judge Danforth and
Judge Hathorne are charged with the murder of Rebecca Nurse, Martha Corey, and John Proctor for their roles in the Salem Witch
Trials.
Participants:
• Prosecuting Team of Lawyers: Their task will be to prove beyond a reasonable doubt that Danforth and/or Hathorne were
responsible for the unjust execution of three innocent people.
• Defense Team of Lawyers: Their task will be to show that other characters hold enough responsibility for the tragic death so as
to raise a reasonable doubt to Danforth’s and Hathorne’s culpability for the crime.
• Many Witnesses (Characters): They will be called to testify and each witness (character) will have to answer questions posedto
him or her by both the prosecuting team and the defense team.
• Jury: They will hear the evidence of each side and decide on a verdict.
• The teacher will be the judge to keep all participants focused.
Preparations:
The Prosecuting Team:
•
•
Discuss the ways in which Danforth and Hathorne, because of their words and actions, are responsible for the deaths.
The prosecutors should look through the text of The Crucible for words spoken by either Danforth or Hathorne that show their
responsibility.
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•
The prosecutors should use the defendants’ words to form questions that show their responsibility.
The Defense Team, Danforth, and Hathorne will work together to not only show that Danforth and Hathorne are not responsible for
the deaths, but also how other characters share in the responsibility.
•
•
They should first discuss who else holds responsibility for these murders.
They should look through the text of The Crucible for words spoken by any characters that show their responsibility.
•
The defense team should use these other characters’ words to form questions that show their responsibility.
Witnesses:
•
•
•
All witnesses will first need to think of any ways that the defense team could blame them for the tragedy.
Secondly, each witness will need to imagine questions that s/he might be asked by both the prosecuting team and the defense
team and write them down.
Thirdly, each witness will need to read the text closely to find the best ways to answer these questions and then write them.
Steps/Process:
•
•
•
•
•
Gather sources that we have read and research others that speak of the challenges of the time period. This will aid you in the
creation of the mock trial.
Research ‘McCarthy-ism’ and deduce the reasons that religious persecution existed.
Determine the difference between guilt and sin.
Meet with your assigned groups to develop a plan to defend your position.
Locate the textual support from the play to support your assigned position in the trial.
Materials: Text: Prentice Hall The American Experience
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Rubrics:
•
New Jersey Holistic Scoring Rubric, Rubric for Mock Trial, Rubric for Personal Creed
Sample Socratic Seminar Activity with Performance Based Rubrics
Socratic Seminar Questions for The Scarlet Letter by Nathaniel Hawthorne
Answer each of the following questions in paragraph form (minimum 8 sentences per paragraph). Be sure to include specific detail
from the text with documentation (chapter and pages). These responses will be your notes for our Socratic seminar.
Your responses must be typed.
1. Define “crime.” Define “sin.” Are all crimes sins? Are all sins crimes? Explain your response using examples from your
education and current events.
2. Describe how each of the following characters feels about Hester’s crime (one paragraph per character): Hester herself,
Chillingworth, Dimmesdale. Be sure to include specific detail from the text with documentation (chapter and pages).
3. The Puritans viewed nature as frightening and mysterious. It was where the devil resided. The Romantics, on the other hand,
regarded civilization and its products as evil and corrupt, and wanted to get back to the innocence and simplicity of nature.
Trace references to nature and civilization in The Scarlet Letter. How do you think Hawthorne felt about Nature v.
Civilization?
4. Does Hawthorne like Hester Prynne? Explain. Before answering, be sure to look at his comments about her in the novel,
particularly his treatment of her in chapter 8, “Another View of Hester.”
5. Is there anything we as a society can learn from the Puritans? Are there values they held that we have perhaps lost that might
improve our society now? Explain.
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The Scarlet Letter Socratic Seminar Grading Rubric
The rubric below will be used to evaluate both your preparation and your participation in the Socratic seminar. The answers to the
questions MUST BE TURNED IN AT THE END OF CLASS THE DAY OF THE SEMINAR. ABSOLUTELY NO LATE WORK
WILL BE ACCEPTED.
You will receive two grades for the seminar: Preparation (100 points-writing category) and Participation (50 points-participation
category).
Preparation Rubric:
100
All questions are thoroughly answered and include documented support from the text or outside sources, as required.
Paragraphs are very well written and contain a balance of concrete detail and commentary and exhibit thoughtful consideration
of the questions. There are virtually no usage or punctuation errors.
90
All questions are answered well and include documented support from the text or outside sources, as required. Paragraphs are
for the most part well written with only a few minor flaws in usage or punctuation. They contain sufficient concrete detail and
commentary to make their points.
80
All questions are answered, although not always thoroughly and/or with documented support. Responses may lack either
sufficient concrete detail or commentary. Writing acceptable, but may contain some errors in usage and/or punctuation.
70
All questions are answered, but consistently lack sufficient detail and commentary. Writing shows lack of preparation and
thought.
60
Insufficient effort. Did not answer all questions and/or did not answer them thoroughly.
50
Very little effort.
0
Speaks for itself
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Participation Rubric:
50
Fully participates in the seminar by making several constructive comments that are supported by evidence and explained
thoroughly. Listens and responds to peers’ comments. Advances, but does not monopolize, the discussion. Takes good notes.
45
Answers at least three questions with constructive comments supported by evidence and explained thoroughly. Listens and
responds to peers’ comments. Takes good notes.
40
Answers at least two questions and supports those answers with evidence, although that evidence may be weak. Takes notes.
35
Participates by agreeing or disagreeing, but does not make a constructive comment. Actively listens and takes notes.
30
Actively listens and takes notes, but does not participate in the discussion.
25
Maximum grade for any student who participates but does not have written component.
0
Student does not participate and disrupts the seminar.
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Appendix D
Texts
Title
Genre
The Crucible by Arthur Miller
Play
The Scarlet Letter by Nathaniel Hawthorne
Novel
“Sinners in the Hands of an Angry God”
Sermon
“Minister’s Black Veil”
Short Story
“Young Goodman Brown” by Nathaniel Hawthorne
Short Story
“Billy Budd” by Herman Melville
Short Story
“The Raven” by Edgar Allen Poe
Poem
Prentice Hall: The American Experience
Textbook/ Anthology
“The Life of Anne Hutchinson”
Informational
Background information on Salem Witch Trials
Informational
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Unit/Chapter Title: Unit 3: American Romanticism
Unit Length: 7 weeks
Course/Grade: English II/ Grade 10
Interdisciplinary Connection/s: History, Science, Art Unit Overview: Students explore America’s first prolific period of literature by examining works from Cooper and Irving to
Hawthorne, Melville, Poe, Whitman, Emerson, and Thoreau. The prominent theme of manifest destiny during this period in American
literature may be introduced by reading John O’Sullivan’s essay “Annexation.” Students will wrestle with how the romantics
perceived individualism and how this focus on individualism relates to other themes in American literature. Students will explore
transcendentalism as an aspect of American romanticism and compare the romantics with the transcendentalists. Teachers are
encouraged to select one novel and a variety of the other poetry and prose in order to give students maximum exposure to the various
works of the period.
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.9-10.4: 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.9-10.6: 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.
RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger
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portions of a text (e.g., a section or chapter).
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.9-10.4: 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. (Editing for conventions should demonstrate command
of Language standards 1–3 up to and including grades 9–10 on page 54.)
