COURSE OF STUDY UNIT PLANNING GUIDE

FOR:

ENGLISH 3 H

5 CREDITS GRADE LEVEL: 11TH 1 FULL YEAR PREPARED BY:

ANNA DELIA MEREDITH GLASER EUGENE HUANG

CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2018

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

BORN DATE: AUGUST 24, 2017 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

English 3 H - Grade 11 - Full Year - 5 Credits (Weighted Course, Prerequisite: Meets admissions criteria) English 3H provides students with the chronological study of American culture from the Puritans to the present, encompassing literature, history, philosophy, art and architecture, and music. In addition to reading and analyzing extensively, students continue to develop their writing, speaking, listening, and reading skills with greater independence and at an increasingly accelerated pace. Students will also continue to prepare for relevant standardized testing and use the computer as a tool for reading and writing. Major writing assignments include analytical, narrative, and expository tasks. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Class Participation/Class Work ­10% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric. The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

B. Homework ­10% of the grade Homework will be evaluated for completeness, neatness, and accuracy.

C. Quizzes ­20% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Tests ­30% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

E. Writing – 30% of the grade Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

F. Final Examination Final examinations will count as follows: Full­Year Courses _ Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

D.H.S. ELA Class Participation & Class Work Rubric *Score of Zero Results from Limited or No Response to Class Participation/Class Work

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

­Struggles with attendance/tardy policies ­Never makes up work in timely fashion ­Always disruptive when tardy

­Struggles with attendance/tardy policies ­Rarely makes up work in timely fashion ­Usually disruptive when tardy

­Struggles with attendance/tardy policies ­Sometimes makes up work in timely fashion ­Sometimes disruptive when tardy

­Generally present and punctual ­Generally makes up work in timely fashion ­Not disruptive when tardy

­Usually present and punctual ­Usually makes up work in timely fashion ­Not disruptive when tardy

­Always present and punctual ­Always makes up work in a timely fashion

Preparedness

­Almost never has pencil, books, notebooks, ID ­Almost never completes assignments on time

­Rarely has pencil, books, notebooks, ID ­Rarely completes assignments on time

­Sometimes has pencil, books, notebooks, ID ­Sometimes completes assignments on time

­Generally has pencil, books, notebooks, ID ­Generally completes assignments on time

­Usually has pencil, books, notebooks, ID ­Usually completes assignments on time

­Always has pencil, books, notebooks, ID ­Always completes assignments on time

Oral

Participation

­Almost never asks & answers questions without prompting ­Almost never asks clarifying questions

­Rarely asks & answers questions without prompting ­Rarely asks clarifying questions

­Sometimes asks & answers questions without prompting ­Sometimes asks clarifying questions

­Generally asks & answers questions without prompting ­Generally asks clarifying questions

­Usually asks & answers questions without prompting ­Usually asks clarifying questions

­Always asks & answers questions without prompting (daily) ­Always asks clarifying questions

Written

Participation

­Almost never takes notes ­Almost never makes corrections on assignments

­Rarely takes notes ­Rarely makes corrections on assignments

­Sometimes takes notes ­Sometimes makes corrections on assignments

­Generally takes notes ­Generally makes corrections on assignments

­Usually takes notes ­Usually makes corrections on assignments

­Always takes notes ­Always makes corrections on assignments

Cooperative Learning

­Almost never provides meaningful input ­Almost never focused on the assignment ­Almost never manages time effectively ­Almost never executes established roles ­Almost never provides reflections ­Almost never uses procedures to effectively create and manage your own learning teams

­Rarely provides meaningful input ­Rarely focused on the assignment ­Rarely manages time effectively ­Rarely executes established roles ­Rarely provides reflections ­Rarely uses procedures to effectively create and manage your own learning teams

­Sometimes provides meaningful input ­Sometimes focused on the assignment ­Sometimes manages time effectively ­Sometimes executes established roles ­Always provides reflections ­Sometimes uses procedures to effectively create and manage your own learning teams

