ccr ela 11 - city of burlington public school district...unit #5 “ portfolio” overview...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

CCR ELA 11

Revision Date: July 2018

Submitted by: Devin Ryan-Pullen

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Table of Contents: CCR ELA 11 Course Overview Pg. 3

Pacing Chart Pg. 4

Unit #1 “The American Identity “Overview At-a-Glance Pg. 5

Unit #1 “The American Identity” Targeted Instructional Planning to Address Central Unit Standards Pg. 8

Unit #2 “Individuality, Conformity, and Society” Overview At-a-Glance Pg. 13

Unit #2 “Individuality, Conformity, and Society” Targeted Instructional Planning to Address Central Unit Standards Pg. 16

Unit #3 “American Dreams and Nightmares” Overview At-a-Glance Pg. 20

Unit #3 “American Dreams and Nightmares” Targeted Instructional Planning to Address Central Unit Standards Pg. 23

Unit #4 “In Search of America” Overview At-a-Glance Pg. 28

Unit #4 “In Search of America” Targeted Instructional Planning to Address Central Unit Standards Pg. 31

Unit #5 “ Portfolio” Overview At-a-Glance Pg. 35

Unit #5 “Portfolio” Targeted Instructional Planning to Address Central Unit Standards Pg. 38

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CCR ELA 11 Course Overview This course is designed to address student growth the areas of reading comprehension, speaking and listening, and writing. Students will work on

targeting areas needed for mastering the skills necessary to be college and career ready. The focus of this course is to provide support and

resources for students to grow and meet the standards set by both the school district and the state as outlined in the New Jersey Student Learning

Standards. Students will acquire necessary skills through novel study, intensive vocabulary and grammar coursework, and project-based learning

through integrated themes. Students will examine both literary and informational texts, will evaluate the choices made by an author in terms of

how they contribute to a larger body of work, and will utilize writing skills to react, persuade, and draft narratives of their own.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and

parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge

and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities

will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure that students

will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Title: College and Career Readiness: Writing, Level 11

Publisher: Addison-Wesley Educational Publishers, Inc. Copyright: 2014

Title: Prentice Hall Literature: Common Core Edition: The American Experience

Publisher: Pearson Education, Inc. Copyright: 2012

Supplemental Materials (including various level of texts at each grade level)

Work Books: Sadlier-Oxford Vocabulary, Level F, Prentice Hall Literature: Reader’s Notebook, The Stewart English Program, Book 1

Novels: All American Boys, Reynolds/Kiely, Catcher in the Rye, J.D. Salinger, The Great Gatsby, F. Scott Fitzgerald, The Things They Carried,

Tim O’Brien

4

Pacing Chart Unit # & Title

Pacing (must equal 165 days for full-

year or 83 days for half-year course)

Unit 1- The American Identity

Examines the themes of prejudice and identity through a study of literature and current events.

Students will begin to define characteristics of an American identity, as well as research their own

heritage to better understand their personal identities.

(Literature includes All American Boys)

35 days- Marking Period 1

Unit 2- Individuality, Conformity, and Society

Examines responsibilities to both society and to one’s self. Students will explore examples in

contemporary history when it is required to conform to society, and when it is best to embrace the

beliefs of an individual.

(Literature includes Catcher in the Rye)


Unit 3- American Dreams and Nightmares

Examines the values traditionally associated with the concept of the American Dream. Students will

research those values to determine if they are universal and still relevant in today’s society.

(Literature includes The Great Gatsby)


Unit 4- In Search of America

Examines the contributions that have built our country. Students will explore concepts such as civil

disobedience, social protest, and service to country.

(Literature includes The Things They Carried)


Unit 5- Portfolio

Examines the responsibilities of a high school student in order to meet current graduation

requirements. Each marking period, students will evaluate aspects of their high school experience

(grades, standardized test scores, awards/achievements, letters of recommendation, personal

references, resumes, and admissions essays) and prepare, as necessary, for senior year and beyond.

25 days- Integrated into Marking

Periods 1-4

5

Unit 1 Overview At-a-Glance Unit #1 – The American Identity

Unit Description:

In this unit, students will explore the themes of prejudice and identity through a group exploration of selected novels and informational text. Students

will integrate these themes into carefully crafted and revised personal narratives, as well as into a culminating project connecting literature to real-world

events and experiences.

Essential Skills:

● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.

● Determine central ideas or themes of a text and analyze their development.

● Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

● Assess how point of view or purpose shapes the content and style of a text.

● Compare two or more texts address similar themes or topics in order to build knowledge.

● Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content.

● Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

● Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown

term important to comprehension or expression.

● Identify themes in various types of text.

