Honors English II - Shore Regional

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: English Course: Honors English II

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President

Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza

David Baker Elizabeth Garrigal

Diane Merla Russell T. Olivadotti

Ronald O’Neill Frank J. Pingitore

Paul Rolleri

Date of Last Revision and Board Adoption: 9/24/2009

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English

Honors English II

REVISION PREPARED BY

Melissa Bahrs

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Table of Contents English Program Mission Statement…………………………...…………………………………………………………...………….…4

Course Description and “Big Ideas”……………………………………………………….……………………….…………………..…4

Essential Questions ……………………………………………………………………………………………………………………….4

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….6

Benchmark Objectives………………………………………………………………………………………………………………….…6

Scope and Sequence……………………………………………………………………………………………………………………… 6

Learning Resources………………………………………………………………………………………………………………………..7

Grading Procedures………………………………………………………………………………………………………………………. 9

Course Evaluation…………………………………………………………………………………………………………………………9

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course…………………………...11

Units of Study……………………………………………………………………………………………………………………………25

Addenda …..…………………………………………………………………………………………………..…………………………52

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English Program Mission Statement The mission of the Shore Regional High School English program is to support students in their development of language skills and in the connections they make to others through oral, written, and varied media communication. Students will explore universal motifs by studying enduring literature and by linking their readings to other areas of knowledge including the arts, history, sciences mathematics, world language, and social sciences. Such activities, which require critical thinking, reading, speaking and writing, will foster the development of tolerance, individuality, academic responsibility, and intellectual curiosity.

Course Description and “Big Ideas”

In their second year of English, students study American literature from pre-colonial times to the present. Topics include the study of American writers, their literature, the influence of their literature on the culture, and the influence of the times on their ideas and writings. In addition, students will consider the influence of this writing on media, culture, literature, and philosophy today. This course is also designed to develop language skills through an integrated study of speaking, grammar, composition, and literature. The writing process is emphasized and students are expected to read critically.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions: 1. What common experiences do all individuals share? 2. What is the author’s purpose in creating a work, and how does the author elicit certain responses from the reader? 3. How does language create and shape our perceptions about one another? 4. How do customs and traditions vary with cultures? 5. Why would one person or one population seek to oppress another? 6. What are the universal stages in a person's journey toward self-realization? 7 .What is effective communication (oral, written, and/or visual media)? 8. What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader? 9.What responsibility does an individual have after reading a work of literature?

10.What is the purpose of inquiry and research? 1. How can research be made authentic? 2. What benefits have you gained from your research? What will you remember forty years from now?

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3. What universal themes in literature are of interest or concern to all cultures and societies? 4. What archetypes occur in the world’s cultures throughout history? 5. How are heroes similar and different across cultures? 6. What is the author’s ethical responsibility to the reader?

17..How do the ethical decisions that characters make relate to those we make? 18..Why should one study different cultures through literature? 19. .How do customs and traditions vary with cultures? 20.In what ways do the oral tradition of literature and the written tradition of literature

coincide, intersect, and flow from one another within any culture? 21.what ways do the oral and written traditions of literature represent Early Voices in

Britain and Early Voices in America? 22.In what ways does a language emerge and evolve in a culture/country/geographical area

to reveal the emerging identity of that culture’s / country’s people? 23. How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition? 24. What common experiences do all individuals share? 25. How does language create and shape our perceptions and our experiences? 26. What are the universal stages in a person's journey toward self-realization? 27. What is effective communication (oral, written, and/or visual media)? 28. What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader? 29. In what ways do we see a culture’s voice, language, literature --- in both oral tradition and written tradition? 30. How do scientific, industrial, and technological advances of a country/region/continent,

promote the language and the emerging literary tradition of the people? 31. What responsibility does an individual have after reading a work of literature? 32. What is the purpose of inquiry and research? 33. How can research be made authentic? 34. What benefits have you gained from your research? What will you remember forty years from now? 35. What universal themes in literature are of interest or concern to all cultures and societies? 36. What archetypes occur in the world’s cultures throughout history? 37. How are heroes similar and different across cultures? 38. Is the heroic real or simply archetypal? 39. In what ways do the oral tradition of literature and the written tradition of literature

coincide, intersect, and flow from one another within any culture? 40. In what ways do the oral and written traditions of literature represent Early Voices in

Britain and Early Voices in America? 41. In what ways does a language emerge and evolve in a culture/country/geographical area

to reveal the emerging identity of that culture’s / country’s people? 42. Why would one person or one population seek to oppress another?