­Generally provides meaningful input ­Generally focused on the assignment ­Generally manages time effectively ­Generally executes established roles ­Generally provides reflections ­Generally uses procedures to effectively create and manage your own learning teams

­Usually provides meaningful input ­Usually focused on the assignment ­Usually manages time effectively ­Usually executes established roles ­Usually provides reflections ­Usually uses procedures to effectively create and manage your own learning teams

­Always provides meaningful input ­Always focused on the assignment ­Always manages time effectively ­Always executes established roles ­Always provides reflections ­Always uses procedures to effectively create and manage your own learning teams

General Behavior

­Almost never shows respect for peers and teacher ­Almost never remains focused on assignments ­Almost never abides by all class & school rules ­ALMOST NEVER FOLLOWS SCHOOL CELL PHONE POLICY

­Rarely shows respect for peers and teacher ­Rarely remains focused on assignments ­Rarely abides by all class & school rules ­RARELY FOLLOWS SCHOOL CELL PHONE POLICY

­Sometimes shows respect for peers and teacher ­Sometimes remains focused on assignments ­Sometimes abides by all class & school rules ­SOMETIMES FOLLOWS SCHOOL CELL PHONE POLICY

­Generally shows respect for peers and teacher ­Generally remains focused on assignments ­Generally abides by all class & school rules ­GENERALLY FOLLOWS SCHOOL CELL PHONE POLICY

­Usually shows respect for peers and teacher ­Usually remains focused on assignments ­Usually abides by all class & school rules ­USUALLY FOLLOWS SCHOOL CELL PHONE POLICY

­Always shows respect for peers and teacher ­Always remains focused on assignments ­Always abides by all class & school rules ­ALWAYS FOLLOWS SCHOOL CELL PHONE POLICY

UNIT 1 UNIT TITLE : Early Settlers/Native Americans (16 th ­17 th Century) UNIT LENGTH : Marking Period 1 (33 days) Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: ­ Students will be able to identify, interpret and analyze literature from the early American settlers and the Native Americans. ­Students will be able to identify, interpret and analyze how literature, music and philosophy are a product of their historical context. ­Students will be able to identify, interpret and analyze the relationship between place and literature. ­Students will be able to identify, interpret and analyze how literature shapes and reflects society. ­Students will be able to identify, interpret and analyze concepts, ideas and themes that make American literature American. Standards: NJSLS: ELA: RL: 11­12.1 Cite strong and thorough textual evidence and make

How are literature, music and philosophy a product of their historical context? What is the relationship between place and literature? How does literature shape or reflect society? What makes American literature American?

Subject Specific Activities/Strategies (Opinion & Inquiry): Death of a Salesman in­class expository essay: Choose a character from the play and explain that character’s version of the “American Dream” (2 days) Martin Luther documentary viewing and discussion (2 days) “Justification is by Grace Alone” reading, discussion, and collaborative Google Classroom assignment (requires that students contribute to a collaborative document that lists and defines specific terms from the reading) (1 day) Puritan Literature reading and discussion (3 days) The Scarlet Letter reading, discussion, and Google

Select words from text

Required Texts: Death of a Salesman

Arthur Miller

Martin Luther: Driven to Defiance documentary

PBS

Justification is by Grace Alone

John Calvin

Of Plymouth Plantation William Bradford

Iroquois Constitution,

Assorted Native American Texts

“To My Dear and Loving Husband”

Anne Bradstreet

“Huswifery” Edward Taylor

Sinners in the Hands of an

Angry God Jonathan Edwards

The Scarlet Letter

Nathaniel Hawthorne

The Crucible

relevant connections 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. RL: 11­12.2 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. RL: 11­12.3 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). RL: 11­12.4 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

Classroom assignments (requires that students write focus questions that cover the span of their reading assignments and submit them on Classroom) (9 days) The Crucible reading, discussion, and Google Classroom assignment (9 days) Art lectures and Google Classroom response (students choose a painting from the textbook reading and list its defining stylistic elements) (5 days) Native American literature reading and discussion (2 days) GAFE/Technology: Google Classroom responses and activities (see above) Essay and Writing Submissions to Turnitin.com Google Classroom Vocabulary assignments (students are assigned a vocabulary word for each