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:

NJSLSA.R1-3, 8-10; NJSLSA.W1-3; NJSLSA.SL1,3; NJSLSA.L6

Supporting Unit Standards- This unit will also include activities aligned

with the following standards:

NJSLSA.R7; NJSLSA.W7-10; NJSLSA.SL2,4-6; NJSLSA.L1-3

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Unit Details

Modifications for Special Education Students, English Language

Learners, Students at Risk of Failure, and Gifted Students- Modify

instructional approach and/or assignments and evaluations as needed

based on student’s individual needs, ability level, disabilities or 504/IEPs

including but not limited to:

● Extended time

● Reader’s Companion

● Enrichment activities

● Native language prompts

● Alternate reading and writing assignments as per reading level

(grade level appropriate)

● Preferential seating

● Rosetta Stone Program

● Additional graphic organizers and outlines for crafting writing

assignments

● Audio versions of texts

● Independent Study

Modify approaches, assignments, and evaluations as needed to

challenge gifted students:

● Increased integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and open-ended

tasks

● Self-regulated group interaction

● Advanced pacing levels

● Greater opportunities for freedom of choice and independent

study that encourage independent and intrinsic

Integration of 21st century skills through NJSLS 9 and Career

Education:

● Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

● Critical thinking and problem-solving skills are a core component of

learning and assessment throughout this curriculum. Students are

required, in each unit, to advance their learning through all levels of

Bloom’s Taxonomy to address the evaluation, synthesis, and

creation of products using learning at the highest levels. Problem-

solving is a recurring theme in the curriculum as students must seek

ways to creatively apply the concepts to solve problems rather than

simply remember the material.

● Communication and collaboration is crucial for student success as

learners. Throughout this curriculum, students must be able to

communicate deep understanding through open ended responses

(both orally and in writing). In addition, students are often required

to work collaboratively with their peers, which promotes the ability

to succeed in the area of social cooperative work, increases

communication skills, and promotes leadership and responsibility.

● Students must be information literate, i.e. they must be able to find

and use information effectively, in order to succeed in class as

learning activities require independent research of relevant

information outside of the provided textbook and/or resources.

● Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media modes,

genres, and formats.

● In order to succeed in this course, students must be able to use

technology as a tool in order to research, organize, evaluate, and

communicate information.

● Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to create

projects and products as examples of mastery in each unit.

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Assessments- including benchmarks, formative, summative, and

alternative assessments

● Initial benchmark

● Regular narrative writing samples (personal journals) coupled

with novel study

● Informational Article(s) of the Week (AoW) related to novel

content- annotation and reaction

● Evidence of Mastery graphic organizers

● Venn Diagram

● Entrance/Exit tickets

● Google Forms

● Vocabulary quizzes

● Researched argument regarding race in the United States

Suggested Interdisciplinary Activities for this Unit

Career Education: Research careers presented in various texts read

throughout the unit and discuss the qualifications to work in those fields.

Health/PE: Complete a close read on informational text related to the

benefits of participating in school sports.

Math: Identify statistics regarding the disproportionality, if any, between the

uses of force against white/black victims in American society.

Science: Research the body’s physiological response to stress.

Social Studies: Select current events related to racial issues and present

articles to the class.

World Languages: Research the origins of commonly misunderstood

phrases/expressions.

Technical Subjects: Participate in an online discussion related to daily

lessons using Google Classroom.

Arts: Evaluate famous American artists through close reads of informational

text.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should

include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor for

advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for all

students.

Leveled Supplemental Materials and Media/School Library

Resources

● Various primary sources and articles at different levels are

available online at:

○ Newsela https://newsela.com/

Integration of the Technology Standard

8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

● Utilize internet for research and analysis

● Utilize Prezi/PowerPoint/Google Docs software for presentations of

research as required

● Collaborate in and out of class using Googles Apps and 1 to 1

devices

https://newsela.com/

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○ The Learning Network: Teaching and Learning with the

New York Times : http://learning.blogs.nytimes.com

○ Tweentribune https://tweentribune.com

● Pearson additional resources

● Scaffolded informational text

● Graphic novels

● Scholastic Leveled Readings

● Native Son

● To Kill a Mockingbird

● The Adventures of Huckleberry Finn

● Assorted Works of Langston Hughes

● All American Boys

● Complete online assessments and reading activities to promote

digital literacy

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.R1. Read closely to

determine what the text says

explicitly and to make logical

inferences and relevant

connections from it; cite

specific textual evidence when

writing or speaking to support

conclusions drawn from the

text.

Teach close reading strategies utilizing

reading checklist bookmark

Teach reading in context to decode

unfamiliar vocabulary

Model citation of specific textual

evidence in support of claims made

from the text, explicitly or implicitly

Model drawing logical conclusions

from the text and providing textual

support to valid those conclusions

Collaborative note-taking and

think/pair/share evaluation

Informative/explanatory essay writing and

editorial writing

Oral presentation of text analysis and

interpretation for one or several written

pieces

Journal entries based on participation in

and discussion associated with prejudice

and identity

Research individual family heritage to

develop personal response to the question,

What is an American?

Teacher generated rubrics

Adapted PARCC/NJSLS-

based rubrics

Essay and open-ended

responses

Writer’s workshop peer

evaluations

Graphic Organizers

Journal entries

Independent/group novel

study rubrics

AoW responses

Exit Ticket

http://learning.blogs.nytimes.com/

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NJSLSA.R2. Determine

central ideas or themes of a

text and analyze their

development; summarize the

key supporting details and

ideas.

