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TOWNSHIP OF UNION PUBLIC SCHOOLS

English

Junior English2014

Curriculum Guide Approved June 2012

Board MembersFrancis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-6 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 6-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 6-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business 6-12………………………………………………………………………………………..Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum CommitteeEnglish

Grade 11

Jenny MorelliJennifer Hajkowski

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline. Acquire and use the skills and habits involved in critical and constructive thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human achievement

and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological sciences. Participate effectively and efficiently in economic life and the development of skills to

enter a specific field of work. Appreciate and understand literature, art, music, and other cultural activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural resources. Develop basic skills in sports and other forms of recreation.

Course Description

In Junior English - American Literature & Culture, students will learn through careful reading, writing, and discussion about how our present lives have been shaped by great literature of the past. The course will cover writings from our early settlement of this continent through the time of the Civil War. Instruction will focus on grammar, usage, reading, and writing. The study of vocabulary will also be an integral part of the curriculum. Public speaking skills and research skills will be reinforced.

Recommended Textbooks

Prentice Hall Literature: The American Experience. Houghton Mifflin English

Novels: Cather in the Rye, House on Mango Street

Course Proficiencies

Students will be able to…FULL YEAR

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

4. Craft and Structure5. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze

the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

MP 1

1. Utilize outside documented research to support or refute a position on something read in class2. Recognize and describe heroic qualities of an American character and historical period (Cather and Crucible)3. Recognize the importance of transcental culture on the literature of the time4. Understand what a frame story is5. Recognize the historical importance of the medieval period and its relevance to the era’s literature (speeches)

MP 2

1. Recognize dramatic elements in a play (“Crucible”)2. Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1. Understand/recognize the purpose of vignettes, short stories, and poetry (House on Mango Street)2. Recognize the historical importance of the period of Englightenment3. Recognize what makes something romantic (poetry of Edgar Allen Poe)

MP 41. Modern Era of literature

Curriculum Units

Unit 1: A Gathering of Voices: Literature of Early Ameica (beginnings to 1800s)Unit 2: A Growing Nation: Literature of the American Renaissance (1800 to 1870)Unit 3: Division, Reconciliation, and Expansion: Literature of the Civil War and the FrontierUnit 4: Disillusion, Defiance, amd Discontent: Literaure of the Modern AgeUnit 5: Prosperity and Protest: Literature of the Post-War Era

Unit 1:

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS

1.Draw inferences from the text, including determining where the text leaves matters uncertain.

CrucibleSinners…

RL.11.1

2. Determine how themes or central ideas interact and build on one another to produce a complex account.

CrucibleSinners

RL.11.2

3. Provide an objective summary of the text. Poetry of Anne Bradstreet

RL.11.2

4.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CrucibleSinners

RL.11.3

5.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

CrucibleSinners RL.11.4

6.

Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CrucibleSinners

RL.11.4

7.

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CrucibleSinners

RL.11.5

8.

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Jonathan Edwards, Phyllis Wheatley RL.11.6

9. When writing narratives, use a variety of techniques to sequence Jonathan W.11.3c.

events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Edwards, Phyllis Wheatley

10.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters when writing narratives.

Jonathan Edwards, Phyllis Wheatley

W.11.3d.

11.

Write narratives to develop real or imagined experiences or events using effective well-chosen details; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


W.11.3d.

12.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


W.11.4

13.

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.12.5

14.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback.


W.11.6

15.

Draw evidence from literary texts to support analysis, reflection, and research.

a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).


W.11.9a.

16. Write routinely over extended time frames (time for research, Jonathan W.11.10

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Edwards, Phyllis Wheatley

17.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.


SL.11.1a.

18.Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.


SL.11.1b.

19.Propel conversations by posing and responding to questions that probe reasoning and evidence.


SL.11.1c.

20.When taking part in collaborative conversations, ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions.


SL.11.1c.

21. Promote divergent and creative perspectives when speaking.Jonathan Edwards, Phyllis Wheatley

SL.11.1c.

22. Resolve contradictions when possible when speaking.Jonathan Edwards, Phyllis Wheatley

SL.11.1d.

23.Determine what additional information or research is required to deepen the investigation or complete the task.


SL.11.1d.

24.Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.


SL.11.6

25. Apply the understanding that usage is a matter of convention, Jonathan L.11.1a.

can change over time, and is sometimes contested. Edwards, Phyllis Wheatley

26.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Jonathan Edwards, Phyllis Wheatley L.11.1b.