Arthur Miller

“Arbella” speech John Winthrop

Preamble and Bill of Rights of the US Constitution

American Art: History and Culture (Revised first

edition) Wayne Craven

Art: Early American / Colonial Art

Field Trip: Downtown – Brooklyn Bridge, Federal Building, Trinity Church, Wall Street, Museum of

American Indian (October)

Additional Texts/Materials:

Music: Hymns from the Bay Psalm Book, Native

American chants

particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.) RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a 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: 11­12.7 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. (e.g., Shakespeare and other authors.) knowledge of eighteenth­, nineteenth­ and early­twentieth­century foundational works of American literature,

unit and must submit the part of speech, appropriate definition, and an example sentence to a public Google Classroom assignment page) Visual presentations for art lectures Special Education/504: Guided focus questions on major units and readings (e.g. The Scarlet Letter and The Crucible ) Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings Supplemental notes and videos on major units and readings After School / Lunch sessions Retests (upon request) ELL (SEI) Strategies: Vocabulary supplements Study Guides for each unit with simplified vocabulary

including how two or more texts from the same period treat similar themes or topics. RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 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. RI: 11­12.4 Determine the meaning of words and

Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings After School / Lunch sessions Retests (upon request) At Risk of School Failure: Study Guides

Quizzes Tests Final Exams

Repeat/rephrase Priority Seating Conferencing Student

Parent Guidance Administration CST

After School / Lunch sessions Retests (upon request) Gifted and Talented: Choose a specific painting from the Medieval, Renaissance or Baroque periods; explain to the rest of the class how the elements of the chosen

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). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 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: 11­12.7 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: 11­12.8 Describe and evaluate the reasoning in

painting reflect the artistic styles of the early colonial American artists Find and define alternative vocabulary words to supplement the given lists and educate fellow students Holocaust Commission: “Of Plymouth Plantation” Narrative rewrite: retell the story of the “First Thanksgiving” from the perspective of the Wampanoag natives. (personal responsibility to feel empathy.) Assessments: Formative: Initial discussion (students write and discuss the following questions: What are the Humanities? What is the American Experience? What is the “American Dream?”) Reading check quizzes Art quizzes Summative:

seminal U.S. and global 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: 11­12.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI: 11­12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text­complexity or above with scaffolding as needed. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

“Arbella” speech essay: compare Winthrop’s vision of Puritanical society to the visions of subsequent writers like Hawthorne and Miller. The Crucible research essay: Research McCarthyism and a modern day “witch hunt” and compare them to the events of The Crucible Art Terms / Early Colonial Art test Unit tests Benchmark: The Crucible written response (students must explain the meaning behind the title of the play) Alternative: Write, produce, and stage an adaptation of a specific scene in The Crucible using a different setting and a different example of a “witch hunt”

relevant and sufficient evidence. W: 11­12.2 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: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.

W: 11­12.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation . W: 11­12.8 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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).

W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­ one, in groups, and teacher­led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.3 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. S/L: 11­12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 11­12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L: 11­12.5 Demonstrate understanding of word relationships and nuances in word meanings. L: 11­12.6 Acquire and use accurately a range of general academic and domain­specific 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 SS: 6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.

6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political rights. 6.1.12.D.1.a Assess the impact of the interactions and conflicts between native groups and North American settlers. 6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.D.2.a Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. 6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art. 6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their

impact on individual civil liberties. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP12. Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1):

9.1.12.E.5 Evaluate business practices and their impact on individuals, families, and societies. 9.1.12.F.1 Relate a country’s economic system of production to building personal wealth and achieving societal responsibilities. 9.1.12.G.1 Analyze risks and benefits in various financial situations. 9.1.12.G.6 Explain how to self­insure and how to determine when self­insurance is appropriate. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.1 Review career goals and determine steps necessary for attainment. 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability. Educational Technology (8.1):