Evaluate the main themes and motifs

for this unit: identity, prejudice

Teach plot sequencing as it applies to

development of theme

Review argumentative and explanatory

essay formats

Utilize textual evidence to support

development of thematic claims




editorial writing

Oral defense of text analysis and


pieces


and discussion associated with prejudice

and identity



based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

NJSLSA.R3. Analyze how and

why individuals, events, and

ideas develop and interact over

the course of a text


development of characters

Review characterization as it applies to

primary and secondary characters in a

story

Teach text analysis of plot events to

determine importance in terms of plot

advancement, including climatic

moment of the story

Collaborative note- taking and


Informative /explanatory essay writing

and editorial writing


interpretation


and discussion of prejudice and identity

Literature analysis and review utilizing

textual evidence



based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

NJSLSA.R6. Assess how point

of view or purpose shapes the

content and style of a text.

Review strategies for determining an

author's point of view

Teach how an author's point of view

affects content and style

Review various points of view

presented in literature






interpretation



based rubrics


responses


evaluations

Graphic Organizers

Journal entries

10

Teach how an author’s perspective

affects world point of view




textual evidence


study rubrics

AoW responses

Exit Ticket

NJSLSA.R8. Delineate and

evaluate the argument and

specific claims in a text,

including the validity of the

reasoning as well as the

relevance and sufficiency of

the evidence.


author's claim

Teach how an author's claim is

determined to be valid using logic and

reasoning to support ideas


essay formats

Teach basic rhetorical terms as applied

to informational text

Teach elements of editorial style





Participating in Socratic seminars, debates

and/or writing arguments


interpretation




textual evidence



based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

NJSLSA.W1. Students will be

able to write arguments to

support claims in an analysis of

substantive topics or texts,

using valid reasoning and

relevant and sufficient

evidence.

Teach argumentative strategies for

writing (e.g. T.R.E.A.T, P.E.E.L.)

Teach online communication

techniques, proper etiquette, and

Internet safety

Provide examples (print and/or

electronic) of arguments which utilize

valid reasoning, logical arguments and

relevant and sufficient support


electronic) of arguments which do not

utilize valid reasoning, logical

Write an argument based on current

opinion/editorial examples

Generate individual questions for and

participate in classroom seminar/debate

Compose replies between members of the

class and teacher

Imitate authentic rhetorical style of

selected exemplary authors

Participate in writer’s workshop peer

revision and edition



based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

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arguments and/or relevant & sufficient

support

NJSLSA.W2. Write

informative/explanatory texts

to examine and convey

complex ideas and information

clearly and accurately through

the effective selection,

organization, and analysis of

content.

Teach strategies for creating

informative/explanatory writings using

textual evidence to present ideas and

information

Teach elevated/formal writing style

with focus on selection, organization

and analysis of content

Provide examples of various levels of

informative text that utilize effective

use of content and textual support

Write an argument based on thematic

material covered over the course of the

unit




class and teacher





based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

NJSLSA.W3. Write narratives

to develop real or imagined

experiences or events using

effective technique, well-

chosen details, and well-

structured event sequences.

Teach strategies for creative narrative

writings that model an author’s style

and voice

Review plot sequencing, key events,

settings and characterization as it

applies to creating a narrative text

Provide diverse examples of narrative

text that demonstrate detail, event

sequencing, and plot development

Write a narrative extension of material

covered in class that imitates mood, style

and voice of the author




class and teacher





based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

Exit Ticket

NJSLSA.SL1. Prepare for and

participate effectively in a

range of conversations and

collaborations with diverse

partners, building on others’

ideas and expressing their own

clearly and persuasively.

Model paired collaborations, small

group instruction and whole class

discussion/debate


electronic) of arguments which do and

do not utilize valid reasoning, logical

arguments and relevant and sufficient

support

Participate in classroom discussions and

debates

Participate in collaborative efforts for

research projects and presentations





based rubrics

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

12

Teach persuasive argument techniques

to communicate effectively


class and teacher



NJSLSA.SL3. Evaluate a

speaker’s point of view,

reasoning, and use of evidence

and rhetoric.

Teach the relationship between speaker,

audience and information being

presented

Review point of view, logical reasoning

and rhetorical devices as used in

speaking

Teach the various types of perspectives

that a speaker considers when

presenting an oral argument

Teach the basic concepts of the

perceptual world as it applies to logical

argument, speaking and writing






class and teacher







based rubrics

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

NJSLSA.L6. Acquire and use

accurately a range of general

academic and domain-specific

words and phrases sufficient

for reading, writing, speaking,

and listening at the college and

career readiness level;

demonstrate independence in

gathering vocabulary

knowledge when encountering

an unknown term important to

comprehension or expression.