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.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking an Listening:
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)
Language:
L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
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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:
Life Science: 5.3 All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Visual and Performing Arts :1.2 All students will understand the role, development, and influence of the arts throughout history and
across cultures.
U.S. History: 6.1 All students will acquire the knowledge and skills to think analytically about how past and present interactions of
people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed
decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Essential Questions
•
•
•
What is American individualism?
What is Transcendentalism and how does this impact your
view of yourself?
How is writing structured to communicate various ideas?
Enduring Understandings
• Individualism emphasizes "the moral worth of the individual” values
independence and self-reliance
• Transcendentalism was a literary and philosophical movement that
believed people are at their best when they are self-reliant and
independent
• Writing records experiences, clarifies thoughts, structures ideas, and
enables communication for a variety of purposes and audiences.
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Student Learning Objectives
(What students should know and be able to do?) READING -
READING –
Model Curriculum SLO’s
Students will be able to :
RL.9-10.1/ 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.
• Summarize literary text and determine its meaning
• Cite evidence from the text to support analysis
• Draw inferences from literary text and support those
inferences with evidence from the text
RL.9-10.4/ SLO #7: Determine the meaning of words and
• Analyze how the author’s choice of specific words and phrases
phrases as they are used in the text, including figurative and
conveys meaning or tone
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes • Determine the figurative, connotative, or technical meaning of
words and phrases
a sense of time and place; how it sets a formal or informal tone).
• Differentiate between formal or informal tone
RI.9-10.5/ SLO #9: 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.9-10.8/SLO #11. 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
• Analyze the impact of word choice given various contexts
• Outline the arguments and claims in a text
• Assess the logic and reasoning of an author
• Identify evidence to support author’s claim
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statements and fallacious reasoning.
• Evaluate the validity of the claim
WRITING –
WRITING
Model Curriculum SLO’s
-Students will be able to :
W.10.1 SLO #12.
Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
•
•
•
•
•
W.10.1a. SLO#13. When writing arguments, introduce precise
claim(s) and distinguish the claim(s) from alternate or opposing
claims.
•
W.10.4 SLO #19
Produce clear and coherent writing in
which the development, organization, and style are appropriate to
task, purpose, and audience.
•
•
W.10.10 SLO#31. 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 audience
•
•
Write a persuasive essay Use a persuasive essay graphic organizer Introduce argument or claims Present counterclaims fairly Point out strengths and limitations of claims and
counterclaims Provide reasons and support for the arguments or claim,
using credible sources, relevant data, or sound reasoning Write a strong conclusion that follows from and supports the
argument presented Write a variety of short argumentative responses to literature
from the unit, evaluating how the author might respond to
their opponents Revise and edit work Self-reflect
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Speaking and Listening
Speaking and Listening
Model Curriculum SLO’s
-Students will be able to :
SL.10.1 SLO# 32.
Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 10 topics, texts, and
issues.
SL.10.1c. SLO# 35. Propel conversations by posing and
responding to questions that relate the current discussion to
broader themes or larger ideas.
• Develop ability to be a good listener and engage in purposeful
dialogue
• Develop an awareness of audience
• Develop social skills-e.g. turn taking, formality of speech,
conventions of speaking and listening, talk in a range of
contexts
• Develop an enjoyment of speaking and listening, by engaging
in daily conversations about course content
• improve self-esteem and confidence in speaking by having
regular conversations in class
• Express ideas orally on a variety of topics, connecting themes
of the unit with current social issues
• Make personal connections between literary texts and their
own lives
LANGUAGE
LANGUAGE
Model Curriculum SLO’s
Students will be able to :
L.10.6 SLO# 56. 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
Improve standard English and articulation
Make use of new vocabulary in everyday speaking and
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writing
level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension.
L.9.5SLO# 53. Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings
• Interpret meaning of figurative language in literature
• Analyze the relationships between words
• Analyze nuance in word meaning
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 for Learning:
• Small reading groups
• Independent reading
(D.E.A.R.)
• Cornell Notes
• Guided and assisted
reading
• Literature Circles
•
•
•
•
•
Study guide
Audio tapes of literature
Graphic organizers
Peer mentoring
Building background
knowledge
• Explicit teaching of
Formative
Assessments:
• Checks for
Understanding –
formal and informal
written and oral
responses (journal
responses, class
Texts:
•
Prentice Hall Textbook The American
Experience See Appendix D/ attachment
of selected titles
Websites:
www.state.nj.us
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• Graphic organizers
• know/want-toknow/learned (KWL)
chart
• Character Map
• Use of Graphic
Organizer
• Shared Reading
• Think Pair Share
• Building Background
Knowledge
• Highlighted Reading
Continuum
• Gallery Walk
• Active Reading and
Listening
• Question Generation
• Turn and Talk
vocabulary
• Provide opportunities to
respond in multiple
formats
discussion responses,
exit tickets, short
written responses to
literature)
Teacher observation
Practice texts
Group discussion
Guided reading
Response to Literature
•
•
•
• Students explore choice of
•
text to supplement their
•
own learning
• Create mini-lessons on
Performance Tasks:
topics of relevance and
Please see Appendix A
personal interest to share
with the class (Native
Socratic Seminar:
American culture and
Please see Appendix B
history, Slavery, Colonial
America, etc.)
Summative
Assessment: Please see
Appendix C/NJDOE
Unit 3 Model
Curriculum Assessment
Extensions:
www.corestandards.org
http://www.parcconline.org/parcc-timeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
http://www.pbs.org/wnet/ihas/icon/transcend.html http://edsitement.neh.gov/lesson-plan/waltwhitmans-notebooks-and-poetry-sweep-universe
Ancillary Materials
•
•
•
•
Portfolios Dictionaries Thesaurus Computers 8 Roselle Public Schools
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• Graphic organizers Writing
Scaffolds for Learning:
• Cornell Notes
• Dialectical notebooks
• Daily journal response
notebook (personal
responses, literature
responses, current
events)
• SCR (Short constructed
response) – Use R.S.S.R.S.S.E.
• Narrative writing –
Proficient responses
• Brainstorming, using a
variety of graphic
organizers
• Use of graphic
organizers
• Conferencing
• Peer review
• Break long assignments
into parts. Set a separate
due date for each part.
• Allow students to write
about segments of the
same topic for several
days
• After a topic has been
chosen, assist the student
in developing a
visualoutline/graphic
organizer
• Keep pictures available to
help generate ideas
Extensions:
• Additional writing
assignments
• Assist others in the class
Formative
Assessments:
• Short constructed
responses – 8
responses to SCR
prompts from
literature in the unit
(minimum of one for
each group of titles
from unit text list)
• Extended
argumentative
responses – minimum
of 2 responses
• Dialectical Journal
Student Portfolios
Student Reflection
Performance Tasks:
Please see Appendix A
Texts:
•
Prentice Hall Textbook The American
ExperienceSee attachment of selected
titles
Websites:
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcc-timeline
www.mla.org/
www.noodletools.com/
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
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• Concept map
with the writing process
• Publication of their best
work (RamPage, local
news sources, literary
magazines, online literary
collections, blogging)
Socratic Seminar:
Please see Appendix B
Summative
Assessment: Please see
Appendix C/N.J.D.O.E.