8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. 8.1.12.A.3 Collaborate in online courses, learning communities, social networks, or virtual worlds to discuss a resolution to a problem or issue. 8.2 see units 2, 3, 4

UNIT 2 UNIT TITLE : Revolution (18 th – early 19 th Century) UNIT LENGTH : Marking Period 2 (33 days) Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: ­Students will be able to identify, interpret and analyze literature from the Age of Reason/American Revolution. ­Students will be able to identify, interpret and analyze how literature, music and philosophy are a product of their historical context. ­Students will be able to identify, interpret and analyze the relationship between place and literature. ­Students will be able to identify, interpret and analyze how literature shapes and reflects society. ­Students will be able to identify, interpret and analyze concepts, ideas and themes that make American literature American. Standards: NJSLS: ELA:

RL: 11­12.1 Cite strong and thorough textual

How are literature, music and philosophy a product of their historical context? What is the relationship between place and literature? How does literature shape or reflect society? What makes American literature American?

Subject Specific Activities/Strategies (Opinion & Inquiry): Benjamin Franklin’s Autobiography and Proverbs Reading and Discussion (2 days) “Speech in the Virginia Convention” reading and discussion (1 day) Common Sense reading and discussion (7 days) Founding documents reading and discussion (2 days) Julius Caesar reading, viewing, and discussion (10 days) Art lectures and Google Classroom responses (students choose a painting from the textbook reading and list its defining stylistic elements) (5 days)

Select words from text Required Texts: Autobiography & Proverbs

Benjamin Franklin

Speech in the Virginia Convention Patrick Henry

Common Sense Thomas Paine

Declaration of Independence

Thomas Jefferson

Julius Caesar William Shakespeare

Democracy in America

(excerpts) Alexis de Tocqueville

American Art: History and

Culture (Revised first edition)

Wayne Craven Art: The Federal Period

Field trip: Metropolitan

Museum of Art – American Wing

Additional

Texts/Materials:

evidence and make relevant connections 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.

RL: 11­12.2 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. RL: 11­12.3 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). RL: 11­12.4 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

Democracy in America reading, discussion, and collaborative Google Classroom document (students find and list quotes from the text that support specific points made by Tocqueville) (6 days) GAFE/Technology: Google Classroom responses and activities (see above) Essay and Writing Submissions to Turnitin.com Google Classroom Vocabulary assignments (students are assigned a vocabulary word for each unit and must submit the part of speech, appropriate definition, and an example sentence to a public Google Classroom assignment page) Visual presentations for art lectures Special Education/504: Guided focus questions on major units and readings

“Go Down Moses” & “Swing Low, Sweet

Chariot” (textbook)

Republic

(review from previous year) Plato

“Beyond Vietnam: A Time to Break Silence” (audio on American Rhetoric

website) Martin Luther King, Jr.

Music: “Yankee Doodle”, “Johnny’s Gone for a

Soldier”(adaptation of Irish folk tune)

Appalachian Mountain music

language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.) RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a 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.11­12.7 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. (e.g., Shakespeare and other authors.) RL: 11­12.9 Demonstrate knowledge of and reflect on (e.g. practical

Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings Supplemental notes and videos on major units and readings After School / Lunch sessions Retests (upon request) ELL (SEI) Strategies: Vocabulary supplements Study Guides for each unit with simplified vocabulary Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings After School / Lunch sessions Retests (upon request) At Risk of School Failure: Study Guides

Quizzes Tests

knowledge, historical/cultural context, and background knowledge) eighteenth­, nineteenth­ and early twentieth­century foundational works of literature, including how two or more texts from the same period treat similar themes or topics. RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 Analyze a complex set of ideas or