Teach the vocabulary specific to the

novel(s)

Teach the academic vocabulary specific

to 11th grade

Model the use of domain specific

vocabulary in speaking and writing

Review the use of context clues to

decode and comprehend terminology

and vocabulary associated with

this/these novel(s)


debates utilizing domain vocabulary



utilizing domain vocabulary




class and teacher



based rubrics


responses


evaluations

Graphic Organizers

Journal entries


study rubrics

AoW responses

Exit Ticket

13

Unit 2 Overview At-a-Glance Unit #2 – Individuality, Conformity, and Society

Unit Description:

In this unit, students will explore the themes of oppression and conformity through a group exploration of the anchor text, Catcher in the Rye. Students

will integrate these themes into carefully crafted and revised personal narratives, as well as into a culminating research project connecting literature to

real-world scientific articles on adolescent depression.

Essential Skills: ● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence

when writing or speaking to support conclusions drawn from the text.

● Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why

individuals, events, and ideas develop and interact over the course of a text.


● Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of

the evidence.

● Analyze and reflect on how two or more texts address similar themes in order to build knowledge or to compare the approaches the authors take.






sequences.

● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing

their own clearly and persuasively.





● Identify themes in various types of text.


Central Unit Standards- This unit will focus primarily on learning goals

aligned with the following standards:





14

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and

Gifted Students- Modify instructional approach and/or

assignments and evaluations as needed based on

student’s individual needs, ability level, disabilities or

504/IEPs including but not limited to:

● Extended time




● Alternate reading and writing assignments as per

reading level (grade level appropriate)



● Additional graphic organizers and outlines for

crafting writing assignments



Modify approaches, assignments, and evaluations as

needed to challenge gifted students:

● Increased integration of higher order thinking

processes, creative and critical thinking

activities, problem-solving, and open-ended tasks



● Greater opportunities for freedom of choice and

independent study that encourage independent

and intrinsic

Integration of 21st century skills through NJSLS 9 and Career Education:

● Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and

global awareness.

● Critical thinking and problem-solving skills are a core component of learning and

assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation,

synthesis, and creation of products using learning at the highest levels. Problem-solving

is a recurring theme in the curriculum as students must seek ways to creatively apply the

concepts to solve problems rather than simply remember the material.

● Communication and collaboration is crucial for student success as learners. Throughout

this curriculum, students must be able to communicate deep understanding through open

ended responses (both orally and in writing). In addition, students are often required to

work collaboratively with their peers, which promotes the ability to succeed in the area

of social cooperative work, increases communication skills, and promotes leadership

and responsibility.

● Students must be information literate, i.e. they must be able to find and use information

effectively, in order to succeed in class as learning activities require independent

research of relevant information outside of the provided textbook and/or resources.

● Learning and assessment activities support the push to make students media literate, as

they are often required to analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

● In order to succeed in this course, students must be able to use technology as a tool in

order to research, organize, evaluate, and communicate information.

● Lessons, activities, and assessments require creativity and innovation on the part of the

students. They are required to create projects and products as examples of mastery in

each unit.

● Lessons, where appropriate, utilize Google Classroom and the Google suite to enhance

understanding through online collaboration.

Assessments- including benchmarks, formative,

summative, and alternative assessments ● Regular narrative writing samples (personal

journals) coupled with novel study

● Informational Article(s) of the Week (AoW)

related to novel content- annotation and reaction



Health/PE: Research symptoms of adolescent depression.

Math: Log behaviors outlined throughout the novel deemed symptomatic of depression and

compare the data to current trends in symptoms.

15

● Venn Diagram


● Google Forms


● Essays

● Researched presentation on adolescent

depression

Science: Research common treatments for depression.

Social Studies: Discuss conformity in society through specific historical examples.

World Languages: Examine the concept of conformity in other cultures throughout the

world.

Art: Create a storyboard or graphic novel for one specific event that occurred on Catcher in

the Rye.

Unit Resources




students.

Leveled Supplemental Materials and Media/School Library Resources

● Various primary sources and articles at different levels are available

online at:

o Newsela https://newsela.com/

o The Learning Network: Teaching and Learning with the New

York Times : http://learning.blogs.nytimes.com

o Tweentribune https://tweentribune.com



● Graphic novels


● Speak

● Thirteen Reasons Why

● The Last Time We Say Goodbye

● Cut


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2


● Utilize Prezi/PowerPoint/Google Docs software for presentations

of research as required


devices


digital literacy



16

Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective



Evaluations, & Rubrics) NJSLSA.R1. Read closely

to determine what the text

says explicitly and to make

logical inferences and

relevant connections from

it; cite specific textual

evidence when writing or

speaking to support


text.





Model citation of specific textual evidence

in support of claims made from the text,

explicitly or implicitly

Model drawing logical conclusions from

the text and providing textual support to

valid those conclusions



Informative/explanatory essay writing




pieces


and discussion associated with oppression

and conformity

Research adolescent depression as it

relates to Salinger’s novel


Adapted PARCC/NJSLS-based

rubrics

Essay and open-ended responses


evaluations

Graphic Organizers

Journal entries

Independent/group novel study

rubrics

AoW responses

Exit Ticket




development; summarize

the key supporting details

and ideas.