27.Demonstrate command of the conventions of standard English capitalization and punctuation; observe hyphenation conventions.


L.11.2a.

28.Demonstrate command of the conventions of standard English and spell correctly when writing.


L.11.2b.

29.Apply an understanding of syntax to the study of complex texts when reading.


L.11.3a.

30.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 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; identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).


L.11.4a.b.

31. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning,


L.11.4c.

its part of speech, its etymology, or its standard usage.

32.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)


L.11.4d.

33.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.


L.11.6

34.Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


L.11.6

Unit 2: Celebrating Humanity: The English Renaissance Period


1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Hawthorne, Irving, Franklin, Bierce

RI.11.1

2.Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis.


RI.11.2

3.When writing informative/explanatory text, provide an objective summary of the text.


RI.11.2

4.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Hawthorne, Irving, Franklin, Bierce RI.11.3

5. Determine the meaning of words and phrases as they are used in a Hawthorne, RI.11.4

text, including figurative, connotative, and technical meanings. Irving, Franklin, Bierce

6.Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition, including whether the structure makes points clear, convincing, and engaging.

Shakespeare’s SonnetsMacbeth

RI.11.5

7.Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


8.

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


9.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


W.11.2

10.

When writing informative/explanatory text, introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

Hawthorne, Irving, Franklin, Bierce W.11.2a.

11.Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Hawthorne, Irving, Franklin, Bierce W.11.2b.

12.Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


W.11.2f.



W.11.4

14.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.11.5

15. Use technology, including the Internet, to produce, publish, and Hawthorne, W.11.6

update individual or shared writing products in response to ongoing feedback, including new information.

Irving, Franklin, Bierce

16.

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises and purposes, in works of public advocacy [e.g., The Federalist, presidential addresses]”).


W.11.9b.

17.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


W.11.10

18.Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


SL.11.1

19.Come to discussions prepared, having read material under study; explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas


SL.11.1a.



SL.11.1b.

21.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


SL.11.3

22.Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.


SL.11.4

23.Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.


SL.11.6

24.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


L.11.1

25. Resolve issues of complex or contested usage, consulting Hawthorne, L.11.1b.

references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Irving, Franklin, Bierce

26.Demonstrate command of the conventions of standard English capitalization and punctuation; observe hyphenation conventions.


L.11.2a.

27. Demonstrate command of the conventions of standard English and spell correctly when writing.


L.11.2b.

28. Apply an understanding of syntax to the study of complex texts when reading.


L.11.3a.

29.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 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; identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).


L.11.4a.b.

30.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine, verify and clarify its precise meaning, its part of speech, its etymology, or its standard usage.


L.11.4c.d.



L.11.6



L.11.6

Unit 3:


1.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Poetry: including imagist,. Modernist, including Thurber’s Ghost

RI.11.1

2.

Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain.


RI.11.1

3.

Determine two or more central ideas of a text and analyze their development over the course of the text.


RI.11.2

4.



RI.11.3

5.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Poetry: including imagist,. Modernist, including Thurber’sGhost

RI.11.4

6.Analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes points clear, convincing, and engaging


RI.11.5

7.

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


RI.11.6

8.

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).


RI.11.8

9.

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


W.11.1

10. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s).


W.11.1a.

11. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.

Poetry: including imagist,. Modernist,

W.11.1a

including Thurber’s Ghost

12.When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.


W.11.1a.

13.

When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


W.11.1b.

14.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.


W.11.1c.

15.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between reasons and evidence.


W.11.1c.

16.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and counterclaims.


W.11.1c.

17.

When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task.


W.11.1d.

18.

When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.


W.11.1e.

19.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


W.11.4

20.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


W.11.5

21.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments.


W.11.6

22.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.

Poetry: including imagist,. Modernist, including Thurber’s Ghost W.11.8

23.

Draw evidence from informational texts to support analysis, reflection, and research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Poetry: including imagist,. Modernist, including Thurber’s Ghost W.11.9b.

24.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


W.11.10

25.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


SL.11.1

26.

Come to discussions prepared, having read and researched material under study.


SL.11.1a.

27.

Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.


SL.11.1a.

28.

Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.


SL.11.1b.

29.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.


SL.11.1c.

30.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible.


SL.11.1d.

31. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the


SL.11.2

credibility and accuracy of each source and noting any discrepancies among the data.


32.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


SL.11.3

33.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


SL.11.4

34.

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.