Final Exams Repeat/rephrase Priority Seating Conferencing Student

Parent Guidance Administration CST

After School / Lunch sessions Retests (upon request) Gifted and Talented: Present your findings from the Democracy in America research essay; lecture on a contemporary topic of importance Find and define alternative vocabulary words to supplement the given lists and educate fellow students Holocaust Commission: Discuss the message Shakespeare imparts through the mob violence that erupts after Antony’s divisive speech. (personal responsibility to fight violence) Assessments:

sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI: 11­12.4 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). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 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: 11­12.7 Integrate and evaluate multiple sources of information presented in different media or formats

Formative: Reading check quizzes Art quizzes Summative: Democracy in America research essay: research a modern political issue with relevance to the text and explain Tocqueville’s opinions on the issue if he were alive today. Federal Art test Julius Caesar unit test and Expository/Persuasive Analyses Benchmark: Common Sense Coffeehouse discussion: students work in groups to debate the justifications of the American Revolution Alternative: Write, produce, and stage an adaptation of a specific scene in Julius Caesar using a different political or social setting

(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI: 11­12.8 Describe and evaluate the reasoning in seminal U.S. and global 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: 11­12.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI: 11­12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text­complexity or above with scaffolding as needed.

W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or

consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W: 11­12.8 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; integrate information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals). W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­ one, in groups, and teacher­led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source

S/L: 11­12.3 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. S/L: 11­12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 11­12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to

understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general academic and domain­specific 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. SS: 6.1.12.A.2.a Assess the importance of the

intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world. 6.1.12.A.2.c Compare and contrast the arguments of Federalists and Anti­Federalists during the ratification debates, and assess their continuing relevance. 6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.D.2.a Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. 6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different

groups of people throughout time. 6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest­group politics, and the rise of party politics impacted the development of democratic institutions and practices. 6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolutions, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies.

CRP12. Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.A.11 Explain the relationship between government programs and services and taxation. 9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the prioritization of consumer decisions and spending. 9.1.12.F.5 Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability. Educational Technology (8.1):

8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. 8.1.12.A.3 Collaborate in online courses, learning communities, social networks, or virtual worlds to discuss a resolution to a problem or issue. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants.

UNIT 3 UNIT TITLE : Romanticism & Transcendentalism UNIT LENGTH : Marking Period 3 (33 days) Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: ­Students will be able to identify, interpret and analyze literature from American Romanticism and Transcendentalism. ­Students will be able to identify, interpret and analyze how literature, music and philosophy are a product of their historical context. ­Students will be able to identify, interpret and analyze the relationship between place and literature. ­Students will be able to identify, interpret and analyze how literature shapes and reflects society. ­Students will be able to identify, interpret and analyze concepts, ideas and themes that make American literature American. Standards: NJSLS: ELA: RL: 11­12.1 Cite strong and thorough textual evidence and make

How are literature, music and philosophy a product of their historical context? What is the relationship between place and literature? How does literature shape or reflect society? What makes American literature American?

Subject Specific Activities/Strategies (Opinion & Inquiry): Transcendentalist literature reading and discussion (5 days) The Devil and Tom Walker reading and discussion (2 days) “The Raven” and “The Fall of the House of Usher” reading and discussion (3 days) Emily Dickinson poem reading and discussion (3 days) Walt Whitman poem reading and discussion (3 days) Lincoln’s Second Inaugural Address reading and discussion (1 day) The Adventures of Huckleberry Finn reading, discussion, and Google Classroom responses

Select words from text Required Texts: Nature , Self­Reliance, and

Concord Hymn Ralph Waldo Emerson

Walden

Henry David Thoreau

The Devil and Tom Walker Washington Irving

The Raven and The Fall of

the House of Usher Edgar Allen Poe

Assorted poems Emily Dickinson

Assorted poems Walt Whitman

Lincoln’s Second Inaugural Address Abraham Lincoln

The Adventures of Huckleberry Finn Mark Twain

American Art: History and Culture (Revised first

edition) Wayne Craven

relevant connections 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. RL: 11­12.2 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. RL: 11­12.3 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). RL: 11­12.4 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