Evaluate the main themes and motifs for

this unit: identity, prejudice




essay formats









pieces


and discussion associated with oppression

and conformity



rubrics



evaluations

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.R3. Analyze how

and why individuals,

events, and ideas develop







rubrics

17

and interact over the course

of a text



story



advancement, including climatic moment

of the story




interpretation


and discussion of oppression and

conformity


textual evidence



evaluations

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.R6. Assess how

point of view or purpose

shapes the content and style

of a text.





Review various points of view presented

in literature

Teach how an author’s perspective affects

world point of view






interpretation



conformity


textual evidence



rubrics



evaluations

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket







the evidence.


author's claim

Teach how an author's claim is determined

to be valid using logic and reasoning to

support ideas


essay formats





Participating in Socratic seminars,

debates and/or writing arguments


interpretation



rubrics



evaluations

Graphic Organizers

Journal entries


rubrics

18

Teach basic rhetorical terms as applied to

informational text




conformity

AoW responses

Exit Ticket

NJSLSA.W1. Students will

be able to write arguments

to support claims in an

analysis of substantive

topics or texts, using valid

reasoning and relevant and

sufficient evidence.

Teach argumentative strategies for writing

(e.g. T.R.E.A.T, P.E.E.L.)

Teach online communication techniques,

proper etiquette, and Internet safety

Provide examples (print and/or electronic)

of arguments which do and do not utilize








class and teacher







rubrics



evaluations

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.W2. Write

informative/explanatory

texts to examine and

convey complex ideas and

information clearly and

accurately through the

effective selection,

organization, and analysis

of content.




information

Teach elevated/formal writing style with

focus on selection, organization and

analysis of content


informative text that utilize effective use

of content and textual support



unit




class and teacher





rubrics



evaluations

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.W3. Write

narratives to develop real or

imagined experiences or

events using effective

technique, well-chosen

details, and well-structured

event sequences.


writings that model an author’s style and

voice


settings and characterization as it applies

to creating a narrative text








rubrics



evaluations

Graphic Organizers

19

Provide diverse examples of narrative text

that demonstrate detail, event sequencing,

and plot development


class and teacher

Imitate authentic narrative style of




Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.SL1. Prepare for

and participate effectively

in a range of conversations

and collaborations with

diverse partners, building

on others’ ideas and

expressing their own clearly

and persuasively.

Model paired collaborations, small group

instruction and whole class

discussion/debate


of arguments which utilize valid

reasoning, logical arguments and relevant

and sufficient support


of arguments which do not utilize valid

reasoning, logical arguments and/or

relevant & sufficient support

Teach persuasive argument techniques to

communicate effectively


debates






class and teacher



rubrics

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket



reasoning, and use of

evidence and rhetoric.


audience and information being presented


and rhetorical devices as used in speaking


that a speaker considers when presenting

an oral argument

Teach the basic concepts of the perceptual

world as it applies to logical argument,

speaking and writing






class and teacher





rubrics

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

NJSLSA.L6. Acquire and

use accurately a range of


novel(s)


debates utilizing domain vocabulary Teacher generated rubrics

20

general academic and

domain-specific words and

phrases sufficient for

reading, writing, speaking,

and listening at the college

and career readiness level;

demonstrate independence

in gathering vocabulary

knowledge when

encountering an unknown

term important to

comprehension or

expression.

Teach the academic vocabulary specific to

11th grade



Review the use of context clues to decode

and comprehend terminology and

vocabulary associated with this/these

novel(s)







class and teacher




rubrics

Graphic Organizers

Journal entries


rubrics

AoW responses

Exit Ticket

Unit 3 Overview At-a-Glance Unit #3 – American Dreams and Nightmares

Unit Description:

In this unit, students will use The Great Gatsby as a starting point for an ongoing discussion on the American dream within the context of perseverance

and hope. Specifically, students will define and redefine the American dream based on historical context, literary context, and contemporary societal

context.

Essential Skills: ● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.

● Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and

why individuals, events, and ideas develop and interact over the course of a text.


● Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence.

● Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take.



21




sequences.

● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.





● Assess the concept of the American dream








Unit Details

Modifications for Special Education Students,

English Language Learners, Students at Risk of

Failure, and Gifted Students- Modify instructional

approach and/or assignments and evaluations as

needed based on student’s individual needs, ability

level, disabilities or 504/IEPs including but not

limited to:

● Extended time




● Alternate reading and writing assignments as

per reading level (grade level appropriate)





global awareness.


assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation,

synthesis, and creation of products using learning at the highest levels. Problem-solving

is a recurring theme in the curriculum as students must seek ways to creatively apply the

concepts to solve problems rather than simply remember the material.

● Communication and collaboration is crucial for student success as learners. Throughout

this curriculum, students must be able to communicate deep understanding through open

ended responses (both orally and in writing). In addition, students are often required to

work collaboratively with their peers, which promotes the ability to succeed in the area

of social cooperative work, increases communication skills, and promotes leadership

and responsibility.

22





Modify approaches, assignments, and evaluations

as needed to challenge gifted students:



activities, problem-solving, and open-ended

tasks



● Greater opportunities for freedom of choice

and independent study that encourage

independent and intrinsic

● Students must be information literate, i.e. they must be able to find and use information

effectively, in order to succeed in class as learning activities require independent

research of relevant information outside of the provided textbook and/or resources.

