ENG214 ENGLISH II HONORSsharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ENG214 ENGLISH... ·...

Parsippany-Troy Hills School District

ENG214 ENGLISH II HONORS A Course Outline for English Language Arts

Approved by the Board of Education September 22, 2016

Developed: April 1985 Revised: November 1993 January 2004 October 2011

ENG214 ENGLISH II HONORS 2

Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

GENERAL GOAL ................................................................................................................................................................................................................... 5

GRADING PROCEDURES ...................................................................................................................................................................................................... 6

COURSE PROFICIENCIES ...................................................................................................................................................................................................... 7

I. SUMMER READING ........................................................................................................................................................................................... 10

II. ROMANTIC PERIOD ........................................................................................................................................................................................... 12

III. TRANSCENDENTALISM ..................................................................................................................................................................................... 16

IV. REALISM AND NATURALISM ............................................................................................................................................................................. 18

V. MODERNISM .................................................................................................................................................................................................... 21

VI. POST-MODERNISM ........................................................................................................................................................................................... 23

VII. RESEARCH ......................................................................................................................................................................................................... 26

BIBLIOGRAPHY .................................................................................................................................................................................................................. 29

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ............................................................................................................................................ 32

APPENDIX B STATE RUBRICS ........................................................................................................................................................................... 38

APPENDIX C LANGUAGE ARTS SHOWCASE PORTFOLIO ................................................................................................................................. 41

APPENDIX D OUTLINE OF WRITING SKILL ....................................................................................................................................................... 46

APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS ......................................................................................................................... 53

APPENDIX F CURRICULUM MODIFICATIONS AND ADAPTATIONS .................................................................... Error! Bookmark not defined.


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STATEMENT OF PURPOSE Honors English II provides an enriched curriculum for students who exhibit exceptional skill in reading, composition and work/study habits. Students are challenged to exceed normal expectations for achievement in activities related to speech, reading, writing, analysis and criticism. The students will study the literature of America through a chronological or thematic approach to the works of selected authors. They will develop critical skill through written and oral analysis, exhibiting a refinement of the expository skill in composition. The students will study grammar and usage in conjunction with writing. In addition, they will study vocabulary assignments through rigorous reading and composition instruction. Furthermore, the students will complete a major research paper project. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses. This course is the second step in a sequential program of advanced studies in English which lead to honors and advanced placement courses. This revision incorporates the New Jersey Student Learning Standards for English Language Arts, the updated New Jersey Student Learning Standards for Technology, preparation for the PARCC, updated grading procedures, updated required readings, a rubric for the authentic assessment activity, updated Showcase Portfolio, and inclusion of the Outline of Writing Skill.


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THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS

For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the following link - http://njcdd.org/wp-content/uploads/2016/08/tooL-teacherspart2.pdf. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


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GENERAL GOAL

The students will:

1. become aware of the relationship between history and the evolution of the English language through an intensive chronological study of American literature.

2. understand the changing characteristics of literary expression as they are reflected in specific selections from the canon of American literature.

3. refine and master an ever-expanding repertoire of rhetorical techniques for written and oral communications.

4. develop a broad background of reading experiences that emphasize close textual analysis as well as the comprehensive study of all literary genres.


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GRADING PROCEDURES

Student grades and credit for the course are dependent upon a demonstration of the mastery of the course proficiencies as measured by:

1. Major: Essays, tests, major projects and presentations, major group projects 50%

2. Minor: Quizzes, smaller assignments 35%

3. Classwork and homework assignments, media activities 15%

Final Grade – Full Year Course

Each marking period shall count as 20% of the final grade (80% total).

The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.


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PARSIPPANY-TROY HILL TOWNSHIP SCHOOL COURSE PROFICIENCIES

Course: ENG214 Title: ENGLISH II HONORS

In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will:

I. SUMMER READING 1. recognize and respond to the central ideas in literature and informational text. 2. maintain a point-of-view appropriate to the reading audience. 3. delimit a thesis, provide support, and revise and edit for coherence and organization. 4. use a variety of modes of writing, including narrative descriptive, expository, persuasive, argumentative, compare/contrast, and poetic. 5. identify how authors use source material in the creation of text.

II. ROMANTIC

6. experience and respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation. 7. recognize the figurative techniques used in poetry, paraphrase the literal meaning of the poem, and evaluate the technical aspects of the poem, including, but not restricted to, purpose, meter, style, tone, etc. 8. recognize the act and importance of listening as an analytical operation in the listening process. 9. recognize elements of literature such as tragic hero, tragic flaw, and symbolism. 10. recognize the act and importance of listening to evaluate a point of view, reasoning, and evidence. 11. understand the denotative and connotative function of words. 12. read and respond to literature and informational text, using strong and thorough textual evidence. 13. use a variety of technologies as a tool for learning. 14. identify the characteristics of Puritanism, Neoclassicism, Romanticism, Transcendentalism, Naturalism, Realism, Modernism, post-

Modernism, analyzing the seminal documents of each period.


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15. use appropriate prewriting strategies. 16. effectively utilize transitions, sentence variety, the formal mode, parallel structure, the conventions of standard English and

appropriate diction. III. TRANSCENDENTALISM

17. recognize and respond to the central ideas in literature and in informational text. 18. organize, prepare, and present a spoken presentation clearly and expressively to a specific audience. 19. collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/discussion/debate. 20. write for a variety of purposes, including timed writings. 21. identify the characteristics of Puritanism, Neoclassicism, Romanticism, Transcendentalism, Naturalism, Realism, Modernism, and Post-

Modernism, analyzing the seminal documents of each period. IV. REALISM AND NATURALISM

22. identify an author’s point of view and purpose. 23. experience and respond to print and non-print media through active engagement with appropriate methods of analysis,

interpretation, and evaluation. 24. collaborate by sharing ideas, examples, and insights productively in a debate. 25. identify the connections between different artistic mediums, such as painting and literature, or print and multi-media. 26. use a variety of modes of writing, including narrative, descriptive, expository, persuasive, argumentative, compare/contrast and

poetic. 27. understand how diction determines tone and meaning.

V. MODERNISM

28. recognize elements of literature such as plot, characterization, setting, theme, point of view, style, mood, tone, and suspense. 29. use a variety of technologies as a tool for learning. 30. experience and respond to the influences of various cultures on thought, language, and literature; write for a variety of purposes,

including timed writings. 31. demonstrate a mastery of figurative language, word relationships, and nuances in meaning. 32. recognize the act and importance of listening, evaluating it as a source of information and a stimulus to imagination and

creativity.