Unit 3 Model
Curriculum Assessment
Student Portfolios
Language :
•
•
•
•
•
•
•
•
•
Word walls
Think aloud
Word banks
Vocabulary
notebook/journals
Etymology/word
origins
Explicit vocabulary
instruction
Marzano’s 6 Steps to
Vocabulary Instruction
Use of context clues
Study of affixes
Scaffolds for Learning:
• Provide a list of words for
the student to use in their
speaking and writing
• Assist students with
dictionary usage
• Provide synonyms and
antonyms
Extensions:
•
Research the etymology
of words from the unit
• Checks for
Understanding –
formal and informal
written and oral
responses (journal
responses, class
discussion responses,
exit tickets, short
written responses to
literature)
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Ancillary Materials
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers Texts:
• Prentice Hall Textbook The American
ExperienceSee attachment of selected
titles
Websites:
www.state.nj.us
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
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• Vocabulary map
Please see Appendix B
www.readwritethink.org
Conventions:
Summative
Assessment: Please see
Appendix C/N.J.D.O.E.
Unit 3 Model
Curriculum Assessment
http://www.merriam-webster.com/
Formative
Assessments:
• Socratic Seminar
• Checks for
Understanding –
formal and informal
written and oral
responses (journal
responses, class
discussion responses,
exit tickets, short
written responses to
Texts:
• Rubric for revision and
editing
• Peer response group
• Revision (steps)
• Editing (grammar,
punctuation,
capitalization
• Mug shots (grammar
practice)
Speaking and Listening
Scaffolds for Learning:
• Establish protocols for
collaborative
discussion
• Allow students to dictate
ideas to teacher,
paraprofessional or
volunteer
• Require/encourage
student to copy material
from the volunteer’s
dictation
• Provide auditory support
• Think Pair Share
• Fishbowl
• Jigsaw
• Socratic Seminar
strategies- see
Ancillary Materials
Portfolios Dictionaries Thesaurus Computers • Graphic organizers
•
•
•
•
• Prentice Hall Textbook The American
Experience See attachment of selected
titles Websites:
www.state.nj.us
www.corestandards.org
www.teachervision.com
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Appendix B
Extensions:
literature)
• Present an oral
presentation on a topic of
relevance
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/ Ancillary Materials
•
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers Journal Notebooks Vocabulary Words/Literary Terms:
Alliteration
Anaphora
Assonance
Consonance
Individualism
Lyric poetry
Metonymy
HSPA/SAT Prep vocabulary
Manifest destiny
Noble savage
Paradox
Romanticism
Synecdoche
Transcendentalism
Verbal irony
Vocabulary words from Required and Supplemental Texts
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Appendix A:
Performance Task/s
1. Thomas Paine's “Common Sense” argued for American independence from Britain by suggesting the various absurdities of
being ruled by England. He focused on the practical notions of governance and how, from this view, it was not logical for
America to be subjugated under British rule.
• Delineate and evaluate the argument that Thomas Paine makes in Common Sense.
• Assess the reasoning present in his analysis, including the premises and purposes of his essay.
• Use evidence from the text to support your response
2. Walden is an American book written by noted transcendentalist Henry David Thoreau. The work is part personal declaration of
independence, social experiment, voyage of spiritual discovery, satire, and a manual for self-reliance. First published in 1854,
it details Thoreau's experiences over the course of two years, two months, and two days in a cabin he built near Walden Pond,
amidst woodland owned by his friend and mentor Ralph Waldo Emerson, near Concord, Massachusetts. The book compresses
the time into a single calendar year and uses passages of four seasons to symbolize human development.
Provide an objective summary of Henry David Thoreau’s Walden
Analyze how he articulates the central ideas of living simply and being self-reliant and how those ideas interact and build
on one another (e.g., “According to Thoreau, how specifically does moving toward complexity in one’s life undermine
self-reliance?”)
• Use evidence from the text to support your response
•
•
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Argumentative/Persuasive writing
3. In the century and a half since Thoreau wrote Walden, life for most Americans has become increasingly complex rather than
simpler. Write an editorial for a major newspaper either advocating or rejecting Thoreau’s ideas of simplicity for today’s
world. In your editorial, you will need to introduce Thoreau and outline his ideas. Use quotations from his writings to illustrate
your points. Anticipate and answer the arguments of those who may disagree with you. A strong piece of writing will include
thoughtful analysis, insightful interpretation, specific supporting examples from the text and daily life, and an accurate
discussion of the key themes of Thoreau’s works and the philosophy of Transcendentalism.
Grading:
(Refer to NJ Registered Holistic Scoring Rubric found under Common Rubrics)
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Appendix B:
Socratic Seminar
Questions:
1. Select one of the short stories and explain why you think it is a good example of American romanticism. Use at least three
pieces of textual evidence to support your position.
2. Do you agree with Thoreau’s claim that the “government which governs least” is better? Why or why not? Does government
get in the way?
3. What would it take to have a better government according to Thoreau? According to you? Would it be good to have a
government that governs not at all? Explain.
4. To what lengths should individuals go to reform society? What are the potential consequences? What are the benefits?
5. Give examples of civil disobedience from more recent history. What made actions of these individuals successful? Why don’t
more individuals act on their principles?
6. Who is ultimately more important: the individual, the citizens as a whole, or the government? According to the
transcendentalists? According to society? According to you?
Grading:
Please refer to the Socratic Seminar Rubric found under Common Rubrics.
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Appendix C:
Summative Assessment Unit 3
Title: Comparing Visions of American identity throughout history
Subject: English
Grade Level: 10
_____________________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading: RL.9-10.1, RI.9-10.8
Writing: W.10.1, W.10.1a
Listening: SL.10.1
Speaking: L.10.6
21st Century Life and Careers Standards 9.1. A.1, 9.1. B.2, 9.1. D.1, 9.1. F.2
____________________________________________________________________________________
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Student Learning: Students will be able to complete the following:
•
•
•
•
•
•
Read, summarize, and discuss Learned Hand’s “I am an American Day” address, and Langston Hughes’ “Let America be
America Again”.
Analyze and Discuss the author’s views on American identity
Delineate and evaluate the argument and specific claims in a text
Assess the logic and reasoning of each author.
Write a comparative essay, where you compare and contrast Hand’s thoughts with another author’s writings regarding
liberty.
Evaluate each author’s connection to Transcendentalism by participating in a Socratic Seminar
______________________________________________________________________________
Essential Question:
How has Transcendentalism helped shape American identity?
Introduction: Students will continue their exploration of American literature in this unit by closely examining Learned Hand’s
address from “I am an American day.” While studying American romanticism in this unit, students have expanded their awareness of
American identity through exposure to historically significant 19th century American authors. Now, students will connect their
knowledge gained from this time period by evaluating whether Learned Hand and Langston Hughes would agree with the
Transcendentalists, and comparing/contrasting the beliefs of each writer.
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Task:
Students will enhance their understanding of American identity by comparing historically significant literature. Building upon the
ideas of Romanticism and Transcendentalism, students will consider their influence on later generations of Americans by reading a
speech from learned Hand and a poem from Langston Hughes. Students will write a comparative analysis to demonstrate their ability
to think critically about literature. Finally, students will participate in a Socratic Seminar discussion to answer the question : How has
Transcendentalism helped shape American identity? Use evidence from each author to support your responses.