● Learning and assessment activities support the push to make students media literate, as

they are often required to analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

● In order to succeed in this course, students must be able to use technology as a tool in

order to research, organize, evaluate, and communicate information.

● Lessons, activities, and assessments require creativity and innovation on the part of the

students. They are required to create projects and products as examples of mastery in

each unit. ● Lessons, where appropriate, utilize Google Classroom and the Google suite to enhance

understanding through online collaboration.


summative, and alternative assessments ● Regular narrative writing samples (personal

journals) coupled with novel study

● Informational Article(s) of the Week (AoW)

related to novel content- annotation and

reaction


● Venn Diagram


● Google Forms


● Essays

● Eulogy of Jay Gatsby


Career Education: Identify career fields for the 1920s and access the impact that the Great

Depression would have on them.

Health/PE: View common dances of the 1920’s and compare them to today.

Math: Evaluate the role of the stock market in the novel.

Science: Research the dust bowl during the Great Depression and discuss the impact it had on

crops in the Midwest.

Social Studies: Create and illustrated timeline on the key events on the 1920s.

World Languages: Identify slang terms from the 1920s and their origin.

Arts: Participate in a gallery walk of key art and music of the Harlem Renaissance.

23

Unit Resources




students.


● Various primary sources and articles at different levels are available online at:


o The Learning Network: Teaching and Learning with the New York Times :

http://learning.blogs.nytimes.com




● Graphic novels


● The Grapes of Wrath

● The Bell Jar

● Revolutionary Road

● On the Road


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2


● Utilize Prezi/PowerPoint/Google Docs software for

presentations of research as required

● Collaborate in and out of class using Googles Apps

and 1 to 1 devices

● Complete online assessments and reading activities to

promote digital literacy











specific textual evidence when

writing or speaking to support











rubrics

Graphic Organizers

Journal entries


rubrics




24


text.


evidence in support of claims made

from the text, explicitly or implicitly






pieces


and discussion associated with

perseverance and hope

Research the Roaring 20’s

AoW responses

Exit Ticket






ideas.






essay formats









pieces



perseverance and hope



rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket


and why individuals, events,

and ideas develop and interact

over the course of a text





story




moment of the story






interpretation


and discussion of perseverance and hope


textual evidence



rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket







- Teacher generated rubrics

25

shapes the content and style of

a text.




in literature






interpretation




textual evidence



rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket







the evidence.


author's claim





essay formats








Participating in Socratic seminars,

debates and/or writing arguments


interpretation




textual evidence



rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket

NJSLSA.W1. Students will be

able to write arguments to

support claims in an analysis of

substantive topics or texts,



evidence.



Teach online communication

techniques, proper etiquette, and

Internet safety







Compose replies between members of

the class and teacher



rubrics

Graphic Organizers

Journal entries


rubrics


26



support





AoW responses

Exit Ticket

NJSLSA.W2. Write



complex ideas and information

clearly and accurately through

the effective selection,


content.




information



analysis of content






unit









rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket

NJSLSA.W3. Write narratives

to develop real or imagined

experiences or events using

effective technique, well-

chosen details, and well-

structured event sequences.



voice


settings and characterization as it

applies to creating a narrative text











Imitate authentic narrative style of






rubrics

Graphic Organizers

Journal entries


rubrics


AoW responses

Exit Ticket

NJSLSA.SL1. Prepare for and

participate effectively in a






discussion/debate




debates





rubrics

Graphic Organizers

Journal entries

27

ideas and expressing their own

clearly and persuasively.







support









AoW responses

Exit Ticket



reasoning, and use of evidence

and rhetoric.



presented



speaking


that a speaker considers when

presenting an oral argument















rubrics

Graphic Organizers

Journal entries

AoW responses

Exit Ticket






and listening at the college and

career readiness level;



knowledge when encountering

an unknown term important to



novel(s)


to 11th grade






this/these novel(s)











rubrics

Graphic Organizers

Journal entries

AoW responses

Exit Ticket Vocabulary exercises/quizzes

28

Unit 4 Overview At-a-Glance Unit #4 – In Search of America

Unit Description:

In this unit, students will explore the themes of individuality and protest as they study O’Brien’s Vietnam-era novel. They will be challenged to ponder

the question, What is America? as they research the long history of social protest in the United States.

Essential Skills: ● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text. ● Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and

why individuals, events, and ideas develop and interact over the course of a text. ● Assess how point of view or purpose shapes the content and style of a text. ● Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence. ● Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take. ● Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. ● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ● Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content. ● Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences. ● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively. ● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. ● Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and


term important to comprehension or expression. ● Identify themes in various types of text.

29


Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:


Supporting Unit Standards- This unit will also include activities



Unit Details




assignments and evaluations as needed based on

student’s individual needs, ability level, disabilities or

504/IEPs including but not limited to:

● Extended time
















activities, problem-solving, and open-ended tasks




independent study that encourage independent

and intrinsic



global awareness.


assessment throughout this curriculum. Students are required, in each unit, to

advance their learning through all levels of Bloom’s Taxonomy to address the

evaluation, synthesis, and creation of products using learning at the highest levels.