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VI. POST-MODERNISM

33. recognize elements of literature such as plot, characterization, setting, theme, style, mood, tone, and suspense. 34. collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/discussion/debate. 35. recognize and respond to the central ideas in literature and informational text. 36. organize, prepare, and present a spoken presentation clearly and expressively to a specific audience. 37. use a variety of modes of writing, including narrative, descriptive, expository, persuasive, argumentative, compare/contrast, and

poetic. 38. define words in the context of a literary selection, evaluating their function and various meanings according to print and digital

sources. 39. recognize reading as a process and develop specific metacognitive strategies to approach different types of text (informational,

poetry, fiction, drama). 40. identify and distinguish various organizational patterns and techniques in literature and in informational text.

VI. RESEARCH

41. select and delimit the topic for a paper. 42. identify and evaluate sources from print and non-print media. 43. analyze the effects of a given medium upon information gathered as part of the research of a given topic, including the

particular biases of each source. 44. write preliminary and final outlines. 45. compile note cards from research. 46. write a rough draft of the paper. 47. revise, proofread, and edit the first draft. 48. ascertain that the final paper conforms to the correct format according to the Parsippany-Troy Hills District Research Manual and

department guidelines.


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I. SUMMER READING Essential Question(s): What do readers do when they do not understand everything in a text?

Enduring Understanding(s): Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.

SUMMER READING

PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. recognize and respond to the central ideas in literature and informational text.

RL.9-10.1 RL.9-10.2 RL.9-10.3

● having read Homeland and other Stories, identify themes that are characteristic of American literature.

Class discussion

See essay on pp.76-77 in The United States in Literature

2. maintain a point-of-view appropriate to the reading audience.

RL.9-10.3 W.9-10.1 W.9-10.4 9.2

● having read Homeland and other Stories, discuss the theme of the deliberate destruction of the past on both a personal and cultural level and respond to the following questions: How does this annihilation of the past affect specifics characters in the present? What do these stories suggest about what is happening in the world today?

Students’ responses


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SUMMER READING PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES The student will be able to: Students will:

3. delimit a thesis, provide support, and revise and edit for coherence and organization.

W.9-10.4 W.9-10.5 W.9-10.6

● having read Homeland and other Stories, write an expository essay using Google Docs, where you choose two different characters from two different stories and examine the themes of family ties and the life choices one must make.

Teacher evaluation of essay using rubric

4. use a variety of modes of writing, including narrative descriptive, expository , persuasive, argumentative, compare/contrast and poetic.

RI.9-10.1 RI.9-10.2 RI.9-10.3 W.9-10.2 8.1.12.C.1

● using a magazine article about Barbara Kinsolver’s opinions on writing, politics and human nature, engage in a class discussion of her ideas using the discussion board feature on Turnitin.com.

Class share and teacher evaluation of discussion responses

Article found at: Sunmagazine.org: “The Moral Universe….” Turnitin.com

5. identify how authors use source material in the creation of text.

RL.9-10.9 8.1.12.A.1 9.2

● after perusing Kingsolver’s website (Kingsolver.com) identify the aspects that influence her writing using Notability as a graphic organizer.

Graphic organizer/note taking

Noteability


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II. ROMANTIC PERIOD Essential Question(s): How does a listener understand a message?

Enduring Understanding(s): Effective listeners are able to interpret and evaluate increasingly complex messages. ROMANTIC PERIOD


TEACHER NOTES


6. experience and respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation.

RL.9-10.1 RL.9-10.3 RL.9-10.5 8.1.12.F.1 9.2

● after reading “Study says traditional Christian ranks are eroding, non-religious rising,” found on NeWela, analyze changes in modern religion between Puritan and Modern time periods by including annotations in the margin of the article.

Teacher check of student annotations

NeWela

7. recognize the figurative techniques used in poetry, paraphrase the literal meaning of the poem, and evaluate the technical aspects of the poem, including, but not restricted to, purpose, meter, style, tone, etc.

RL.9-10.4 RL.9-10.10

● using selected poems of from the Romantic time period , apply a TPCSST analysis to understand the poems’ meanings.

TPCSST

See selected poems in Norton Anthology of American Literature

8. recognize the act and importance of listening as an analytical operation in the listening process.

RL.9-10.2 RL.9-10.3

● view an online video on Hawthorne and his introductory sketch to The Scarlet Letter, “The Custom House” and take notes.

Students’ note taking See the website www.hawthorneinsalem.org for the online video

http://www.hawthorneinsalem.org/


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ROMANTIC PERIOD PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


9. recognize elements of literature such as tragic hero, tragic flaw, and symbolism.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.10

● after reading “The Fall of the House of Usher,” identify how the narrator, other characters, and the house as a symbol all contribute to the overall tone and mood. Write a short essay analyzing the tragic characteristics within Roderic and Madeline.

Analytical paper

10. recognize the act and importance of listening to evaluate a point of view, reasoning, and evidence.

RL.9-10.4 RL.9-10.6 RL.9-10.3

● after reading an excerpt from “Sinners in the Hand of an Angry God,” by Jonathan Edwards, mimic the style and persuasive techniques of Edwards to deliver an oral presentation to the class demanding the repentance of Hester Prynne, from The Scarlet Letter, and her sins. Members of the audience will evaluate the speaker’s use of persuasive techniques, textual evidence, planning, and delivery.

Oral presentations Peer review form

Jonathan Edwards, “Sinners in the Hand of an Angry God”


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ASSESSMENT TEACHER


11. understand the denotative and connotative function of words.

L 9-10.4 8.1.12.A.3 8.1.12.C.1

● select a word from The Scarlet Letter which embodies both a connotative and denotative meaning and analyze these multiple meanings in an online discussion.

Teacher evaluation of students’ responses on online discussion board

Google Classroom

12. read and respond to literature and informational text, using strong and thorough textual evidence.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.10

● select a significant passage from The Scarlet Letter and analyze the text for effective use of a literary device or historical reference in an expository essay.

Teacher-generated rubric

13. use a variety of technologies as a tool for learning.

RL.9-10.4 RL.9-10.5 RL.9-10.6 8.1.12.A.2

● design a PowerPoint or Google Slides presentation, screencast, or podcast that demonstrates the validity of the argument presented in their essay.