Steps/Process:
1.
2.
3.
4.
Read copy of Learned Hand’s address from “I am an American Day”
Outline the speech
Write a comparative literary analysis.
Hand considers a variety of ideas regarding what is meant by the term liberty. Compare and contrast Hand’s thoughts with
another author’s writings regarding liberty. One possible text is Langston Hughes’ poem, “Let America be America Again”.
5. Discuss each piece of literature and its connection to the unit by participating in a Socratic seminar
Materials:
Text:
Prentice Hall Textbook The American Experience
Websites:
http://www.providenceforum.org/spiritoflibertyspeech
http://www.poets.org/viewmedia.php/prmMID/15609
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APPENDIX D
Texts
Author
Title
Genre
Edgar Allan Poe
“The Raven”
Poem
“Annabel Lee”
Poem
“I Hear America Singing”
Poem
“Song of Myself”
Poem
“Oh Me, Oh Life”
Poem
“A Bird came down the
Walk”
Poem
“Because I could not stop
for Death”
Poem
Edgar Allan Poe
“The Fall of the House of
Usher”
Short Story
Washington Irving
“The Legend of Sleepy
Hollow”
Short Story
Walt Whitman
Emily Dickinson
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Ralph Waldo Emerson
Henry David Thoreau
“Rip Van Winkle”
Short Story
“Self-Reliance”
Essay
“Nature”
Essay
“Civil Disobedience”
Essay
“Walden”
Essay
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English Curriculum Units of Study Grades 9-12
Unit/Chapter Title: Unit 4: “The American Dream”
Unit Length: 7 weeks
Course/Grade: American Literature/Grade 10
Interdisciplinary Connections: History, Art, Music,
Technology
Unit Overview:
This unit examines the literature and the time period of the early twentieth century in America. The unit traces the emergence of
American modernism, including literature from World War I, and tracks the literature of “disillusionment” that followed the war.
They identify the alienation of the modern man and the tensions that are embedded in the modernist works of F. Scott Fitzgerald and
Ernest Hemingway. The works of Langston Hughes, and Zora Neale Hurston illustrate the breadth of the Harlem Renaissance literary
movement. Informational and critical texts enrich the students’ analysis of the literary works. This unique time in American history
was reflected in the literature and through the voices of the people like the Harlem Renaissance authors, playwrights such as Arthur
Miller and other authors who paved the way for the modern authors of today. Their timeless writings depict a time of sacrifice and
struggle for a new identity as well as a celebration of what it means to be an American.
Common Core State Standards for Language Arts
Reading
RL.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.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.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
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they are introduced and developed, and the connections that are drawn between them.
RI.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.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.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.
Writing
W. 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.
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W.10.4 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, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.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.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.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.
SL.10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L 10.3 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. 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.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.
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st
21 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:
• CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
• CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
• CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Essential Questions
Enduring Understandings
• In what ways does the American Dream mean different things
for different Americans?
• Understanding the background of an author and time period
enhances a readers’ understanding of the work.
• How has the American dream evolved over time?
• Writing can be the product of bias.
• American literature reflects the values, beliefs, history, and
culture of a dynamic and diverse society.
• What is persuasive rhetoric and how can it be used effectively?
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Student Learning Objectives
(What students should know and be able to do?)
READING—
READING—
Model Curriculum SLO’s
Students will be able to :
RL10.1/ 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.
Analyze a variety of genres.
Demonstrate comprehension through multiple responses.
Cite evidence through quoted text within their writing.
Determine what is explicitly stated.
Draw conclusions based on the text and what is inferred.
RL 10.3/ 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.
• Recognize the structure and exposition of characters in
literature.
• Draw connections between characters and events in literature.
• Relate those to the time period depicted in the literature.
• Determine how characters advance the plot of the story.
RL 10.5/ 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.
• Gauge the effectiveness of the author’s styles in given reading
passages.
• Decipher the author’s manipulations of events in a story.
• Draw conclusions about the effect this has on the literature.
• Decipher the point of view of the author.
• Determine the purpose of writing
• Analyze the effectiveness of these author- employed strategies.
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• Critique the effective uses of rhetoric.
WRITING—
WRITING—
Model Curriculum SLO’s
Students will be able to :
W 10.3 a/ SLO # 15
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 10.5/ 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
audience.
• Construct daily and weekly writing assignments paying close
attention to conventions of narrative writing
• Synthesize writing processes (including drafting, revising,
editing and publishing).
• Employ narrative writing strategies (including character
development, conflict and resolution).
• Construct daily and weekly writing assignments paying close
attention to conventions of narrative writing
• Synthesize writing processes (including drafting, revising,
editing and publishing).
W. 10.6/ SLO # 22
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
• Implement online resources (ie. blogs, prezi’s and google
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technology’s capacity to link to other information and to display
information flexibly and dynamically
W 10.7/ SLO # 23
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem and narrow or broaden the inquiry when appropriate.
docs)
• Create, produce and share their cooperative projects.
• Write daily: Journal prompts, response to literature, openended response, short constructed response, narrative prompts,
etc.
• Construct questions (ie. Socratic Seminar) that broaden the
scope of understanding.
W 10.10/ 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 (ie. short constructed responses)
Write weekly (ie. extended responses, research papers)
Investigate topics and construct notes to support research.
Write journal responses reflecting on the extended responses.
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SPEAKING AND LISTENING—
SPEAKING AND LISTENING
Model Curriculum SLO’s
Students will be able to :
SL 10.1 C/ SLO # 32
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
SL 10.6; SL 10.4/ SLO # 36
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.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Investigate, develop and express ideas.
Discussing a variety of topics ranging from early
American literature to current events.
Develop protocol for class discussions and presentations
Develop and express ideas respectfully
Develop and express their ideas.
Use appropriate to the purpose and audience.
Present them effectively while engaging in class
presentations.
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.
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LANGUAGE—
LANGUAGE—
Model Curriculum SLO’s
Students will be able to :
L 10.3/ SLO # 48
•
•
Apply knowledge of language to comprehend more fully when
reading or listening.
Decipher between the denotation and connotation of a word.
Differentiate between the implied message and the direct
message in literature.
L 10.3/ SLO # 49
• Revise, edit, and rewrite their work during the unit.
Write and edit work so that it conforms to the guidelines in a style
• Apply concepts of proofreading and editing.
manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
• Determine the meaning of unknown words and phrases.
appropriate for the discipline and writing type.
• Clarify reading strategies.
• Implement reading strategies to gain an understanding of the
text.
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Instructional Strategies
Modifications/Extensions
(How will the students
reach the learning
targets?)
(How will I
differentiate?)
Reading
Scaffolds for Learning:
• Close reading of various
grade- level texts
• Small reading groups
• Independent reading
• Dialectical Notebooks
• Cornell Notes
• Strategic Reading
(knowing when, why, and
how to use reading
strategies)
• Modeling (Explicit
reading strategy
instruction)
• Habits of a good reader
(making inferences,
visualizing, connecting,
questioning, synthesizing)
• Graphic Organizers
• Teacher- selected
reading materials based
on student needs
• Opportunities to respond
in multiple formats
• Preferred Seating
• Access to resource
materials
• Additional time
• Audio Tapes
• Computer Access
• Peer Tutoring/
Mentoring
• Small group activities
• Partner activities
Extensions:
• Provide students with a
Assessments
(How will the
students
demonstrate
mastery?)