Problem-solving is a recurring theme in the curriculum as students must seek ways

to creatively apply the concepts to solve problems rather than simply remember the

material.

● Communication and collaboration is crucial for student success as learners.

Throughout this curriculum, students must be able to communicate deep

understanding through open ended responses (both orally and in writing). In

addition, students are often required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative work, increases


● Students must be information literate, i.e. they must be able to find and use

information effectively, in order to succeed in class as learning activities require

independent research of relevant information outside of the provided textbook

and/or resources.

● Learning and assessment activities support the push to make students media literate,

as they are often required to analyze, evaluate, and create messages in a wide variety

of media modes, genres, and formats.

● In order to succeed in this course, students must be able to use technology as a tool

in order to research, organize, evaluate, and communicate information.

● Lessons, activities, and assessments require creativity and innovation on the part of

the students. They are required to create projects and products as examples of

mastery in each unit.

30

● Lessons, where appropriate, utilize Google Classroom and the Google suite to

enhance understanding through online collaboration.


summative, and alternative assessments

● Regular narrative writing samples (personal

journals) coupled with novel study ● Informational Article(s) of the Week (AoW)

related to novel content- annotation and reaction ● Venn Diagram ● Essays ● Entrance/Exit Tickets ● Evidence of Mastery graphic organizers ● End of Year Benchmark


Career Education: Explore an employee’s legal rights and obligations.

Health/PE: Research physical requirements to be in the military.

Science: Complete a close read on the effects of PTSD on military personal and compare it

to other types of PTSD.

Social Studies: Participate in a gallery walk of images of protest during the 60s and 70s.

World Languages: Research and present on the impact that the Vietnam War had on the

culture of the people in the area.

Technical Subjects: Use Google Classroom to participate in an online discussion of

various essential questions from the unit.

Arts: Explore music and poetry of the Vietnam era

Unit Resources




students.

Leveled Supplemental Materials and Media/School Library

Resources

● Various primary sources and articles at different levels are

available online at:


o The Learning Network: Teaching and Learning with the New

York Times : http://learning.blogs.nytimes.com



8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2


● Utilize Prezi/PowerPoint/Google Docs software for presentations of

research as required


devices



31



● Graphic novels


● This is an Uprising ● Dissent- This History of an American Idea

● Grassroots

● When We Rise


digital literacy











specific textual evidence

when writing or speaking to

support conclusions drawn

from the text.






evidence in support of claims made from

the text, explicitly or implicitly







editorial writing



pieces



individuality and protest

Research social protests throughout

American history



based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket












editorial writing



based rubrics

Graphic Organizers

Journal entries

32


ideas.


essay formats





pieces



individuality and protest


study rubrics


responses

AoW responses

Exit Ticket


and why individuals, events,

and ideas develop and interact

over the course of a text





story




moment of the story



Informative /explanatory essay writing and

editorial writing


interpretation


and discussion of individuality and protest


textual evidence



based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket



shapes the content and style

of a text.






in literature






interpretation




textual evidence



based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket NJSLSA.R8. Delineate and



author's claim


think/pair/share evaluation Teacher generated rubrics

33





the evidence.





essay formats




Informative /explanatory essay writing and

editorial writing

Participating in Socratic seminars, debates

and/or writing arguments


interpretation




based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket

NJSLSA.W1. Students will

be able to write arguments to

support claims in an analysis

of substantive topics or texts,



evidence.



Teach online communication techniques,

proper etiquette, and Internet safety





support






class and teacher







based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket

NJSLSA.W2. Write



complex ideas and





content.




information



analysis of content





material covered over the course of the unit




class and teacher





based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket

34

NJSLSA.W3. Write

narratives to develop real or

imagined experiences or

events using effective

technique, well-chosen

details, and well-structured

event sequences.



voice


settings and characterization as it applies

to creating a narrative text










class and teacher

Imitate authentic narrative style of selected

exemplary authors





based rubrics

Graphic Organizers

Journal entries


study rubrics


responses

AoW responses

Exit Ticket

NJSLSA.SL1. Prepare for

and participate effectively in a




ideas and expressing their

own clearly and persuasively.



discussion/debate









support




debates






class and teacher



based rubrics

Graphic Organizers

Journal entries

AoW responses

Exit Ticket



reasoning, and use of

evidence and rhetoric.



presented



speaking







based rubrics

Graphic Organizers

Journal entries

AoW responses

35


that a speaker considers when presenting

an oral argument





class and teacher





Exit Ticket










knowledge when


term important to



novel(s)


to 11th grade






this/these novel(s)









class and teacher



based rubrics

Graphic Organizers

Journal entries

AoW responses

Exit Ticket

Unit 5 Overview At-a-Glance Unit #5 – Junior Portfolio

Unit Description:

In this unit, students will assess their readiness for senior year and post-graduation as well as reflect on their achievements thus far in their high school

careers. Students will prepare for and participate in the PSAT, create bio sheets to provide to potential references, update their activities,

accomplishments, and awards from ninth grade on, and begin drafting a Common App essay. They will evaluate their grades in terms of readiness for the

upcoming year and create a goal with measurable steps. If need be, students will complete prompts for the state appeals process.