Students’ multimedia presentations

Students may use PowerPoint or Google Slides, Screencast, or a podcast to design their presentation

14. identify the characteristics of Puritanism, Neoclassicism, Romanticism, Transcendentalism, Naturalism, Realism, Modernism, and Post–Modernism, analyzing the seminal documents of each period.

RL.11-12.9 W.9-10.1 W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.9 W.9-10.10

● compare and contrast two short stories by Hawthorne or Poe in a formal expository essay, examining theme and elements of Romanticism.



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ASSESSMENT TEACHER


15. use appropriate prewriting strategies.

8.1.12.A.1 ● utilize a prewriting strategy on Notability or any other graphic organizer.

Brainstorming chart Notability, Connected Mind app, etc.

16. effectively utilize transitions, sentence variety, the formal mode, parallel structure, the conventions of standard English and appropriate diction.

W9-10.2 L9-10.1

● identify effective transitions, and revise any problem in faulty parallelism in peer’s writing.

Peer-review form


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III. TRANSCENDENTALISM Essential Question(s): How can discussion increase our knowledge and understanding of an idea?

Enduring Understanding(s): Oral discussion helps to build connections to others and create opportunities for learning. TRANSCENDENTALISM


TEACHER NOTES


17. recognize and respond to the central ideas in literature and in informational text.

RI.9-10.2 ● read and take notes on “Self Reliance,” and “Walden.” Use these notes to design a sample “lesson” for the class identifying the central ideas in the text.

Students’ lesson plans

18. organize, prepare, and present a spoken presentation clearly and expressively to a specific audience.

RI.9-10.2 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.10 W.9-10.1 RL.9-10.4 RL.9-10.6

● after reading select pieces by Emerson and Thoreau, assume the persona of a transcendentalist to write and deliver a high school commencement address.

Established criteria for students’ speeches

Speeches delivered in auditorium

19. collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/discussion/debate.

RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.8

● using Emerson’s “Self-Reliance” and Thoreau’s Walden, identify and analyze epigrams from these works. They will express their personal

Teacher evaluation of silent discussion


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TRANSCENDENTALISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


(19. continued)

RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.6

reactions to these statements in a silent discussion on Google Classroom.

20. write for a variety of purposes, including timed writings.

W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.10

● read an epigram from Thoreau or Emerson which you have not discussed, and write an in-class explanatory essay in 30 minutes.

PARCC Writing Rubric See Appendix B The prompt will reflect the language of the PARCC

21. identify the characteristics of Puritanism, Neoclassicism, Romanticism, Transcendentalism, Naturalism, Realism, Modernism, and Post-Modernism, analyzing the seminal documents of each period.

RI.9-10.1 RI.9-10.4 RI.9-10.9 RI.9-10.10

● analyze Ralph Waldo Emerson’s “Self Reliance,” Henry David Thoreau’s Walden, Thomas Paine’s “The Crisis,” and Benjamin Franklin’s “Moral Perfection” for evidence of Neoclassical and Transcendentalist traits, listing specific textual evidence in a quote chart.

Class discussion Quote chart Teacher-generated rubric

See Franklin’s “The Autobiography”, Paine’s “The Crisis”, Emerson’s “Self Reliance” and Thoreau’s Walden in The Norton Anthology of American Literature


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IV. REALISM AND NATURALISM Essential Question(s): Why conduct research?

Enduring Understanding(s): Researchers gather and critique information from different sources for specific purposes. REALISM AND NATURALISM


TEACHER NOTES


22. identify an author’s point of view and purpose.

RI.9-10.2 RI.9-10.3 RI.9-10.6 RI.9-10.7 W.9-10.7 W.9-10.8 8.1.12.A.2

● conduct online research concerning the charges that Twain was a racist, researching his life, what biographers and critics have concluded concerning his repeated use of an epithet in The Adventures of Huckleberry Finn.

Teacher evaluation of students’ annotated bibliography

Using iPads

See district’s databases, Bloom’s Literary Reference, EBSCO Host, Gales Literary Index, and JSTOR.

23. experience and respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation, and evaluation.

RL.9-10.1 RL.9-10.3 RL.9-10.5 8.1.12.F.1

● after reading, taking notes, and responding to PARCC-style questions on 3 documents (see teacher notes for titles), complete a research simulation task by writing a letter persuading Huck to help Jim escape or to turn him in to Miss Watson, using textual evidence from the 3 documents.

Students’ written responses 1. NPR podcast- Gateway to Freedom: Heroes, Dangers and Loss on the underground railroad” (NPR.org)

2. The Battle with Mr. Covey – Frederick Douglas

(mmcguirk.weebly. com/uploads/2/4/4/1/ 24414160/8battlewith mrcoveyread.pdf)

3. “To My Old Master” – Jourdon Anderson (lettersofnote.com)


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REALISM AND NATURALISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


24. collaborate by sharing ideas, examples, and insights productively in a debate.

RL.9-10.1 RL. 9.10-4 RL.9-10.6 8.1.12.F.1

● after reading Huck Finn, argue whether the novel should be included in a high school curriculum in a formal debate.


25. identify the connections between different artistic mediums, such as painting and literature or print and multi-media.

RL.9-10.7 RL.9-10.1

● identify and analyze evidence of Stephen Crane’s use of literary impressionism in “The Open Boat.”

Class discussion See “The Open Boat” in The Norton Anthology of American Literature, p. 1721 See databases, Bloom’s Literary Reference, EBSCO Host, Gales Literary Index for readings on Impressionism and United Streaming for videos on Impressionism

26. use a variety of modes of writing, including narrative, descriptive, expository, persuasive, argumentative, compare/contrast and poetic.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.5 RL.9-10.7 W.9-10.4 W.9-10.5 W.9-10.9 W.9-10.10 RL.9-10.2

● after reading select articles from The Awakening Text Set on NeWela, choose one of the accompanying writing prompts to respond to in a short expository essay analyzing the effectiveness of the argument through its use of detail.

Teacher evaluation of writing responses

NeWela Text Set: The Awakening


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REALISM AND NATURALISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


27. understand how diction determines tone and meaning.

RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.10 9.2

● after reading The Awakening or Red Badge of Courage, use the Literary Analysis app to understand tone in writing. Then, write a paragraph analyzing the effectiveness of the author’s tone.

Teacher evaluation of paragraphs using the PARCC writing rubric

Literary Analysis app


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V. MODERNISM Essential Question(s): Can one hear but not listen?

Enduring Understanding(s): Listening is the process of receiving, constructing meaning from form, and responding to spoken and nonverbal messages.