Formative
Assessments:
• Short
constructed
responses
• Extended
responses
• Checks for
Understanding
• Exit tickets
• Socratic Seminar
• Teacher
observation
• Practice texts
• Group
discussion
• Guided reading
• Response to
Literature
• Dialectical
Resources/Technology
(What resources and materials will students
need?)
Texts:
Death of a Salesman by Arthur Miller
The Great Gatsby by F. Scott Fitzgerald
Prentice Hall’s The American Experience, See
Appendix D
Websites:
www.njdoe.gov
www.corestandards.org/assets/Appendix_B.pdf
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
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(KWL Chart, Venn
Diagram, Two column
notes, character map, etc.)
list of novels, poems,
and other text sources
from the time period.
Allow them to explore
their choice of text and
use it to supplement
their own learning, and
share their learning.
• Advanced students may
create mini-lessons on
topics of relevance and
personal interest to
share with the class.
www.dictionary.com
Journal
• Timed Practice
Test – Multiple
Choice & OpenEnded Questions Ancillary Materials
Performance
Tasks:
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
•
•
•
•
•
•
•
•
notecards
portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
Graphic organizers
Summative
Assessment:
Please see
Appendix
C/NJDOE Unit 4
Assessment
Student Portfolios
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Writing
•
•
•
•
Summary Writing
Writing as a process
Informative Writing
Explanatory Writing
Scaffolds for Learning:
• Opportunities to respond
in multiple formats
• Peer mentoring/ tutoring
• Use of graphic
organizers
• Assist students with
‘sentence starters’
• Assist with conclusion
paragraphs
• Provide a list of
compositional risks (ie.
Figurative language,
dialogue etc.)
• Provide a list of
figurative language
• Provide a list of
transitional words and
phrases
Formative
Assessments:
• Daily writing
prompts
• Weekly writing
tasks
• Entrance/ exit
ticket
• Dialectical
journals
• Cornell Notes
• Teacher
observations
• Oral debates
Student Portfolios
Texts:
Death of a Salesman by Arthur Miller
The Great Gatsby by F. Scott Fitzgerald
Prentice Hall’s The American Experience
Websites:
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.p
df
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
Student Reflection www.theteachingchannel.org
www.youtube.com
Extensions:
Performance
Tasks:
• Encourage advanced
writers to seek outlets
for publication of their
Please see
Appendix A
www.dictionary.com
Ancillary Materials
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best work (RamPage,
local news sources,
literary magazines,
online literary
collections, blogging)
• Assign additional
writing assignments as
appropriate
• Encourage advanced
proficient writers to
assist others in the class
with the writing process,
and to share examples.
Socratic Seminar:
Please see
Appendix B
Language :
Scaffolds for Learning:
Explicit teaching of
vocabulary with Marzano’s
Six Steps
• Word bank
• Incorporate transitional
words and phrases
• Use reference materials
• Provide a list of
transitional words
• Identify figurative
language
• Provide a list of
Formative
Assessments:
Explicit instruction of the
following conventions:
• Inferences
• Context clues
• Punctuation
Summative
Assessment:
Please see
Appendix
C/NJDOE Unit 4
Assessment
•
•
•
•
•
•
•
•
Notecards
Portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
Graphic organizers
Student Portfolios
• Oral responses
• Teacher
observations
• Peer work
• Think/ pair/
share activities
• Active listening
• Entrance/ exit
Texts:
Death of a Salesman by Arthur Miller
The Great Gatsby by F. Scott Fitzgerald
Prentice Hall’s The American Experience
Websites:
www.njdoe.gov
http://www.corestandards.org/assets/Appendix_B.p
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• Usage
• Sentence structure
resources
• Use reference materials
Extensions:
•
•
•
•
•
Use advanced organizers
Mentor other students
Read independently
Develop word walls
Maintain a vocabulary
journal
tickets
Student Portfolios
df
www.readwritethink.org
Student Reflection www.Teachervision.com
Performance
Tasks:
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Assessment:
Please see
Appendix
C/NJDOE Unit 4
Assessment
Student
Portfolios
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
www.dictionary.com
Ancillary Materials
•
•
•
•
•
•
•
•
Notecards
Portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
Graphic organizers
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Speaking and Listening
•
•
•
•
•
Persuasive techniques
Rhetoric
Summarizing
Oral Presentations
Mock Trial
Scaffolds for Learning:
• Use of graphic
organizers
• Small group work
• Partner activities
• Work with a peer
• Opportunity to respond
in multiple formats
• Create a list of
persuasive elements as a
guide
Extensions:
• Create a power point
presentation about a
topic of interest. Include
graphics and sound to
project key points
• After gathering data
through a survey,
Formative
Assessments:
• Teacher
observation
• Group
discussion
• Oral
presentation
• Oral debate
• Active listening
Performance
Tasks:
Please see
Appendix A
Socratic Seminar:
Please see
Appendix B
Summative
Texts:
Death of a Salesman by Arthur Miller
The Great Gatsby by F. Scott Fitzgerald
Prentice Hall’s The American Experience
Websites:
www.njdoe.gov
www.corestandards.org/assets/Appendix_B.pdf
www.readwritethink.org
www.Teachervision.com
www.Onlinereadingresources.com
www.theteachingchannel.org
www.youtube.com
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students develop a
proposal to address a
school or community
concern (e.g. lunch
menus, class schedules,
school uniforms). The
proposal will include
table or results,
interpretations, proposed
changes and list all
sources used.
• Students read an essay
or newspaper article and
write questions,
connections, or
conclusions for
discussion within the
group.
• 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.
Assessment:
www.dictionary.com
Please see
Appendix
C/NJDOE Unit 4
Assessment
Ancillary Materials
Student Portfolios
•
•
•
•
•
•
•
•
Notecards
Portfolios
Student work folders
Dictionaries
Thesaurus
Computer
SMARTboard
Graphic organizers
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Vocabulary Words/Literary Terms
Alienation
Industrialization
American Modernism
Interior Monologue
Dialect
Stream of Consciousness
Disillusionment
Metaphor
Harlem Renaissance
Motif
HSPA/SAT Prep vocabulary
Other Academic Vocabulary
Vocabulary words from Required and Supplemental Texts
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APPENDIX A
Performance Task/s
The American Dream
1. Conduct a close reading of Langston Hughes's "The Negro Speaks of Rivers,” "Mother to Son," and "Harlem," identifying
Hughes’s use of metaphors to depict ideas. After reading the poems, compose your own poem in response to Hughes’s ideas
and vision. Use a metaphor that depicts your perception of Hughes (e.g., "Hughes, a fearless lion / roaring whispers of distant
memories”). (RL.11-12.10, W.11-12.3d)
2. Students compare two or more recorded or live productions of Arthur Miller’s Death of a Salesman to the written text,
evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play
best capture a particular character, scene, or theme. [RL.11–12.7]
Grading:
(Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics)
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APPENDIX B:
Socratic Seminar
The American Dream
Questions:
1. Is there still such a thing as “The American Dream” in today’s world?
2. Is “The American Dream” possible in modern society?
3. Can hard work bring success and happiness?
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
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APPENDIX C
Summative Assessment
Unit 4
Title: The American Dream
Subject: English – American Literature
Grade Level: 10
______________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading: RL 10.3
Writing: W 9-10. 1a; W 9- 10.1b
Speaking & Listening: SL 10.1 c
Language: 10.3 a
Interdisciplinary Connections: History.RH.9-10.1, RH.9-10.9
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Art, Music, Technology
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
______________________________________________________________________________
Student Learning: Students will be able to complete the following:
•
•
•
•
•
•
•
Deduce character traits and motives of characters in Death of a Salesman by Arthur Miller and The Great Gatsby by F. Scott
Fitzgerald.