Essential Skills: ● Continually self-reflects and seeks to improve the essential life and career practices that lead to success.

● Uses effective communication and collaboration skills and resources to interact with a global society.

36

● Is financially literate and financially responsible at home and in the broader community.

● Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing societal and economic conditions.

● Seeks to attain skill and content mastery to achieve success in a chosen career path




NJSLSA.9.2.12.C.1, NJSLSA.W2, NJSLSA.L6



CRP.1-12, NJSLSA.R7; NJSLSA.W7-10; NJSLSA.SL2,4-6; NJSLSA.L1-

3

Unit Details




assignments and evaluations as needed based on student’s

individual needs, ability level, disabilities or 504/IEPs

including but not limited to:

● Extended time















processes, creative and critical thinking activities,

problem-solving, and open-ended tasks



global awareness.


assessment throughout this curriculum. Students are required, in each unit, to

advance their learning through all levels of Bloom’s Taxonomy to address the

evaluation, synthesis, and creation of products using learning at the highest levels.

Problem-solving is a recurring theme in the curriculum as students must seek ways

to creatively apply the concepts to solve problems rather than simply remember the

material.

● Communication and collaboration is crucial for student success as learners.

Throughout this curriculum, students must be able to communicate deep

understanding through open ended responses (both orally and in writing). In

addition, students are often required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative work, increases


● Students must be information literate, i.e. they must be able to find and use

information effectively, in order to succeed in class as learning activities require

independent research of relevant information outside of the provided textbook

and/or resources.

● Learning and assessment activities support the push to make students media literate,

as they are often required to analyze, evaluate, and create messages in a wide variety

of media modes, genres, and formats.

37




independent study that encourage independent and

intrinsic

● In order to succeed in this course, students must be able to use technology as a tool

in order to research, organize, evaluate, and communicate information.

● Lessons, activities, and assessments require creativity and innovation on the part of

the students. They are required to create projects and products as examples of

mastery in each unit.

● Lessons, where appropriate, utilize Google Classroom and the Google suite to

enhance understanding through online collaboration.


summative, and alternative assessments ● Planning/outlining of portfolio components

● Drafting of portfolio components

● Revision as appropriate of portfolio components

● Completed portfolio

● Resume writing

● Career aptitude assessment


Career Education: Research career path/education based on interest and create a resume

geared toward that career.

English Language Arts/Literacy: Satisfy requirements for ELA State Appeals Process.

Math: Demonstrate mastery of financial literacy through the creation of a budget.

Social Studies: Research a historical person that you admire and determine what they

needed to do to accomplish their goals. Create a poster highlighting their success.

Technical Subjects: Utilize 1 to 1 devices to create a system of organization for planning

and promoting good study skills.

Arts: Create a vision board to highlight your goals for the next 5 years.

Unit Resources




students.


● Various primary sources and articles at different levels are available online at:


o The Learning Network: Teaching and Learning with the New York Times :

http://learning.blogs.nytimes.com


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2


● Utilize Prezi/PowerPoint/Google Docs software for

presentations of research as required



38




● Graphic novels


● www.khanacademy.org ● www.act.org

● uniontestprep.com/asvab/

● www.petersons.com

● Collaborate in and out of class using Googles Apps

and 1 to 1 devices

● Complete online assessments and reading activities to

promote digital literacy

Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective



Evaluations, & Rubrics) NJSLSA.9.2.12.C.1 Review

career goals and determine

steps necessary for

attainment.

Administer career interest surveys

Teach requirements for specific

colleges/universities as well as military

and trade schools

Provide intensive online prep for

standardized tests (PSAT, SAT, ACT,

ASVAB)

Model spreadsheet for tracking

transcripts

Develop Student Informational Guides

for requesting letters of recommendation

Model topic selection for Common App

Completing multiple interest surveys

Developing a measurable goal based on

interests

Documenting grades from 9th grade on

Documenting awards, achievements, and

accomplishments from 9th grade on

Developing a personalized request for a

letter of recommendation based on

personal goals

Rubric for portfolio guidelines

and expectations

Completed student-designed

transcript

Completed request for letters of

recommendation

Fulfilled letters of

recommendation

Completed Student Highlight

sheet

Completed resume

Draft of completed Common App

submission

http://www.act.org/

39

NJSLSA.W2. Write



complex ideas and





content.




information



analysis of content






unit









rubrics

Graphic Organizers

Journal entries


rubrics


responses

AoW responses

Exit Ticket

NJSLSA.L6. Acquire and

use accurately a range of

general academic and

domain-specific words and

phrases sufficient for

reading, writing, speaking,





knowledge when


term important to

comprehension or

expression.


novel(s)


to 11th grade






this/these novel(s)












rubrics

Graphic Organizers

Journal entries

AoW responses

Exit Ticket

ccr ela 11 - city of burlington public school district...unit #5 “ portfolio” overview...

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