MODERNISM


TEACHER NOTES


28. recognize elements of literature such as plot, characterization, setting, theme, point of view, style, mood, tone, and suspense.

RL.9.10.1 RL.9-10.2 RL.9-10.10 RL.11-12.9 RL.9-10.4 RL.9-10.5 RL.9-10.6

● using a short story by either William Faulkner or Ernest Hemingway, craft and deliver an informative presentation that gives an overview of the literary elements specified in the proficiency and their personal critique of the stories.

Students’ informational presentations

Students may create an iMovie, a PowerPoint, or a panel discussion

29. use a variety of technologies as a tool for learning.

RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.5 8.1.12.A.2

● identify and evaluate online sources to research the decade of the 1920s as a pre-reading activity for The Great Gatsby. Each group of students will research one aspect of the period, such as prohibition, cars, fashion, finances, and sports and entertainment.

Students’ multi-media presentations

Using iPads See JSTOR, Gales Literary Index, EBSCO Host, Bloom’s Literary Reference

30. experience and respond to the influences of various cultures

RL.9-10.5

● after reading an excerpt from “What is an American” by Crevecoeur and “Is the

Graphic Organizer Use of textual evidence

Grade 11 Springboard


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MODERNISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


on thought, language, and literature. write for a variety of purposes, including timed writings.

American Dream Still Possible,” by David Wallechinsky both found in the Grade 11 Springboard, define what the American Dream is according to Crevecoeur and then compare/contrast the two authors’ arguments concerning the notion of the American Dream.

31. demonstrate a mastery of figurative language, word relationships, and nuances in meaning.

RL.9-10.2 RL.9-10.5

● after reading chapter 2 of The Great Gatsby, identify examples of figurative language that show the juxtaposition of the Valley of Ashes and West/East Egg.

Class discussion

See Chapter 2 of The Great Gatsby

32. recognize the act and importance of listening, evaluating it as a source of information and a stimulus to imagination and creativity.

RL.9-10.2 RL.9-10.5

● after listening to recordings of selected poetry from the Harlem Renaissance, listen to jazz music selections and make connections between theme and form.

Teacher evaluation of discussion

Internet videos and audio recordings


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VI. POST-MODERNISM Essential Question(s): Why does a writer choose a particular form of writing?

Enduring Understanding(s): A writer selects a form based on audience and purpose. POST-MODERNISM


TEACHER NOTES


33. recognize elements of literature such as plot, characterization, setting, theme, style, mood, tone, and suspense.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.1 RL.9-10.4 RL.9-10.6

● after reading Act I of the The Crucible, work in groups to create a character chart analyzing one of the 7 major characters with respect to background, physical characteristics, temperament, and hidden agendas.

Character charts

34. collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/discussion/debate.

RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.10 RL.9-10.1 RL.9-10.3 RL.9-10.4

● after reading Miller’s essay “Tragedy and the Common Man,” engage in a shared inquiry debating Miller’s thesis.

Teacher evaluation of shared inquiry


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POST-MODERNISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


35. recognize and respond to the central ideas in literature and informational text.

RI.9-10.2 RI.9-10.3 RI.9-10.5

● using the Death of a Salesman Text Set in NeWela, annotate articles to find the central idea and understand word meaning and choice.

Students’ annotation of articles for central ideas and understanding word choice and meaning

NeWela Text Set: Death of a Salesman

36. organize, prepare, and present a spoken presentation clearly and expressively to a specific audience.

RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.10 RL.9-10.4 RL.9-10.6

● after reading Secret Lives of Bees, choose one of the themes: search for identity, resilience of the human spirit, discrimination, prejudice, bigotry, or class structure and prepare a speech that makes connections to situations or people in your own life, to events in history or the news.

Students’ presentations

37. use a variety of modes of writing, including narrative, descriptive, expository, persuasive, argumentative, compare/contrast and poetic.

W.9-10.3 W.9-10.4 W.9-10.5 RL.9-10.1 RL.9-10.2

• after reading Secret Lives of Bees, write another chapter, set 20 years in the future, reflecting on the experiences and knowledge Lilly learned from the sisters.


38. define words in the context of a literary selection, evaluating their function and various

RL.9-10.4 RL.9-10.6

● using four speeches from the Grade 11 Springboard: Lincoln, Henry, Roosevelt, Kennedy, Bush, or Obama,

Small group discussions

Springboard: Grade 11


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POST-MODERNISM PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


meanings according to print and digital sources.

examine the rhetoric each speaker uses to analyze its effectiveness

39. recognize reading as a process and develop specific metacognitive strategies to approach different types of text (informational, poetry, fiction, drama).

RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.9 RI.9-10.10

● read, “Using Patterns for Argument” and apply metacognitive reading strategies.

Think-Aloud activity

See “Using Patterns for Argument” in “Patterns of Exposition”, pp. 547-554

40. identify and distinguish various organizational patterns and techniques in literature and in informational text.

RI.9-10.3 RI.9-10.9

• after reading, “Using Patterns for Argument”, analyze the structure and organizational patterns of 2 of the speeches found in Springboard.

Students’ written responses


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VII. RESEARCH Essential Question(s): How do writers develop a well written product?

Enduring Understanding(s): Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

RESEARCH


TEACHER NOTES


41. select and delimit the topic for a paper.

W.9-10.7 W.9-10.8

● given a suggested list of literary research topics, use print and non-print sources to choose and delimit a topic.

Teacher/student conferences

Media Center

42. identify and evaluate sources from print and non-print media.

RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.10

● use established criteria to evaluate possible sources. Write a metacognitive narrative about the usability and appropriateness of each source.

Teacher feedback Metacognitive narrative

Media Center MLA Handbook

43. analyze the effects of a given medium upon information gathered as part of the research of a given topic, including the particular biases of each source.

RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.8.10 W.9-10.8

● evaluate possible sources with respect to depth of coverage, variety of viewpoints, quality of experts, and currency of information.

Teacher feedback Media Center MLA Handbook

44. write preliminary and final outlines.

W.9-10.1 W.9-10.2 W.9-10.4

● using the preliminary outline and appropriate sources, compile note cards.

Teacher-generated rubric Media Center MLA Handbook


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RESEARCH PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


(44. continued) W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9

45. compile note cards from research.

RL.9-10.1 RI.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9 W.9-10.10

● using the completed note cards and the final revised outline, compose an initial rough draft of the research paper for peer and teacher review using Google Docs.