Determine what messages Fitzgerald and Miller are sending to the readers of their respective texts through their characters.
Research the historical context surrounding the Roaring Twenties.
Compose a narrative essay determining what components go into your American Dream.
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.
Identify a variety of themes in Death of a Salesman and The Great Gatsby.
Essential Questions:
Does the “American Dream” still exist? Is it possible or is it impossible?
Introduction:
Is there still such a thing as an “American Dream”? Is it a possibility in today’s modern society? Throughout history, some would
believe that hard work brings success and happiness. While others believe that the dream is only attainable for a few lucky people.
The American Dream is a concept that American society ambitiously tries to attain; immigrants work towards it while American
citizens work to keep it. Think back on the discussions that we had in class about the American Dream. Now, realize that this dream
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is not the same for everyone, including you.
Task:
You will be creating a multifaceted presentation based on the decision of whether or not the American Dream is possible in today’s
modern society. Current media and events in today’s world will be used for this assignment’s structure. You will find pictures,
commercials and articles that represent the different versions of the American Dream or the Decline of the American Dream or even
BOTH.
Steps and Process:
Part One: Gather your information
1. Research advertisements that were used to entice Europeans to come to America in the 1800’s/ 1900’s. What made these
ads appealing to the immigrants in that time?
2. Read Emma Lazarus’ poem “The New Colossus”. Decide what this author wants to say about America.
3. Review current advertising campaigns for products that are attempting to sell the “American Dream” to its consumers.
Can Americans buy success and happiness by buying these products?
4. Review videos and documentaries about modern day immigration struggles. What can these reveal about the current ideal
of the “American Dream”?
Part Two: Defend your position
1. Determine what you believe constitutes “The American Dream”.
2. Using five pieces of research (music, videos, film clips, advertisements) create a presentation (PowerPoint Presentation,
PREZI, website, blog, etc.) explain if this theory is attainable or impossible.
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3. Within your presentation, speculate how society would be if the American people had not been made to believe in the
“American Dream” throughout history.
Part Three: Write about it!
Write a narrative essay on your modern- day American Dream. Use examples from texts we have read and research you have
done independently to determine your ideal of American Dream.
Websites that may be of use:
• www.youtube.com
• www.noodletools.com
• www.dictionary.com
Text:
•
•
Prentice Hall Literature Anthology- The American Experience
Emma Lazarus’ poem “The New Colossus” (attached)
Rubrics:
Grading: (Refer to NJ Registered Holistic Scoring Rubric found under Common Rubrics)
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Text: (To be used with Appendix C #2 of Part One of the Summative Assessment)
“The New Colossus”
By Emma Lazarus
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
"Keep ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
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Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"
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Appendix D: Texts
Death of a Salesman by Arthur Miller
Play
The Great Gatsby by F. Scott Fitzgerald
Novel
“Antojos” by Julia Alvarez
Memoir
“I Hear America Singing” by Walt Whitman
Poems
“The New Colossus” by Emma Lazarus
JFK’s Inaugural Address
o
o
o
o
o
o
“The Negro Speaks or Rivers” by Langston Hughes
“I, Too” by Langston Hughes
“Dream Variations” by Langston Hughes
“Refugee in America” by Langston Hughes
“The Tropics in America” by Claude McKay
“We Wear the Mask” by Paul Lawrence Dunbar
Speech
Poetry
Prentice Hall: The American Experience
Textbook/ Anthology
Background information on the Roaring Twenties
Informational
Background information on Harlem Renaissance
Informational
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Unit/Chapter Title: Unit 5: Challenges and Successes of the
Twentieth Century
Unit Length: 7 weeks
Course/Grade: American Literature/ Grade 10
Interdisciplinary Connections: History, Computer Technology,
Art, 21st Century Career and Life Skills
Unit Overview: The unit traces the flourishing of the American short story and the development of the novel and dramas since
World War II. The unit includes a few titles from the twenty-first century as well. Students will read masters of the southern short
story—writers such as Eudora Welty and Flannery O’Connor. The unit also explores works by Richard Wright and Ralph Ellison,
whose texts expose tensions within the emerging African American literary tradition. The 1960s are rich with both informational and
literary works mirroring profound cultural shifts in the American landscape. This unit also emphasizes how a changing political
landscape, exemplified in the words of leaders such as John Fitzgerald Kennedy and Ronald Reagan, shaped the world in which we
live.
New Jersey Core Curriculum Contents Standards
Reading:
RL.10.2 Determine a theme or central idea of a text and provide an objective summary of the text.
RL.10.5 Analyze how an author’s choices concerning how to order events within a text (e.g., parallel plots), create such effects as
mystery, tension, or surprise.
RI.10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia),
determining which details are emphasized in each account.
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RI.10.9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Writing:
W.10.1b. When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and concerns.
W.10.1c. When writing arguments, 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.
W.10.7
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.
W.10.8
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.
Speaking and Listening:
SL.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.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
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knowledge when considering a word or phrase important to comprehension.
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:
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
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.
1.4 Art 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
• Does twentieth-century American literature represent a
fulfillment of America’s promise, as discussed in previous
units?
• What universal ideas and concepts serve as the basis for
themes in literature?
• What is the purpose of a research paper?
•
•
•
American literature represents the struggles and successes
of fulfilling the American promise.
Universal themes exist within and across cultures.
Researchers gather and assess information, interpret
meaning, and articulate findings.
Student Learning Objectives
(What students should know and be able to do?) READING –
READING –
Model Curriculum SLO’s
Students will be able to:
RL.10.2/SLO #3Determine a theme or central idea of a text and
provide an objective summary of the text.
• Analyze literature from modern American authors
• Summarize a variety of literature, suing evidence to support
responses
• Cite strong evidence from the text when writing responses to
literature
• Use MLA format for quoting text when writing responses to
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literature
RL.10.5/SLO #7Analyze how an author’s choices concerning
how to order events within a text (e.g., parallel plots), create such
effects as mystery, tension, or surprise.
RI.10.7/SLO # 21Analyze various accounts of a subject told in
different mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each
account.
RI.10.9/SLO # 22Analyze seminal U.S. documents of historical
and literary significance (e.g., Washington’s Farewell Address,
the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
• Identify/analyze techniques the author uses to structure a plot
• Identify/analyze techniques the author uses to persuade the
reader
• Compare/contrast writing style and techniques used by
various modern American authors throughout the unit
• Compare/contrast text with film and other multimedia
• Use support from the text to support analysis
• Analyze two different accounts of a subject or topic told in two
different mediums
• Determine which details are emphasized in each account and
why
• Summarize and Outline the plot while reading and write
summaries of various texts within the unit
• Explain the message of historically significant authors by
writing objective summary essay responses
• Compare/contrast the message and writing style of
historically significant American authors
• Analyze the degree to which historical context adds meaning
to the work and contributes to the understanding of key themes
or ideas
5 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
WRITING –
Model Curriculum SLO’s
W.10.1b./SLO #34When writing arguments, develop claim(s)
and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that
that anticipates the audience’s knowledge level and concerns.
