ENGLISH LANGUAGE ARTS IV GRADE: 12 · ENGLISH LANGUAGE ARTS IV GRADE: 12 Prerequisite: ELA III Credits: 5.00 ABSTRACT This course presents an overview of world literature that includes

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

ENGLISH LANGUAGE ARTS IV

GRADE: 12

Prerequisite: ELA III

Credits: 5.00

ABSTRACT

This course presents an overview of world literature that includes works from the Renaissance as well as selections from the eras of Romanticism and Realism. A cumulative review of reading, writing, speaking, viewing, and listening is stressed throughout the course. Students will read and analyze a challenging arrangement of short stories, excerpts, essays, articles, novels and poetry. Students will recognize the importance of understanding the structure of language and apply this comprehension to written and verbal expression. Reinforcement in the basics of grammar, usage, sentence structure, and mechanics is included. Writing in this curriculum provides a cumulative review of narrative, informative, and persuasive styles as well as a review of the rules for editing and revising.

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNIT:

Unit 1: Shakespeare/Ancient Texts

10 Weeks

Unit 2: Realism 10 Weeks

Unit 3: Greek Tragedy 10 Weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Common Core RL.12.1-10 RI.12.1-10 W.12.1-10 SL.12.1-6 L.12.1-6

Technology 8.1 8.2

21st Century Life and Careers 9.1.12.A.1-4


Technology 8.1 8.2



Technology 8.1 8.2



UNIT:


10 Weeks



9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3

9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3

9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• Computer applications can be used to organize information and solve

problems. • Literature can be used to

explore human relationships, new ideas, and aspects of culture.

• Novels are representations of social

reality and vary by historic time periods and

parts of the world. • An author’s use of words

creates tone and mood. • An author’s attitude

toward social issues can be revealed in texts.

• Word choice has an influence on the impact of

rhetorical devices. • Use of rubrics can improve

oral presentations. • Sensory images can be

used to evoke the writer’s meaning

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• How can personal tragedy impact the behavior of a character?

• How do words convey precise meaning?

• How can reading texts help us explore human

• How does the setting of a story have an impact on its plot?

• How do words convey precise meaning?

• How can reading texts help us explore

• Are we victims of fate, or do we choose our own

destiny? • How do religious beliefs

shape the behaviors of literary figures?

• What are the consequences


UNIT:


10 Weeks



relationships?

relationships?

of excessive pride?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Benchmark assessment after each act of Shakespearean play

• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film criticism

• Benchmark assessment after each act of A Doll’s House

• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film criticism

• Benchmark assessment after each episode of Greek tragedies

• Reader response journal • Reader’s theater • Essay writing • Original poetry • Literature circles • Presentations/speeches • Film Criticism

OTHER EVIDENCE: • Do Now Questions • Do Now Questions • Do Now Questions


UNIT:


10 Weeks



(Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Computer-Technology

Based Projects • Peer/Teaching

Conferencing • Teacher Observations • Class Assignments • Class Participation • Individualized Instruction

as per Identified Student Needs









RESOURCES:

• Elements of Writing (Level: Complete Course)

• World Masterpieces


• World Masterpieces


• World Masterpieces • Oedipus Rex


UNIT:


10 Weeks



• Excerpts from Ancient Chinese, Indian, and Biblical texts within textbook

• Hamlet • News ELA for non-

fiction reading comprehension

• Dictionaries • Thesauri • Grammar/ mechanics/

usage worksheets • Videotapes/DVDs:

grammar, literature, writing

• Novels from approved reading lists

• Computer Lab • Media center • Online

tutorial/Educational websites

• District website

• A Doll’s House • News ELA for non-

fiction reading comprehension







• District website • Writing prompts • State assessment

workbooks • Supplemental materials

• Antigone • News ELA for non-fiction

reading comprehension • Dictionaries • Thesauri • Grammar/ mechanics/




• Computer Lab • Media center • Online tutorial/Educational

websites • District website • Writing prompts • State assessment



UNIT:


10 Weeks



• Writing prompts • State assessment


STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Students will read and analyze poetry, short stories and novels by authors of the world.

• Students will create graphic organizers as a way of organizing information about literary elements.

• Students will use context clues to determine the definitions of vocabulary words in the novels that








UNIT:


10 Weeks



they read. • Students will discuss the

intended meaning in the works that they read.

• Students will write responses that include reactions to what they have read.

• Students will critique rough drafts using the New Jersey Registered Holistic Scoring Rubric.

• Students will edit their written pieces before submission individually or in groups.

• Students will construct essays that identify and analyze literary aspects.

• Students will critique rough drafts for errors in sentence structure, grammar and usage,
















UNIT:


10 Weeks



punctuation, capitalization and spelling.

• Students will write for a variety of purposes and audiences.

• Students will alternate roles in group projects.

• Students will analyze, evaluate, and modify group processes.

• Students will study poetry that uses a variety of literary devices and then create original poetry that incorporates those devices.

• Students will use a rubric to prepare for and evaluate oral presentations.

• Students will compare and contrast messages







• Students will compare and contrast messages







• Students will compare and contrast messages from a variety of historic time periods.

• Students will read articles


UNIT:


10 Weeks



from a variety of historic time periods.

• Students will read articles in to determine if authors are biased or not.

• Students will read articles to identify how current aspects of culture are similar or different from those in selected literature.

• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout the year.

• Students will study and discuss political cartoons,

from a variety of historic time periods.




• Students will study and discuss political cartoons,

in to determine if authors are biased or not.



• Students will study and discuss political cartoons, satiric writings, and humorous editorials.

• Students will analyze adaptations of literature.

• Students will use the


UNIT:


10 Weeks



satiric writings, and humorous editorials.


• Students will use the Internet to research information relevant to class discussion or to a class assignment.

• Students will evaluate behavior choices of characters within Hamlet while listening to select scenes of the play.

• Students will listen to scenes of Hamlet and then summarize and make predictions.

satiric writings, and humorous editorials.



• Students will evaluate behavior choices of characters within A Doll’s House while listening to select scenes of the play.

• Students will listen to scenes of A Doll’s House and then summarize and make predictions.

Internet to research information relevant to class discussion or to a class assignment.

• Students will evaluate behavior choices of characters within Oedipus while listening to select scenes of the play.

• Students will listen to scenes of Oedipus and then summarize and make predictions.


UNIT:


10 Weeks



CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Language skills • Analytical skills • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing

responses • Applicable career options

are discussed as they arise throughout the course.

• Usage of apps such as Subtext

Differentiated Instruction: ELL:











• Encourage support from


UNIT:


10 Weeks



• Encourage support from native language speakers who are more proficient in English

• Extend time for completing assignments

• Enlist parental support • Pair with student of

native language • *ELL Students-

Instruction will be based on language proficiency.

Special Education:

• Modifications as dictated in the student’s IEP

• Collaboration with resource teacher and parent

• Positive reinforcement • Use cooperative grouping • Provide written and oral

• Encourage support from native language speakers who are more proficient in English





Special Education:




native language speakers who are more proficient in English


• Enlist parental support • Pair with student of native

language • *ELL Students- Instruction

will be based on language proficiency.

Special Education:




instructions in a variety of ways


UNIT:


10 Weeks




• Enlist parental support • Tiered lessons

Gifted and Talented: • Create a blog about their

unit experience • Scaffold assignments to

make more challenging and/or differentiated as needed

At-Risk Students: • Tiered lessons












*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications.


T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)

Unit 4: Modern Drama/Shakepearean

Comedy Ten Weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)


Technology 8.1 8.2

21st Century Life and Careers 9.1.12.A.1-4 9.1.12.B.1-3 9.1.12.C.1-5 9.1.12.D.1-3

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• Literature can provide an accurate reflection of


UNIT: (Title, Month(s), Number of Days)


Comedy Ten Weeks

historical events. • An author can reveal

themes of a text though the actions of characters.

• Poetic devices impact the reader’s perception of

characters. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• How does a character’s environment affect

thoughts and actions? • What impact can a

character’s family have on success?

• How do symbols reveal the writer’s intention?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance

• Reader response journal • Reader’s theater




Comedy Ten Weeks

tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Essay writing • Original poetry • Literature circles • Presentations/speeches • Film Criticism

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Do Now Questions • Homework • Formative Assessments • Summative Assessments • Essays/Compositions • Oral Presentations • Notebooks • Quizzes • Research Projects • Computer-Technology



as per Identified Student




Comedy Ten Weeks

Needs

RESOURCES:


• World Masterpieces • Death of a Salesman • Shakespearean comedy

of choice such as The Tempest or Taming of the Shrew









Comedy Ten Weeks


• District website • Writing prompts • State assessment


STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)



• Students will use context




Comedy Ten Weeks

clues to determine the definitions of vocabulary words in the novels that they read.

• Students will discuss the intended meaning in the works that they read.





• Students will critique




Comedy Ten Weeks

rough drafts for errors in sentence structure, grammar and usage, punctuation, capitalization and spelling.





• Students will use a rubric to prepare for and evaluate oral




Comedy Ten Weeks

presentations. • Students will compare

and contrast messages from a variety of historic time periods.



• Students will read current articles in various magazines, essays or other pieces of work to identify how current aspects of culture are similar or different from those pieces of literature students read throughout




Comedy Ten Weeks

the year. • Students will study and

discuss political cartoons, satiric writings, and humorous editorials.



• Students will generate a critical and analytical research paper.

• Students will evaluate behavior choices of characters within Death of a Salesman while listening to select scenes of the play.

• Students will listen to scenes of Death of a




Comedy Ten Weeks

Salesman and then summarize and make predictions.

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

• Language skills • Analytical skills • Current events • Tiered lessons • Learning style adaptation • R.A.F.T • Project based learning • Compacting • Multimedia presentations • Open-ended writing

responses • Research reports • Applicable career options



Differentiated Instruction:




Comedy Ten Weeks

ELL: • Encourage support from

native language speakers who are more proficient in English





Special Education:



• Positive reinforcement • Use cooperative grouping




Comedy Ten Weeks

• Provide written and oral instructions in a variety of ways

• Enlist parental support Gifted and Talented:

• Create a blog about their unit experience

• Scaffold assignments to make more challenging and/or differentiated as needed

Documents

ENGLISH LANGUAGE ARTS IV GRADE: 12 · ENGLISH LANGUAGE ARTS IV GRADE: 12 Prerequisite: ELA III Credits: 5.00 ABSTRACT This course presents an overview of world literature that includes