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43. Why should one study different cultures through literature? 44. How do customs and traditions vary with cultures? 45. Can individuals or societies have different opinions and still be right? 46. In what ways do the oral tradition of literature and the written tradition of literature

coincide, intersect, and flow from one another within any culture? 47. In what ways do the oral and written traditions of literature represent Early Voices in

Britain and Early Voices in America? 48. In what ways does a language emerge and evolve in a culture/country/geographical area

to reveal the emerging identity of that culture’s / country’s people? 49. How may the absorption of one culture by another culture reveal itself in the new, combined

culture’s voice, language, literature --- in both oral tradition and written tradition? 50. How did the printing press transform the English-speaking/other language-speaking countries of

Britain and America in terms of: language, communication, governmental organization, commerce, governmental documents and constitutional literature, literature of the nation, etc.?

51. How did digital media ideology and inventions of the 1970’s foster a new language and communication system for Britain, the USA, and the international community --- and how may we view that digital era’s emergence as a new, evolving and transformative tradition --- Digital Literacy Tradition--- to complement the Oral Tradition and the Written Tradition of past centuries/millennia?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of: Visual and Performing Arts, Science, Social Studies, Technology Literacy, Career Education and Consumer/Family/Life Skills.

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Primary (P) Content Area and Secondary (S) Areas of Focus

Benchmark Objectives

These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include:

1. Oral Tradition of Literature: Pre-Britain Britain --- Celts, Vikings, Romans, and Anglo-Saxons 2. Written Tradition of Literature: Anglo-Saxon Britain --- from Scop to Printing Press 3. Oral Tradition of Literature: Pre-Europeanized Americas --- Tribal Narratives, Circular Narrative, Storytelling 4. Written Tradition of Literature: Normans in Britain / New Language – Middle English and Chaucer’s Days 5. Early Voices: Britain and America --- Beowulf, Chaucer, Shakespeare, Virginians, Puritans/ Modern Witchhunts 6. Early Voices in Government: Britain’s Anglo-Saxon Chronicle and American Colonial/ Government Emerges in Literature 7. Formation and Frontierism/Individualism --- Regional Local Color in American Literature 8. Romanticism in Britain & America – Literary Expression of the Individual, Nature, Man and Spirit 9. Industrialized Times in British & American Literature – Dickens, Blake, & American Muckraker Journalism 10. Social Universals/Social Continuum: Modernism in British and American Literature/American Dream 11. Harlem Renaissance: Voices of Jazz, Poetry, Dialect and African American Art/Literary Explosion 12. Contemporary Voices/World View: Immigrants in America/Cultural Clashes, World War, Internationalism, & Digital

Literacy Takes Root in Literature

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts S 5. Science S 9. Career Education and Consumer/ Family/ Life Skills S 2. Health and Physical Education 6. Social Studies S 3. Language Arts Literacy P 7. World Languages 4. Mathematics 8. Technology Literacy S

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Learning Resources .

1. Prentice Hall Literature: Timeless Voices, Timeless Themes-The American Experience (2000) 2. McDougal Littell: The Language of Literature: American Literature (2002) 3. Holt: Elements of Literature: Essentials of American Literature (2005) 4. Prentice Hall Literature: Timeless Voices, Timeless Themes – The British Tradition (2000) 5. Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Harvey Daniels (2002) 6. Beowulf Unknown Author//Scops’ Oral Recounting / Monks Scribing 7. The Anglo-Saxon Chronicle as directed/published by King Alfred of Anglo-Saxons 7. Native American Creation / Origin Tales – orally published/told – varied NorthAmerican Native Tribes 8. Geoffrey Chaucer’s “General Prologue” to The Canterbury Tales 9. Sor Juana Ines de la Crux – Mexico City 1670 Sonnets & Literary Works 10. Mary Rowlandson’s A Narrative of the Captivity 11. Olaudah Equiano: from The Interesting Narrative of the Life of Olaudah Equiano