(students post discussion questions pertaining to the reading and respond to each other’s questions in paragraph form on Google Classroom) (12 days) Art lectures and Google Classroom response (students choose a painting from the textbook reading and list its defining stylistic elements) (4 days) GAFE/Technology: Google Classroom responses and activities (see above) Essay and Writing Submissions to Turnitin.com Google Classroom Vocabulary assignments (students are assigned a vocabulary word for each unit and must submit the part of speech, appropriate definition, and an example sentence to a public Google Classroom assignment page) Visual presentations for art lectures

Art: Late Neoclassicism and Early Romanticism

Additional

Texts/Materials: A Tramp Abroad Mark Twain

Music: “Star­Spangled

Banner”

particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.) RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a 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: 11­12.9 Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth­, nineteenth­ and early twentieth­century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.

Special Education/504: Guided focus questions on major units and readings Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings Supplemental notes and videos on major units and readings After School / Lunch sessions Retests (upon request) ELL (SEI) Strategies: Vocabulary supplements Study Guides for each unit with simplified vocabulary Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings After School / Lunch sessions Retests (upon request)

RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 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. RI: 11­12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

At Risk of School Failure: Study Guides

Quizzes Tests Final Exams

Repeat/rephrase Priority Seating Conferencing Student

Parent Guidance Administration CST

After School / Lunch sessions Retests (upon request) Gifted and Talented: Choose another example of American satire; dissect its central message and compare it to that of The Adventures of Huckleberry Finn . Find and define alternative vocabulary words to supplement the given lists and educate fellow students Holocaust Commission: Discuss the complicated portrayal of Jim and the problematic resolution within The Adventures of

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). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 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: 11­12.7 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: 11­12.8 Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of

Huckleberry Finn (personal responsibility to fight racism) Assessments: Formative: Reading check quizzes Art quizzes Summative: Huck Finn expository essay: explain Twain’s intended message 19th Century Art test Unit tests Benchmark: Specific focus questions pertaining to transcendentalist literature and other short readings Alternative: Transcendentalist narrative task (write a journal from a Transcendental point of view after spending some time in nature)

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: 11­12.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI: 11­12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text­complexity or above with scaffolding as needed. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, share, and update individual or

shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W: 11­12.8 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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W: 11­12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.3 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. S/L: 11­12.4 Present information, findings and

supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 11­12.5 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. S/L: 11­12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general academic and domain­specific 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. SS:

6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time. 6.1.12.A.3.h Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments. 6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art. 6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolutions, the Emancipation Proclamation, and the Gettysburg Address)

contributed to demanding equality for all. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP12. Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.D.7 Explain the risk, return, and liquidity of various savings and investment alternatives. 9.1.12.F.3 Analyze how citizen decisions and

actions can influence the use of economic resources to achieve societal goals and provide individual services. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. Educational Technology (8.1): 8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. 8.1.12.A.3 Collaborate in online courses, learning communities, social networks, or virtual worlds to discuss a resolution to a problem or issue. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2):

8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.

UNIT 4 UNIT TITLE : Modernism & Postmodernism UNIT LENGTH : Marking Period 4 (33 days) Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: ­Students will be able to identify, interpret and analyze literature from the American Modern and Postmodern time periods. ­Students will be able to identify, interpret and analyze how literature, music and philosophy are a product of their historical context. ­Students will be able to identify, interpret and analyze how literature shapes and reflects society. ­Students will be able to identify, interpret and analyze concepts, ideas and themes that make American literature American. Standards: NJSLS: ELA: RL: 11­12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including

How are literature, music and philosophy a product of their historical context? How does literature shape or reflect society? What makes American literature American?