Teacher-generated peer review Teacher feedback and guidance

MLA Handbook

46. write a rough draft of the paper.

W.9-10.1 W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.10 8.1.12.A.2

● using the reviewed rough draft, consult grammar handbooks and the MLA Handbook to revise and edit papers.

Teacher conferencing MLA Handbook Warriner’s Grammar Handbook

47. revise, proofread, and edit the first draft.

W.9-10.1 W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.10 RL.9-10.3 8.1.12.A.2 9.2

● using the preliminary outline and appropriate sources, compile note cards.

Teacher-generated rubric Media Center MLA Handbook

48. ascertain that the final paper conforms to the correct format according to the Parsippany-Troy Hills District Research

W.9-10.4 W.9-10.6 RL.9-10.3 8.1.12.A.2

● using the MLA Handbook, make sure that the paper and the Works Cited list conform to all rules.

Peer Review Teacher Feedback

MLA Handbook


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RESEARCH PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER


Manual and department guidelines.

9.2


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BIBLIOGRAPHY TEXTBOOKS Baym, Nina, et.aRL., eds. Norton Anthology of American Literature. New York: W. W. Norton and Company, 2003. MLA Handbook, 8th edition. Warriner, John E. and Francis Griffith. Warriner’s English Grammar and Composition - Fourth Course. New York: Harcourt, Brace, Jovanovich, Inc., 1977. REQUIRED SUMMER READING PHHS and PHS

Kingsolver, Barbara. Homeland and other Stories REQUIRED READINGS Crane, Stephen. The Red Badge of Courage, or Chopin, Kate. The Awakening, or Wharton, Edith. Ethan Frome. Fitzgerald, F. Scott. The Great Gatsby. Hawthorne, NathanieRL. The Scarlet Letter. Kidd, Sue Monk. Secret Life of Bees, or Salinger, JD. Catcher in the Rye Miller, Arthur. The Crucible. Miller, Arthur. Death of a Salesman, or Williams, Tennessee. Streetcar Named Desire, or O’Neil, Eugene. Long Day’s Journey into Night. Twain, Mark. The Adventures of Huckleberry Finn. Choose two (2) short stories from each of the following authors: Romantic Period: Hawthorne and Poe Modernism Period: Faulkner and Hemmingway


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SUGGESTED READINGS Albee, Edward The Zoo Story Anderson, Sherwood Winesburg, Ohio Baldwin, James Notes of a Native Son Cather, Willa My Antonia Cather, Willa Death Comes for the Archbishop Dreiser, Theodore Sister Carrie Hansbury, Lorraine A Raisin in the Sun Hemingway, Ernest A Farewell to Arms Hemingway, Ernest For Whom the Bell TolL Hemingway, Ernest The Old Man and the Sea Hawthorne, Nathaniel The House of the Seven Gables Jacobs, Harriet A. Incidents in the Life of a Lave Girl James, Henry Daisy Miller Masters, Edgar Lee Spoon River Anthology Melville, Herman Moby Dick Mitchell, Margaret Gone with the Wind O’Neill, Eugene Mourning Becomes Electra O.E. Rolvaag Giants in the Earth Potok, Chaim The Chosen Sinclair, Louis Main Street Sinclair, Upton The Jungle Steinbeck, John The Grapes of Wrath Steinbeck, John Of Mice and Men Stowe, Harriet Beecher Uncle Tom’s Cabin Wharton, Edith Ethan Frome Wharton, Edith Age of Innocence Wilder, Thorton Our Town Wolfe, Thomas Look Homeward Angel


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SUPPLEMENTAL RESOURCES A General Study Guide: An Agenda of Curiosity for Reading Fiction. http://www.persoonaRL.ksu.edu/~/yman/english320/sg-generaRL.htm. “Battle with Mr. Covey.” mmcguirk.weebly.com/uploads/2/4/4/1/24414160/8battlewithmrcoveyread.pdf The Folger Shakespeare Library. www.folger.edu/welcome.htm Google Classroom https://classroom.google.com Literary Analysis app MLA Style Center. http://style.mla.org National Council of Teachers of English. http://www.ncte.org/ The National Writing Centers Association. http://www.2eolgae.edu/diw/NWCA.html NeWela. http://www.neWela.com NPR Podcast- Gateway to Freedom: Heroes, Dangers and Loss on the Underground Railroad. NPR.org Purdue UniveRIy On-Line Writing Lab. http://owRL.english.purdue.edu/ S.C.O.R.E. CyberGuides. http://www.sdcoe.k12.ca.us/score/cyberguide.html “To My Old Master” – Jourdon Anderson (lettersofnote.com) Yale-New Haven Teacher’s Institute. http://www.yale.edu/ynhti/curriculum/units/1983/3/83.03.09xhtml VIDEOS An Occurrence at Owl Creek Bridge. Dir. Robert Enrico. Perf. Roger Jacquet, Anne Cornaly. 1962. Monterey. 2004. DVD. Born to Trouble: Adventures of Huckleberry Finn. Dir. Jill JanoW. Perf. Shelley Fisher Fishkin and Kathy Monteiro. 2000. PBS Video, 2000. VHS. The Scarlet Letter. Dir. Rick Hauser. Perf. Josef Sommer and Meg Foster. 1979. WGBH Boston Video, 2003. DVD. The Great Gatsby. Dir. Jack Clayton. Perf. Robert Redford and Mia Farrow. 1974. Paramount, 2003. DVD. The Adventures of Huckleberry Finn. Dir. Peter H. Hunt. Perf. Jim Dale and Patrick Day. 1985. Monterey, 2007. DVD. SOFTWARE Microsoft Word Microsoft PowerPoint NOTABILITY

DATABASES Bloom’s Literary Reference EBSCO host Gale’s Literary Index JSTOR Turnitin.com

http://www.persoonal.ksu.edu/%7E/yman/english320/sg-general.htm

http://www.folger.edu/welcome.htm

http://www.folger.edu/welcome.htm

http://www.ncte.org/

http://www.ncte.org/

http://www.2eolgae.edu/diw/NWCA.html

http://www.2eolgae.edu/diw/NWCA.html

http://www.newsela.com/

http://owl.english.purdue.edu/

http://www.sdcoe.k12.ca.us/score/cyberguide.html

http://www.sdcoe.k12.ca.us/score/cyberguide.html

http://www.yale.edu/ynhti/curriculum/units/1983/3/83.03.09xhtml

http://www.yale.edu/ynhti/curriculum/units/1983/3/83.03.09xhtml


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APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