12.Shakespearean Play of Choice: Much Ado About Nothing , Julius Caesar, Twelfth Night, or The Tempest 13.Captain John Smith’s Writings - from Virginia Settlement at Jamestown (may be paired with Twelfth Night) 14. The Crucible -- Arthur Miller 15. The Scarlet Letter – Nathaniel Hawthorne

16. Jonathan Edwards’ “Sinners in the Hands of an Angry God” 17. Anne Bradstreet”s Poetry 18.Patrick Henry’s “Give Me Liberty or Give Me Death”

19.Declaration of Independence Thomas Jefferson & Others 20. Dekanawida’s Iroquois Constitution 21.Samuel Pepys’ Diary – London 22. Ben Franklin’s Diary - Philadelphia 23. Samuel Johnson’s “Preface to A Dictionary of the English Language” 24. Lewis and Clark Expedition Journal Excerpts 25. “Ozymandias” Percy Bysshe Shelley 26. Frankenstein excerpts Mary Shelley 27.“Ain’t/Aren’t I a Woman?” Sojourner Truth 28. Moby Dick - excerpts Herman Melville 29. In the Heart of the Sea: Tragedy of the Whaleship Essex – Nathaniel Philbrick 30. Film Production/Excerpts --- The Perfect Storm 31. Red Badge of Courage. Stephen Crane 32. The Adventures of Huckleberry Finn. Mark Twain

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33. The Gettysburg Address Abraham Lincoln 32. Second Inaugural Address Abraham Lincoln 33. “When Lilacs Last in the Dooryard Bloom’d…” – Walt Whitman 34. Adventures of Huckleberry Finn Mark Twain 35. Frederick Douglass Slave Narrative — from My Bondage and My Freedom 36. Emily Dickinson -- Collected Poems 37. Chief Joseph – “I Will Fight No More Forever” 38. Willa Cather – “A Wagner Matinee” 39. Mark Twain - “The Celebrated Jumping Frog of Calaveras County” 40. Mark Twain – My Boyhood on the Mississippi excerpts 41. William Cullen Bryant – “Thanatopsis” 42. Henry Wadsworth Longfellow - “The Tide Rises, the Tide Falls” 43. Samuel Taylor Coleridge - The Rime of the Ancient Mariner 44. Ralph Waldo Emerson from Nature 45. Ralph Waldo Emerson from Self-Reliance

47. Henry David Thoreau -- from Walden 48. Annie Dillard – “ Pilgrim at Tinker Creek” 49. Zora Neale Hurston: “Dust Tracks on a Road” excerpts 50. .Zora Neale Hurston: Their Eyes Were Watching God novel 51...Oprah Winfrey Production: Their Eyes Were Watching God film 52.The Grapes of Wrath excerpts John Steinbeck 53.The Great Gatsby. F. Scott Fitzgerald 54. The Absolutely True Diary of a Part Time Indian. Sherman Alexie 55.Catcher in the Rye. J. D. Salinger 56. .The Awakening Kate Chopin 57 .“Story of an Hour” Kate Chopin 58.“A Pair of Silk Stockings” Kate Chopin 59. Charles Dickens’ excerpts: Oliver Twist, David Copperfield, Hard Times 60. Upton Sinclair excerpts: The Jungle 61. “The Chimney Sweeper” William Blake

62. Elizabeth Cady Stanton’s “Declaration of Sentiments of the Seneca Falls Women’s Rights Convention” 63. Washington Irving’s “The Devil and Tom Walker” 64. Elizabeth Bowen’s “The Demon Lover” 65. Thomas Hardy Poem: “Are You Digging on My Grave?” 66. A.E. Housmean Poem: “To An Athlete, Dying Young” 67. Richard Lederer Essay: “The Changing English Language: Britspeak, A to Zed” 68. Anna Akhmoatova Poem: “Everything is Plundered: 69. William Butler Yeats’ Poem: “The Second Coming”

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70. Eavan Boland Poem: “Outside History” 71. Doris Lessing: “No Witchcraft for Sale” short story 72. Margaret Atwood: A Handmaid’s Tale novel 73. The Bean Trees. Barbara Kingsolver novel 74. Julia Alvarez: “Mother of Invention” short story 75. Alice Walker: “In Search of Our Mothers’ Gardens” essay 76. Maxine Hong Kingston: “The Girl Who Wouldn’t Talk” memoir 77. Sandra Cisneros: “Straw into Gold” essay 78. Toni Morrison: Nobel Peace for Literature Prize/ Acceptance Speech – 1993 speech/ with allegory