W.10.1c./SLO #35When writing arguments 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.
W.10.7/ SLO #38 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,
WRITING –
Students will be able to:
• Make effective use of persuasive/argumentative writing
techniques, using these to develop and enhance responses
• Develop and support persuasive appeals (logical, emotional,
legal, ethical)
• Point out and refute counterclaims
• Plan essay responses by using brainstorming and various
graphic organizers for planning
• Revise/edit written responses throughout the unit
• Write a variety of responses to writing prompts throughout the
unit, based upon social issues and responses to literature
• Use transitions to create a smooth flow when writing
• Use effective vocabulary to enhance and support writing
• 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
6 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
demonstrating understanding of the subject under investigation.
W.10.8/ SLO #39Gather 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.
•
•
•
•
Incorporate relevant information from multiple sources
Cite sources using MLA format
Identify examples of plagiarism
Utilize NoodleTools to draft and submit research papers
SPEAKING AND LISTENING –
SPEAKING AND LISTENING –
Model Curriculum SLO’s
Students will be able to:
SL.10.4/ SLO # 48Present 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.
• Synthesize purpose and knowledge of the audience to
communicate effectively
• Present information and supporting evidence clearly,
concisely, and logically
LANGUAGE –
LANGUAGE –
Model Curriculum SLO’s
Students will be able to:
L.10.6 / SLO # 55
• Use context clues to determine the meaning of new
vocabulary words
Acquire and use accurately general academic and domain-specific
• Use prior knowledge to help construct meaning of new words
words and phrases, sufficient for reading, writing, speaking, and
• Increase vocabulary by continuing to build knowledge of new
7 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension.
words
• Make use of new academic and domain specific words in daily
writing and speaking
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:
Formative Assessments: Texts:
• Small reading
groups
• Independent
reading (D.E.A.R.)
• Cornell Notes
• Guided and assisted
reading
• Literature Circles
• Graphic organizers
• know/want-to-
•
•
•
•
•
Study guide
Audio tapes of literature
Graphic organizers
Peer mentoring
Building background
knowledge
• Explicit teaching of
vocabulary
• Provide opportunities to
respond in multiple
• Checks for
Understanding –
formal and informal
written and oral
responses (journal
responses, class
discussion responses,
exit tickets, short
written responses to
literature)
• Teacher observation
•
•
Prentice Hall Textbook The American
Experience: See Appendix D of selected titles
Writers Inc.
Websites:
www.state.nj.us
www.corestandards.org
www.noodletools.com
8 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
•
•
•
•
•
formats
know/learned
(KWL) chart
Extensions:
Character Map
Use of Graphic
• Students explore choice
Organizer
of text to supplement
Shared Reading
their own learning
Think Pair Share
• Create mini-lessons on
Building
topics of relevance and
Background
personal interest to share
Knowledge
with the class
Highlighted
Reading Continuum
Gallery Walk
Active Reading and
Listening
Question
Generation
Turn and Talk
Socratic Seminar
•
•
•
•
•
•
Practice texts
Group discussion
Guided reading
Response to Literature
Student Reflection
Student Portfolios
Performance Tasks:
Please see Appendix A
www.mla.org
http://www.parcconline.org/parcc-timeline
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Socratic Seminar:
Please see Appendix B
Summative Assessment:
Please see Appendix C
N.J.D.O.E. Unit 5 Model
Curriculum Assessment
Student Portfolios
Ancillary Materials
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers 9 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Writing
Scaffolds for Learning:
• Cornell Notes
• Break long assignments
into parts. Set a separate
• Dialectical
due date for each part.
Notebooks
• Allow students to write
• Daily Journal
about segments of the
Response Notebook
same topic for several
(personal
days
responses, literature
• After a topic has been
responses, current
events)
chosen, assist the
student in developing a
• SCR (Short
visualoutline/graphic
Constructed
organizer
Response) – Use
• Keep pictures available
R.S.S.-R.S.S.E.
to help generate ideas
• Argumentative
writing – Proficient
Extensions:
responses
• Brainstorming,
• Additional writing
using a variety of
assignments
graphic organizers
• Assist others in the class
• Use of graphic
with the writing process
organizers
• Publication of their best
• Conferencing
work (RamPage, local
• Peer Review
news sources, literary
Formative Assessments: Texts:
• Short constructed
responses – 8
responses to SCR
prompts from
literature in the unit
(minimum of one for
each group of titles
from unit text list)
• Extended
argumentative/narrativ
e responses –
minimum of 2
responses
• Dialectical Journal
• Student Reflection
• Student Portfolios
Performance Tasks:
Please see Appendix A
•
Prentice Hall Textbook The American
ExperienceSee attachment of selected titles
Websites:
www.state.nj.us
www.corestandards.org
http://www.parcconline.org/parcc-timeline
www.mla.org/
http://owl.english.purdue.edu/owl/resource/747/01/
www.noodletools.com/
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Socratic Seminar:
Please see Appendix B
Summative Assessment:
10 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
• Concept Map
magazines, online
literary collections,
blogging)
Please see Appendix C
Ancillary Materials
N.J.D.O.E. Unit 5 Model
Curriculum Assessment
Student Portfolios
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers Language :
Scaffolds for Learning:
Vocabulary:
• Provide a list of words
for the student to use in
their speaking and
writing
• Assist students with
dictionary usage
•
•
•
•
Word Walls
Think Aloud
Word Banks
Vocabulary
Formative
Assessments:
• Checks for
Understanding –
formal and informal
written and oral
responses (journal
responses, class
discussion responses,
Texts:
• Prentice Hall Textbook The American
ExperienceSee attachment of selected titles
Websites: www.state.nj.us
11 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
•
•
•
•
•
•
Notebook/Journals
Etymology/Word
Origins
Explicit Vocabulary
Instruction
Marzano’s 6 Steps
to Vocabulary
Instruction
Use of context
clues
Study of Affixes
Vocabulary Map
Conventions:
• Rubric for revision
and editing
• Peer Response
Group
• Revision ( Steps)
• Editing ( Grammar,
Punctuation,
Capitalization
• Mug Shots
(Grammar Practice)
• Provide synonyms and
antonyms
Extensions:
•
exit tickets, short
written responses to
literature)
• Student Reflection
• Student Portfolios
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
Research the etymology
of words from the unit
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Summative Assessment:
Please see Appendix C
http://www.merriam-webster.com/
Ancillary Materials
•
•
•
•
•
Portfolios Dictionaries Thesaurus Computers Graphic organizers N.J.D.O.E. Unit 5 Model
Curriculum Assessment
Student Portfolios
12 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Speaking and
Listening
• Establish protocols
for collaborative
discussion
• Think Pair Share
• Fishbowl
• Jigsaw
• Socratic Seminar
strategies Formative Assessments:
• Socratic Seminar
• Allow students to dictate • Checks for
Understanding –
ideas to teacher,
formal and informal
paraprofessional or
written and oral
volunteer
responses (journal
• Require/encourage
responses, class
student to copy material
discussion responses,
from the volunteer’s
exit tickets, short
dictation
written responses to
• Provide auditory support
literature)
Scaffolds for Learning:
Extensions:
• Present an oral
presentation on a topic
of relevance
Performance Tasks:
Please see Appendix A
Socratic Seminar:
Please see Appendix B
Texts:
• Prentice Hall Textbook The American
ExperienceSee attachment of selected titles Websites:
www.state.nj.us
www.corestandards.org
www.teachervision.com
www.theteachingchannel.org
www.readwritethink.org
http://www.merriam-webster.com/
Ancillary Materials
• Portfolios Summative Assessment:
• Dictionaries Please see Appendix C
• Thesaurus N.J.D.O.E. Unit 5 Model • Computers • Graphic organizers Curriculum Assessment
• Journal Notebooks Student Portfolios 13 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Vocabulary Words/Literary Terms
Beatniks; the Beat Generation
Parody
Minimalism
Pastiche
HSPA/SAT Prep vocabulary
Nonlinear narratives
Postmodernism
Vocabulary words from Required and Supplemental Texts
Academic Vocabulary
14 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
APPENDIX A
Performance Task/s
Writing Prompts:
1. The Letter from Birmingham Jail is an open letter written on April 16, 1963, by Martin Luther King, Jr. The letter defends the
strategy of nonviolent resistance to racism, arguing that people have a moral responsibility to break unjust laws.