SAMPLE AUTHENTIC ASSESSMENT

The Adventures of Huckleberry Finn has been plagued by controversy and censorship since its initial publication in 1885. Although the original objections concerned the work’s mockery of “white” family value, the issue today is whether the book is blatantly racist and therefore damaging to its readers. Thus today, in the twenty-first century, critics, educators, parents, and students are still at odds in reference to this dusty, old nineteenth-century novel, written by that flamboyant and outspoken man in the white linen suit. TASK Imagine the following scenario: A parent, upset by the idea that his daughter is required to read this “inappropriate” book, has threatened to sue the school board unless Huck Finn is removed as a required reading in this district. The issue has subsequently snowballed in our community, and, in an effort to clear the air, the board has decided to hold a public session to provide an open forum for discussion. For the purposes of this assignment, students can “become” anyone who would care about this issue, e.g., a professor, a descendent of Mark Twain, the director of the Mark Twain Home and Museum in Hartford, a parent, or a student. Students will have 4 – 8 minutes to present their case to the Parsippany-Troy Hills School Board. WORKS CITED Smiley, Jane, “Say It Ain’t So, Huck: Second Thoughts on Mark Twain’s ‘Masterpiece.’” Harper’s Magazine. (1996): 61-67. Rpt. In The Adventures of Huckleberry Finn: An Authoritative Text, Contents and Sources, Criticism. Ed. Thomas Cooley. New York: Norton, 1999. 354-362. Print. Smith, David. “Huck, Him and American Racial Discourse.” Satire or Evasion? Black perspectives on Huckleberry Finn. (1992): 103-120. Rpt. In The Adventures of Huckleberry Finn: An Authoritative Text, Contents and Sources, Criticism. Ed. Thomas Cooley. New York: Norton, 1999. 362-374. Print.


RUBRIC AUTHENTIC ASSESSMENT ACTIVITY ENGLISH II HONORS

HUCK FINN SCHOOL BOARD PRESENTATION

CONTENT NOVICE PROFICIENT ACCOMPLISHED

Adheres to 4-8 min Time Requirement

Presentation does not adhere to time requirement

Presentation adheres to time requirement

Presentation makes the best use of time requirement

Accuracy of Information

Information is inaccurate, limited research; research undocumented

Information is accurate, show evidence of research; research documented

Information is accurate, show evidence of thorough research that deal with ambiguity; research well documented

Polished Delivery, Engaging Presentation, Volume, Eye Contact,

and Sense of Audience

Speech delivered with little or no eye contact, poor volume, devoid of enthusiasm, little to no sense of audience

Speech delivered with some eye contact, generally appropriate volume, and general sense of enthusiasm, good sense of audience

Speech delivered with consistent eye contact, appropriate volume, conveys enthusiasm and confidence, strong sense of audience

Development of

Argument, In-depth, Skilled Analysis; Detailed

Information

Analysis is inadequate and lacks depth, superficial level of development, devoid of supporting detail, fail to use logical and emotional proof

Analysis well-developed, consistent use of supporting detail, uses logical or emotional proof

Analysis is thoroughly developed exploring multiple possibilities of meanings; use of detail is thorough and appropriate, uses logical and emotional proof

Clearly Designed

and Well-Planned Presentation

Presentation lacks opening and/or closing, no transitions between ideas, progression of ideas lacks logic or sense of organization

Opening and/or closing brief or partially underdeveloped, transitions between most ideas, general sense of logical organization

Opening and closing thoroughly developed, transitions effectively used throughout, strong sense of logical progression

Use of Technology

Limited use of technology resources

Utilized technology to support the presentation

Integrates a variety of technology resources that enhance the presentation


PERSUASIVE PRESENTATION AUDIENCE EVALUATION

As the purpose of a persuasive presentation is to influence you, the audience member, please take the time to fill out the following reaction sheet. Place a check in the appropriate box. Thanks!

POOR FAIR GOOD EXCELLENT OVERALL EFFECTIVENESS

PLANNING/RESEARCH

CONNECTION WITH AUDIENCE

EYE CONTACT

RATE – INCLUDES VARIETY

VOLUME – INCLUDES VARIETY

ANIMATION

What general comments/suggestions do you have for this speaker? _____________________________________________________________ NAME OF SPEAKER: _______________________________________


HINTS FOR EFFECTIVE PUBLIC SPEAKING

An effective speaker will always include an introduction and a conclusion in a presentation, just as he or she would in a written paper. A good introduction will include some of the following, which are known in public speaking as interest devices:

1. Reference to the audience (use of “you” or “your”) 2. Questions 3. Humor (if appropriate to the topic at hand) 4. Anecdote (an amusing story, if appropriate) 5. Examples 6. Startling Statements (often an effective attention-getter) 7. Quotations 8. Audio-visual aids (not often computer-related in business presentations)

Please note that the above interest devices will be used not only in the introduction; they will be sprinkled throughout a good presentation in order to maintain a high degree of audience interest. An effective conclusion is vital to an excellent presentation because it represents the speaker’s last chance to get his or her point across. Often a good public speaker will employ one or more of the following techniques in a conclusion:

1. Summarize your main points for clarity and reinforcement. 2. Use a quotation if it backs up your position and is a memorable and effective statement. 3. Use an appeal for emotion or action. 4. Refer back to your introduction. 5. State your personal intentions in relation to your subject or purpose if you wish to have a forceful ending.

Finally, an effective speaker will know his or her audience and will specifically tailor the appeal to reach the members of this specific group. Be relaxed, establish good eye contact and don’t speak to rapidly. A simple technique, like moving out in front of the podium at an appropriate point in the presentation can be surprisingly effective in creating an intimate relationship with the audience.


TEN HINTS FOR HONORS PRESENTATIONS

1. Begin with an arresting introduction.

2. Plan any movement beforehand; don’t aimlessly pace.

3. Be animated and interested in your topic.

4. Vary your rate and volume to increase interest and animation.

5. “BECOME” the person you have chosen to be for this presentation. Even what you wear affects the impact you make on your audience.

6. Use visual aids whenever possible to clarify and enhance your presentation. Make sure they are large enough to be seen and read.

7. Use Logical AND emotional proof to persuade your audience.

8. Remember that you ARE NOT simply reading an essay aloud!! Repeat your main points often, connect with the audience, be interesting and watch eye contact.

9. Remember that you are speaking to a school board, an august group of successful, professional people. You must target your presentation to your audience, as is always the case in public speaking.