SL.11.6

35.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


L.11.1

36.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.


L.11.1a.

37.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.


L.11.1b.

38.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.11.2

39.

Observe hyphenation conventions. Poetry: including imagist,. Modernist, including Thurber’s Ghost

L.11.2a.

40.

Spell correctly. Poetry: including imagist,. Modernist, including Thurber’s Ghost

L.11.2b.

41.

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.11.3

42.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.


L.11.3a.

43.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 12 reading and content, choosing flexibly from a range of strategies.


L.11.4

44.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


L.11.4a.

45.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).


L.11.4b.

46. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine, verify, or clarify its


L.11.4c.

precise meaning, its part of speech, its etymology, or its standard usage.


47.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


L.11.5

48.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


11.5a.

49.

Analyze nuances in the meaning of words with similar denotations. Poetry: including imagist,. Modernist, including Thurber’s Ghost

L.11.5b.

50.

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.


L.11.6

Unit 4:

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS

1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Cathcer in the Rye and House on Mango Street

RL.11.1

2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text.


RL.11.2

3.Provide an objective summary of the text.


RL.11.2

4.Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


RL.11.3

5.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)


RL.11.4

6.Determine the meaning of words and phrases as they are used in the text.


RL.11.4

7.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


RL.11.5

8.Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


RL.11.6

9.

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Cathcer in the Rye and House on Mango Street”

RL.11.7

10.Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


RL.11.9

11.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Cathcer in the Rye and House on Mango Street RL.11.10

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


W.11.3

13.

When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Cathcer in the Rye and House on Mango Street W.11.3a.

14.When writing narratives, create a smooth progression of experiences or events.


W.11.3a.

15.When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


W.11.3b.

16.When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).


W.11.3c.

17.When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


W.11.3d.

18.When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


W.11.3e.



W.11.4

20.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


W.11.5

21. Use technology, including the Internet, to produce, publish, and update individual or shared writing products.


W.11.6

22.

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.

Cathcer in the Rye and House on Mango Street” W.11.7

23. Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American


W.11.9a.

literature, including how two or more texts from the same period treat similar themes or topics”).

24.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


W.11.10



SL.11.1

26. Come to discussions prepared, having read and researched material under study.


SL.11.1a.

27.Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.


SL.11.1a.


Cathcer in the Rye and House on Mango Street Mariner”

SL.11.1b.

29.


Cathcer in the Rye and House on Mango Street SL.11.1c.

30.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.


SL.11.1d.

31. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.


SL.11.2

32.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


SL.11.3

33.


Cathcer in the Rye and House on Mango Street” SL.11.4

34.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


SL.11.5

35. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Cathcer in the Rye and House on Mango Street B

SL.11.6

36.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Cathcer in the Rye and House on Mango Street L.11.1; L.11.1a.

37.Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.


L.11.1b.

38.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; observe hyphenation conventions when writing.


L.11.2; L.11.2a.

39. Spell correctly when writing narratives.Cathcer in the Rye and House on Mango Street

L.11.2b.

40. 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.

FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the

L.11.3

Ancient Mariner”

41. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.


L.11.3a.

42.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies.

Cathcer in the Rye and House on Mango Street L.11.4

43.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase


L.11.4a.

44.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable) when writing and speaking.

Cathcer in the Rye and House on Mango Street Mariner”

L.11.4b.

45.

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.

Cathcer in the Rye and House on Mango Street L.11.4c.d.

46.Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.


L.11.5a

47.Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the meaning of words with similar denotations.


L.11.5b.



L.11.6



L.11.6

Unit 5:


1.


Analytical responses to Catcher in the Rye and House on Mango Street

RL.11.1

2.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

Analytical responses to Catcher in the Rye and House on Mango Street”

RL.11.2

3.

Provide an objective summary of the text. Analytical responses to Catcher in the Rye and House on Mango Street

RL.11.2

4.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


RL.11.3

5.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)


RL.11.4

6.

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)


RL.11.7

7. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,

Analytical responses to

RL.11.9

including how two or more texts from the same period treat similar themes or topics.

Catcher in the Rye and House on Mango Street

8.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


RL.11.10

9.



RI.11.1

10.

Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain.


RI.11.1

11.

Determine two or more central ideas of a text and analyze their development over the course of the text.


RI.11.2

12.



RI.11.3

13.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.


RI.11.4

14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including


RI.11.5

whether the structure makes points clear, convincing, and engaging

Catcher in the Rye and House on Mango Street”

15.Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


RI.11.7

16.