79. Judith Ortiz Cofer: The Latin Deli 80. Billy Collins Poem: “Man Listening to Disc” 81. Film: October Sky 82. Flm: Renaissance Man

83. Seamus Heaney Poem: “Follower” 84. Dylan Thomas Poem: “Fern Hill” 85. Early Digital Pioneers 86. www.youtube.com 87. [email protected] 88. http://www.greece.k12.ny.us/instruction/ELA/6-12/BackwardDesign/Overview.htm 89. http://www.ncte.org/ 90. http://school.discoveryeducation.com/lessonplans/9-12.html 91. http://www.theteacherscorner.net/ 92. http://www.wikispaces.com/ 93. http://www.proboards.com/index.html 94. www.literaturecircles.com 95. http://www.jigsaw.org/overview.htm 96. http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ 97. http://www.powerpointforteachers.blogspot.com/ 98. https://bensonlibrary.pbworks.com/How%20to%20Create%20a%20Book%20Trailer 99. http://jc-schools.net/tutorials/PPT-games/ 100.http://teach.fcps.net/trt10/PowerPoint.htm 101.http://www.readinggroupguides.com/content/index.asp 102.http://www.argo217.k12.il.us/departs/english/blettiere/speech.htm 103.http://www.freetech4teachers.com/2009/05/great-glogster-tutorial.html 104.http://www.poets.org/index.php 105.http://www.tolerance.org/ 106. Golden Treasure: The Celts Karen Sullivan (1997). 107. “Language and Literature from a Pueblo Indian Perspective.” Leslie Marmon Silko.

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108. Ceremony excerpts (novel). Leslie Marmon Silko.

Grading Procedures The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper and Oral Defense assessment

Course Evaluation Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s? 3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced,

introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed.

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New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: Language Arts Literacy

3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

Cumulative Progress Indicator

109.Concepts About Print/Text

Addressed in this course?

1. Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of

contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

B. Phonological Awareness

No additional indicators at this grade level.

C. Decoding and Word Recognition

1. Decode new words using structural and context analysis.

D. Fluency

1. Read developmentally appropriate materials at an independent level with accuracy and speed.

2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

E. Reading Strategies (before, during, and after reading) • Identify, assess, and apply personal reading strategies that were most effective in previous learning

from a variety of texts.

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1. Practice visualizing techniques before, during, and after reading to aid in comprehension. 2. Judge the most effective graphic organizers to use with various text types for memory retention and

monitoring comprehension

F. Vocabulary and Concept Development 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues,

to determine the meanings of specialized vocabulary.

2. Use knowledge of root words to understand new words.

3. Apply reading vocabulary in different content areas.

4. Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.

5. Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast.

G. Comprehension Skills and Response to Text 110.Apply a theory of literary criticism to a particular literary work. 111.Analyze how our literary heritage is marked by distinct literary movements and is part of a global

literary tradition.

112.Compare and evaluate the relationship between past literary traditions and contemporary writing. 113.Analyze how works of a given period reflect historical and social events and conditions. 114.Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on

meaning.

115.Interpret how literary devices affect reading emotions and understanding. 116.Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile,

personification).

117.Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement in text and explain their effect on the reader.

118.Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

119.Identify and understand the author’s use of idioms, analogies, metaphors, and similes, as well as metrics, rhyme scheme, rhythm, and alliteration in prose and poetry.

120.Identify the structures in drama, identifying how the elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) articulate a playwright’s vision.

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121.Analyze the elements of setting and characterization to construct meaning of how characters influence the progression of the plot and resolution of the conflict.

122.Analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.

123.Identify and analyze recurring themes across literary works and the ways in which these themes and ideas are developed.

124.Identify, describe, evaluate, and synthesize the central ideas in informational texts.

125.Distinguish between essential and nonessential information.

126.Analyze the use of credible references.

127.Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

128.Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.

129.Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).

130.Distinguish between a summary and a critique.