10. Close with a clear conclusion. This is your last chance to get your point across and to make an impression.


APPENDIX B STATE RUBRICS


GRADES 6-11 PARCC SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

RESEARCH SIMULATION TASK AND LITERARY ANALYSIS TASK

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading Comprehension and Written Expression

The student response • Demonstrates full

comprehension of ideas state explicitly and inferentially by providing an accurate analysis;

• Addresses the prompt and provides effective and comprehensive development of the claim or topic that is consistently appropriate to task, purpose, and audience;

• Uses clear reasoning supported by relevant text-based evidence in the development of the claim or topic;

• Is effectively organized with clear and coherent writing;

• Establishes and maintains and effective style.

The student response • Demonstrates

comprehension of ideas state explicitly and/or inferentially by providing a mostly accurate analysis;

• Addresses the prompt and provides mostly effective development of claim or topic that is mostly appropriate to task, purpose, and audience;

• Uses mostly clear reasoning supported by relevant text-based evidence in the development of the claim or topic;

• Is organized with mostly clear and coherent writing;

• Establishes and maintains a mostly effective style.

The student response • Demonstrates basic

comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis;

• Addresses the prompt and provides some development of claim or topic that is somewhat appropriate to task, purpose, and audience;

• Uses some reasoning and text-based evidence in the development of the claim or topic;

• Demonstrates some organization with somewhat coherent writing;

• Has a style that is somewhat effective.

The student response • Demonstrates limited

comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis;

• Addresses the prompt and provides minimal development of claim or topic that is limited in its appropriateness to task, purpose, and audience;

• Uses limited reasoning and text-based evidence;

• Demonstrates limited organization and coherent;

• Has a style that is minimally effective.

The student response • Demonstrates no

comprehension of ideas by providing an inaccurate or no analysis;

• Is undeveloped and/or inappropriate to task, purpose, and audience;

• Includes little to no text-based evidence;

• Lacks organization and coherence;

• Has an inappropriate style.

Knowledge and Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt does not demonstrate command of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


GRADES 6-11 PARCC SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

NARRATIVE TASK (NT)

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Written Expression

The student response • Is effectively developed with

narrative elements and is consistently appropriate to the task;

• Is effectively organized with clear and coherent writing;

• Establishes and maintains an effective style.

The student response • Is mostly effectively

developed with narrative elements and is mostly appropriate to the task;

• Is organized with mostly clear and coherent writing;

• Establishes and maintains a mostly effective style.

The student response • Is developed with some

narrative elements and is generally appropriate to the task;

• Demonstrates some organization with somewhat coherent writing;

• Has a style that is somewhat effective.

The student response • Is minimally developed

with few narrative elements and is limited in its appropriateness to the task;

• Demonstrates limited organization and coherence;

• Has a style that has limited effectiveness.

The student response • Is undeveloped and/or

inappropriate to the task;

• Lacks organization and coherence;

• Has an inappropriate style.

Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt does not demonstrate command of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

NOTE:

• The reading dimension is not scored for elicited narrative stories. • The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing. • Tone is not assessed in grade 6. • Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people developing characters’ personalities, and using

dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event model of what happened. The elements to be assessed are expressed in grade-level standards 3 for writing.

A response is considered unsoarable if it cannot be assigned a score based on the rubric criteria. For unsoarable student responses, one of the following condition codes will be applied. Coded Responses: A=No response B=Response is unintelligible or undecipherable C=Response is not written in English D=Off-topic E=Refusal to respond F=Don’t understand/know


APPENDIX C LANGUAGE ARTS SHOWCASE PORTFOLIO


L A N GUA GE A R T S SH O W CA SE P O R T F O L I O

COURSE OF STUDY:

1. Growth in Writing Entry 2. Best Writing Process Entry 3. Reading Process Entry 4. Technology Entry 5. Oral Presentation Entry (Optional)

TABLE OF CONTENTS

GROWTH IN WRITING ENTRY

Selection – Expository Piece of Writing

Targeted Skill: Grade 9 Development of introductory strategies Grade 10 Integrating primary sources Grade 11 Integrating primary and secondary sources Grade 12 Coherence (and adherence) to the thesis statement – attention to diction, clarity, unity

Student Self-Assessment

1. How did you go about writing this piece? How did you come up with the topic? What influenced you as you were working on this piece? 2. Why did you select each of these pieces in your growth entry? 3. What did you learn about writing and about yourself as a writer from composing these two pieces?


BEST PROCESS PIECE ENTRY Selection – Use of Writing as Process

Target Skill: Grade 9 Constructing an effective thesis statement

Grade 10 Research citations, notecards/quote chart, correct format Distinguishing between revision and editing

Grade 11 Revision strategies – delimiting a topic, identifying fallacies, bias, and speculation in revising an essay and essay’s argument Grade 12 Effective revision techniques – synthesize, interpret, employ logical analysis, and form valid judgments

List additional pieces included with this entry:


1. How did you get started on this piece? How did you decide on a topic? 2. What happened as you worked on it? How did you go about writing it? 3. How did your ideas about the topic change from the beginning to the end of working on the piece? 4. What were the hardest decisions to make as you worked on the piece? How did you make them?


READING PROCESS ENTRY Titles of pieces of work included with this entry:

Targeted Skill: Grade 9 Metacognitive response LOGS Grade 10 Using “think-aloud” reading strategies and rubrics to evaluate student responses Grade 11 Using “think-aloud” reading strategies with poetry Grade 12 Dialectic responses


1. How did you go about choosing the work samples you have included? 2. What did you learn about the reading process from doing the work you have submitted? 3. How does the work you have included show what happens in your mind during the act of reading? 4. What do the work samples you have included show about your strengths and weaknesses as a reader?

TECHNOLOGY ENTRY Title of work included with this entry:

Targeted Skill: Grade 9 Create and manipulate information, independently and/or collaboratively to solve problems, and design and develop products

Grade 10 Evaluate information sources for accuracy, relevance, and appropriateness Grade 11 Make informed choices among technology systems, resources, and services in a variety of contexts Grade 12 Produce a multimedia product using text, graphics, moving images, and sound


ORAL PRESENTATION (Optional)

Title of Presentation:

Targeted Skill: Grade 9 Teacher and peer evaluation rubric and a self-reflection

Grade 10 Effective use of persuasive speaking techniques in a 4-minute formal presentation Grade 11 Content Skill – develop meaningful messages, detail, sources

Delivery Skill – tone, voice modulation, eye contact, platform movement Grade 12 Content Skill – clarity, accuracy

Delivery Skill – diction, demeanor Student Self-Assessment

1. Why did you select this piece for the oral presentation entry? 2. What did you learn about speaking and about yourself as a speaker from preparing and delivering this oral presentation? 3. How does this presentation show something about your strengths and weaknesses as a speaker? 4. What difficulties or challenges did you face as you prepared this oral presentation? What did you especially enjoy about this task?