After reading Martin Luther King Jr’s Letter from Birmingham Jail, respond to the following:
•
•
•
How is King’s imprisonment related to “those great wells of democracy which were dug deep by the founding fathers
in the formulation of the Constitution and the Declaration of Independence”?
What similarities and differences can you identify between the war for independence and the struggle for civil rights?
Use evidence from the text to support your response.
2. When John F. Kennedy took office in 1961, the United States was locked in a potentially explosive stalemate with the Soviet
Union and its allies. Fierce adversaries, the United States and the Soviet Union were stockpiling nuclear weapons, creating the
possibility of a disastrous war that could destroy the Earth. In his now-famous inaugural address, Kennedy addressed our nation’s
fears and reached out to our adversaries, while reaffirming our nation’s strength.
After reading John F. Kennedy’s Inaugural Address, respond to the following:
•
•
•
•
What did John F. Kennedy’s Inaugural Address mean to the people of the US, especially during a time when there was an
intense fear of Communism?
What does it mean to us today, as we face a similar, yet different fear (terrorism)?
Do you think a sense of history influenced Kennedy’s speech writing? Explain.
Use evidence from the text to support your response.
15 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
APPENDIX B
Socratic Seminar
“The Early American Experience”
Questions:
1. How has the concept of the American Dream changed over time? Use examples from throughout the year to compare/contrast
the changing vision of the American Dream in literature.
2. How is the African-American “voice” represented in American literature? Use evidence from texts in this unit to support your
analysis.
3. What is the influence of WWII on American literature? Use evidence from the text to support your response.
Grading:
(Refer to Socratic Seminar Rubric found under Common Rubrics)
16 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
APPENDIX C:
Summative Assessment
“The Early American Experience”
Unit 5
Title: The Time Traveler
Subject: English – American Literature
Grade Level: 10
______________________________________________________________________________
Instructional Focus: (Indicate standards)
Reading: RL.10.2 RL.10.9
Writing: W.10.7 W.10.8
Speaking & Listening: SL.10.4 Language: L.10.6
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
17 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:
•
•
•
•
•
Conduct research to select an appropriate topic, examining the influence of WWII on American Literature
Incorporate relevant information from multiple authoritative print and digital sources in a research report
Cite sources using MLA format
Compose a formal research paper
Utilize Noodletools.com to submit paper
______________________________________________________________________________
Essential Questions:
•
•
What is the purpose of a research paper?
How does one synthesize information from a variety of sources?
Introduction:
Task: Write a research paper in which you trace the influence of World War II on American literature. Cite at least three pieces of
textual evidence and three secondary sources to support an original thesis statement. The essay should reflect your reasoned judgment
about the quality and reliability of sources consulted (i.e., why you emphasize some sources and not others), a balance of paraphrasing
and quoting from sources, and proper citation of sources. Your teacher may give you the opportunity to share and refine your initial
research questions on the classroom blog in order to get feedback from your classmates.
18 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Steps/Process:
•
•
•
•
•
•
•
Identify and use MLA format for research papers
Visit library to access Noodle tools and receive training on the research process
Explore a variety of possible topics
Select an appropriate topic and gather relevant sources of information
Write notecards (paraphrase, summarize, direct quotes)
Write a formal literary analysis/research paper using MLA format
Submit papers using Noodletools.com
Materials:
•
•
•
Text: Prentice Hall The American Experience
MLA handbook
Writers Inc
Rubrics:
•
Research paper rubric
19 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Research Paper Rubric
Name_______________________Title______________________
A
B
C
D
F
Thesis
Clearly stated and
appropriately
focused.
Clearly stated but
focus needed to be
sharper.
Thesis stated but
not appropriately
focused.
Thesis is inferred
but not stated.
No statement of
thesis or objective
for research
observed.
Quality of
Information
Information clearly
related to the main
topic, included
consistent
supporting details
and/or examples.
Information clearly
related to the main
topic, provided
adequate
supporting details
and/or examples.
Information clearly
related to the main
topic, provided
some supporting
details and/or
examples.
Information related
to the main topic,
no details or
examples provided.
Information had
little or nothing to
do with main topic.
Organization
Information is
logically organized.
Information is
adequately
organized.
Information is
somewhat
organized.
Obvious lack of
organization.
No observable
organization.
Paragraph
Construction
All paragraphs
include introductory
sentence,
explanations or
details, concluding
sentence with a
Most paragraphs
include introductory
sentence,
explanations or
details, concluding
sentence with a
Paragraphs
included related
information, but
were typically not
constructed well.
Paragraph structure
was not clear and
sentences were not
typically related
within the
No paragraphs
observed.
20 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Mechanics
MLA style
Parenthetical (InText) Citations
References
transition.
transition.
No grammatical,
spelling or
punctuation errors
observed.
Almost no
grammatical,
spelling or
punctuation errors
observed.
A few grammatical,
spelling or
punctuation errors
observed.
Many grammatical,
spelling or
punctuation errors
observed.
No observable
effort in the area of
mechanics.
All sources
accurately
documented in
parenthetical
references. First
page correctly
headed.
All sources
accurately
documented in
parenthetical
references, but a
few were not in
APA format. No
running header
All sources
accurately
documented in
parenthetical
references, but
many were not in
APA format.
Some sources are
not accurately
documented. No
cover page or
running header
No parenthetical
references
observed
At least 2
appropriate sources
documented
properly.
At least 1
appropriate source
documented
properly and 2 nonpeer reviewed.
At least 1
appropriate source
documented
properly.
No observable
effort in MLA
formatting. No
references provided
5 or more
appropriate sources
documented
properly.
paragraphs.
No cover page or
running header
21 Roselle Public Schools
Abraham Clark High School
English Curriculum Units of Study Grades 9-12
Grade for Paper____________________ Appendix D
Texts:
Title Genre I Know Why the Caged Bird Sings Autobiography The Color Purple Fiction The Joy Luck Club Fiction The Autobiography of Autobiography Letter from Birmingham Jail Letter Inaugural Address Speech 22