Subject Specific Activities/Strategies (Opinion & Inquiry): The Great Gatsby reading, discussion, and Google Classroom assignments (require students to write focus questions that cover the span of their reading assignments, including at least one open­ended discussion question) (13 days) Art lectures and Google Classroom response (students choose a painting from the textbook reading and list its defining stylistic elements) (6 days) To Kill a Mockingbird reading, discussion, and Google Classroom assignments (require students to write focus questions that cover the span of their reading assignments, including at

Select Vocabulary Words

Required Texts:

The Great Gatsby F. Scott Fitzgerald

Emmett Till and The

Scottsboro Trials articles

To Kill a Mockingbird Harper Lee

American Art: History and Culture (Revised first

edition) Wayne Craven

Art: 19th and 20th century Painting

Additional

Texts/Materials:

Slaughterhouse Five Kurt Vonnegut

“The Wasteland”

T.S. Eliot

“The Life You Save May Be Your Own” (short

story) Flannery O’Connor

Music: blues, rock, jazz, soul, ragtime, swing

determining where the text leaves matters uncertain. RL: 11­12.2 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. RL: 11­12.3 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). RL: 11­12.4 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. (e.g., Shakespeare as well as other authors.)

least one open­ended discussion question) (14 days) GAFE/Technology: The Great Gatsby Google Classroom responses (students respond to each other’s questions in paragraph form on Google Classroom) Essay and Writing Submissions to Turnitin.com Google Classroom Vocabulary assignments (students are assigned a vocabulary word for each unit and must submit the part of speech, appropriate definition, and an example sentence to a public Google Classroom assignment page) Visual presentations for art lectures Special Education/504: Guided focus questions on major units and readings Graphic novels, alternative language texts, and videos for major units provided by

RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a 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.11­12.7 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. (e.g., Shakespeare and other authors.) RL: 11­12.9 Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth­, nineteenth­ and early

Media Center to supplement readings Supplemental notes and videos on major units and readings After School / Lunch sessions Retests (upon request) ELL (SEI) Strategies: Vocabulary supplements Study Guides for each unit with simplified vocabulary Graphic novels, alternative language texts, and videos for major units provided by Media Center to supplement readings After School / Lunch sessions Retests (upon request) At Risk of School Failure: Study Guides

Quizzes Tests Final Exams

Repeat/rephrase Priority Seating Conferencing

twentieth­century foundational works of literature, including how two or more texts from the same period treat similar themes or topics. RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 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.

Student Parent Guidance Administration CST

After School / Lunch sessions Retests (upon request) Gifted and Talented: Research the evolution of distinct forms of American music in the late 19th and 20th centuries Find and define alternative vocabulary words to supplement the given lists and educate fellow students Holocaust Commission: Discuss the relevance of Emmett Till and The Scottsboro Trials to To Kill a Mockingbird (personal responsibility to fight racism) Assessments: Formative: The Great Gatsby pre­reading response (students write about their greatest desire and how far

RI: 11­12.4 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). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 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: 11­12.7 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.

they would be willing to go to achieve it) Reading check quizzes Art quizzes Summative: Modernism comparison essay (students compare a 20th century painting to The Great Gatsby with relation to its modernist themes) Unit tests Benchmark: To Kill a Mockingbird final discussions (students work in groups to create a quiz and lead a discussion pertaining to an assigned section of the book) Alternative: Write a short story about a formative childhood incident in the same vein as Scout’s recollections in To Kill a Mockingbird

RI: 11­12.8 Describe and evaluate the reasoning in seminal U.S. and global 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: 11­12.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI: 11­12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text­complexity or above with scaffolding as needed. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most

significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W: 11­12.8 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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. (MLA or APA Style Manuals). W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­ one, in groups, and teacher­led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.3 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. S/L: 11­12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 11­12.5 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. S/L: 11­12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general academic and domain­specific 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. SS: 6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time. 6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art. 6.1.12.C.6.c Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals. 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the

1920s, including the Harlem Renaissance, on American culture and values. 6.1.12.D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason.

CRP7. Employ valid and reliable research strategies. CRP12. Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market. 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. 9.1.12.D.13 Determine the impact of various market events on stock market prices and on other savings and investments. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. 9.2.12.C.8 Assess the impact of litigation and

court decisions on employment laws and practices. Educational Technology (8.1): 8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. 8.1.12.A.3 Collaborate in online courses, learning communities, social networks, or virtual worlds to discuss a resolution to a problem or issue. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): 8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.