APPENDIX D OUTLINE OF WRITING SKILL


PARSIPPANY-TROY HILL TOWNSHIP SCHOOL WRITING SKILL

GRADE 8

GRADE 9

GRADE 1 0

PROCESS-ORGANIZATION & STRUCTURE

Review paragraphing. Refine skill in writing introductory paragraphs, body paragraphs, concluding paragraphs. Introduction to introductory and concluding strategies

Review effective introductory paragraph, body paragraph, and concluding paragraph development. Development of introductory strategies – linking information, background information, connections

Introductory strategies and concluding techniques – quotes, anecdotes, statistics, analogy, compare/contrast, rhetorical questions, recapitulation

Introduce the differences between summary writing and analytical writing

Distinguish the different characteristics of summary writing from analytical writing

Application of analytical writing skill

Introduction to literary analysis using a primary source and literary present

Development of expository essay with primary sources and literary criticism

Elaboration and development of topic sentences within a writing piece

Topic sentences – role in an expository essay – development of the thesis statement

Application of appropriate prewriting strategies

Application of appropriate prewriting strategies

Application of appropriate prewriting strategies (charts, cause and effect quotes) to organize the analysis of literature



GRADE 8

GRADE 9

GRADE 1 0

PROCESS-ORGANIZATION & STRUCTURE (continued)

Development of revision skill – paragraph development, elaboration of ideas using:

a. examples b. dialogue c. description d. explanation

Development of revision skill for the expository essay with particular emphasis on the elements of the introductory paragraph

Development of revision skill for the composition of the essay:

a. development of “preview sentence” b. use of quotes to support the thesis c. effective quote integration d. use of “summary sentences” to

“close” the paragraph Development of conferencing skill – clarity of feedback, specificity of needs for conference

Continue development of peer review skill

Peer review skill – refining the process of providing substantive feedback that is evaluated

Development of editing skill – subject- verb agreement, pronoun-antecedent agreement, verb tense consistency, sentence structure, parallelism, active, passive voice, word choice

Continue development of editing skill Continue development of editing skill

Reinforce the difference between revision and editing

Demonstrate understanding of the difference between revision and

Introduction to delimiting a topic:

a. use of questions/hypotheses b. graphic organizers

Delimit a topic Delimit a topic



GRADE 8 GRADE 9 GRADE 1 0

PROCESS-ORGANIZATION & STRUCTURE (continued) Introduction to thesis statement a. identification

b. practice in constructing and revising a thesis statement

Construction of a thesis statement Provide for the seamless integration of a thesis statement in the introduction

Self-assessment skill – identify areas for strengths and improvement



MECHANICS, USAGE & STYLE

Introduction to various techniques related

to style: a. sentence structure b. placement of topic sentence c. introductory paragraphs d. use of figurative language e. word choice

Sentence variety – to improve fluency, style, and clarity of writing

Sentence variety – to improve fluency, style, and clarity of writing

Use of transitions:

structural device between paragraphs for coherence

stylistic device within paragraphs for the smooth integration of ideas

Internal coherence: relate support to the topic sentence relate topic sentence to the thesis review use of transition between paragraphs relate topic sentence to the thesis

Internal coherence: relate support to the topic sentence relate topic sentence to the thesis review use of transition between paragraphs relate topic sentence to the thesis


PARSIPPANY-TROY HILL TOWNSHIP SCHOOL

WRITING SKILL G R A D E 8 G R A D E 9 G R A D E 1 0

MECHANICS, USAGE & STYLE (continued)

Use of formal and informal language – apply appropriate diction depending on audience

Use of voice – personal narrative essay versus the expository essay

Use of point of view that reflects the persona of a literary character

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Introduce hyphens, dashes, brackets, parenthesis, ellipses

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Apply use of hyphens, dashes, brackets, parenthesis, and ellipses with quote integration.

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Apply use of hyphens, dashes, brackets, parenthesis, and ellipses with quote integration

Analyze a piece of text for appropriate

use of hyphens, dashes, brackets, parenthesis, and ellipses

Apply appropriate use of hyphens, dashes, brackets, parenthesis, and ellipses in student writing

Vocabulary development – appropriate word choice to convey meaning

a. multiple meanings of words b. context clues

Vocabulary development – to improve fluency, style, and clarity of writing

Vocabulary development: a. to improve diction in writing b. to develop an understanding of connotation and denotation c. to apply structural analysis (SAT)



GRADE 8 GRADE 9 GRADE 10

PRODUCTS Refining various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of the characteristics, purpose, and audience for each mode.

Expository essay – literary analysis Refine the composition of various modes of writing – narrative, descriptive, persuasive, expository

Development of skill in selecting writing topics – writing territories

Writing a précis Writing a précis

Journal writing – generate ideas for writing, reflect on writing



Compose a research paper whose focus is the analysis

of literary elements, such as literary devices, symbol, explication of a literary piece, comparison of two works, study of an author’s style, or analysis of a theme



G R A D E 8 G R A D E 9 G R A D E 1 0

RESEARCH Using primary sources to support interpretation – quote integration

a. essays b. literary journal c. literary analysis

Quote integration – use of MLA format a. introduction, description, lead in b. quote c. analysis, explanation

Integration of fragment quote utilizing brackets and ellipses Use of secondary sources to support thesis

Development of note taking and outlining skill

Development of note taking skill and outlining skill

Outlining skill – to organize writing for coherence and cohesion

Introduction to paraphrasing - model Paraphrasing Paraphrasing – use of literary criticism

Evaluating sources for authenticity, authorship, validity, currency



Reinforce appropriate use of parenthetical citations

Reinforce appropriate use of parenthetical citations with primary

Reinforce appropriate use of parenthetical citations with primary and secondary

Introduction to work cited format Development of work cited format Development of works cited list and special

rules governing form as cited in research manual

Apply knowledge to avoid plagiarism for written composition




APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS


NEW JERSEY STUDENT LEARNING STANDARDS

3 - English Language Arts 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

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APPENDIX F CURRICULUM MODIFICATIONS & ADAPTATIONS

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