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


RI.11.9

17.

By the end of grade 12, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


RI.11.10

18.

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


W.11.3

19.

When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.


W.11.3a.

20. When writing narratives, create a smooth progression of experiences or events.

Analytical responses to Catcher in the Rye and House on Mango

W.11.3a.

Street”

21.

Write narratives to develop real or imagined experiences or events using effective technique; use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Analytical responses to Catcher in the Rye and House on Mango Street Winner”

W.11.3b.

22.

When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).


W.11.3c.

23.

When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


W.11.3d.

24.

When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


W.11.3e.

25.

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


W.11.1

26. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s).


W.11.1a.

27. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.

Analytical responses to Catcher in the

W.11.1a

Rye and House on Mango Street”

28.When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.


W.11.1a.

29.

When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


W.11.1b.

30.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.


W.11.1c.

31.

When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between reasons and evidence.


W.11.1c.

32.

When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


W.11.1d.

33.

When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.


W.11.1e.

34. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a


W.11.7

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Catcher in the Rye and House on Mango Street”

35.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.


W.11.8

36.

Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).


W.11.9a.

37.

Apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).


W.11.9b.



SL.11.1

39.Explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.


SL.11.1a.



SL.11.1b.

41.


” Analytical responses to Catcher in the Rye and House on Mango Street

SL.11.1c.

42.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.


SL.11.1d.

43.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.


SL.11.2

44.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


SL.11.3

45.


Poetry by Eliot & Analytical responses to Catcher in the Rye and House on Mango Street”

SL.11.4

46.Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.


L.11.1b.

47. Observe hyphenation conventions. Analytical responses to Catcher in the

L.11.2a.

Rye and House on Mango Street

48. Spell correctly when writing narrative and argument taxts.


L.11.2b,c.

49.

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; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.


L.11.3a.

50.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 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


L.11.4a.

51.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).


L.11.4b.

52.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage;


L.11.4c.

53. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Analytical responses to Catcher in the Rye and House on Mango

L.11.4d.

Street”

54.Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.


L.11.5a

New Jersey Core Curriculum Content Standards Language Arts

Standard 6.RL.1-10 (Reading Literature)

Standard 6.RIT.1-10 (Reading Informational Text)

Standard 6.W.1-10 (Writing)

Standard 6.SL.1-6 (Speaking & Listening)

Standard 6.L.1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring RubricInadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score: 1 2 3 4 5 6

1

May lack opening and/ or closing



Generally has opening and/or closing Opening and closing Opening and closing

Minimal response to topic; uncertain focus

Attempts to focus

May drift or shift focusUsually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single, distinct focus

Unified and coherent

Well- developed

No planning evident; disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent, cohesive

Compositional risks successful

Details random, inappropriate, or barely apparent

Details lack elaboration,

i. e., highlight paper

Repetitious details

Several unelaborated details

Uneven development of details Details appropriate and varied Details effective, vivid, explicit,

and/ or pertinent

UsageNo apparent control

Severe/ numerous errorsNumerous errors Errors/ patterns of errors may

be evidentSome errors that do not interfere with meaning Few errors Very few, if any, errors

Sentence Construction Assortment of incomplete and/ or incorrect sentences

Excessive monotony/ same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few errors

Precision and/or sophistication

Very few, if any, errors

Non-Scorable Reponses

NR No Response Student wrote too little to allow a reliable judgement of his/her writing.

OT Off Topic/Off Task Student did not write on the assigned topic/ task, or the student attempted to copy the prompt.

NE Not English Student wrote in a language other than English.

WF Wrong Format Student refused to write on the topic, or the writing task folder was blank.

Content/ Organization Usage Sentence Construction Mechanics Communicates intended message to

intended audience Relates to topic Opening and closing Focused Logical progression of ideas Transitions Appropriate details and information

Tense formation Subject- verb agreement Pronouns usage/ agreement Word choice/ meaning Proper Modifiers

Variety of type, structure, and length Correct construction

Spelling Capitalization Punctuation

Language Arts LiteracyOpen-Ended Scoring Rubric

http://www.njpep.org/assessment/hspa/hspa_la/module_1/holistic_pop-up.htm#grid%23grid



Points Criteria4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides an insightful

explanation/opinion that links to or extends aspects of the text.

3 A 3-point response demonstrates an understanding of the task, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support.

2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1 A 1-point response demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text.

0 A 0-point response is irrelevant or off-topic.

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