131.Summarize informational and technical texts and explain the visual components that support them.

132.Evaluate informational and technical texts for clarity, simplicity and coherence and for the appropriateness of graphic and visual appeal.

133.Identify false premises in an argument.

134.Analyze foundational U.S. documents for their historical and literary significance and how they reflect a common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham Jail”).

H. Inquiry and Research

1. Select appropriate electronic media for research and evaluate the quality of the information received.

2. Develop materials for a portfolio that reflect a specific career choice.

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3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

7. Produce written and oral work that demonstrates synthesis of multiple informational and technical sources.

8. Produce written and oral work that demonstrates drawing conclusions based on evidence from informational and technical text.

9. Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings) to determine how authors reach similar or different conclusions.

3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.


A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)


1. Engage in the full writing process by writing daily and for sustained amounts of time.

2. Define and narrow a problem or research topic.

3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the

intended message, audience, and purpose for writing.

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4. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Review and edit work for spelling, usage, clarity, and fluency.

7. Use the computer and word-processing software to compose, revise, edit, and publish a piece.

8. Use a scoring rubric to evaluate and improve own writing and the writing of others. 9. Reflect on own writing and establish goals for growth and improvement.

B. Writing as a Product (resulting in a formal product or publication)

135.Analyze characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

136.Critique published works for authenticity and credibility.

137.Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

138.Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

139.Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.

140.Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

141.Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.

142.Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

143.Provide compelling openings and strong closure to written pieces. 144.Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures,

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computer-generated presentation). 145.Use the responses of others to review content, organization, and usage for publication. 146.Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in

a variety of genres.

147.Write sentences of varying length and complexity using precise vocabulary to convey intended meaning.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

4. Use transition words to reinforce a logical progression of ideas. 5. Use knowledge of Standard English conventions to edit own writing and the writing of others for

correctness.

6. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

7. Create a multi-page document using word processing software that demonstrates the ability to format, edit, and print.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis

essay) that:

Develops a thesis; Creates an organizing structure appropriate to purpose, audience and context; Includes relevant information and excludes extraneous information; Makes valid inferences; Supports judgments with relevant and substantial evidence and well-chosen details; and

provides a coherent conclusion.

3. Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology,

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hierarchy or sequence, and forms, such as headings and subtitles. 6. Compile and synthesize information for everyday and workplace purposes, such as job applications,

resumes, business letters, college applications, and written proposals.

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

8. Analyze deductive arguments (if the premises are all true and the argument’s form is valid, the conclusion is true) and inductive arguments (the conclusion provides the best or most probable explanation of the truth of the premises, but is not necessarily true.)

3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.


A. Discussion


1. Support a position integrating multiple perspectives.

2. Support, modify, or refute a position in small or large-group discussions.

3. Assume leadership roles in student-directed discussions, projects, and forums.

4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next

stage.

B. Questioning (Inquiry) and Contributing

148.Ask prepared and follow-up questions in interviews and other discussions.

149.Extend peer contributions by elaboration and illustration. 150.Analyze, evaluate, and modify group processes.

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151.Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.

152.Question critically the position or viewpoint of an author.

153.Respond to audience questions by providing clarification, illustration, definition, and elaboration.

154.Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

155.Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

156.Paraphrase comments presented orally by others to clarify viewpoints. 157.Give and follow spoken instructions to perform specific tasks to answer questions or to solve

problems.

1. Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communications.

2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

D. Oral Presentation 1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation,

dramatization, and personal expression).

1. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words).

2. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.

2. Edit drafts of speeches independently and in peer discussions.

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3. Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

4. Use a rubric to self-assess and improve oral presentations.

3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.


A. Active Listening


1. Discuss, analyze and extend ideas heard orally.

1. Distinguish emotive from persuasive oral rhetoric.

2. Demonstrate active listening by taking notes, asking relevant questions, making meaningful

comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

3. Identify and define unfamiliar vocabulary through context in oral communications.

4. Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective

B. Listening Comprehension

1. Summarize, make judgments, and evaluate the content and delivery of oral presentations.

1. Evaluate the credibility of a speaker.

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2. Determine when propaganda and argument are used in oral forms.

2. Listen and respond appropriately to a debate.

3. Follow oral directions to perform specific tasks to answer questions or solve problems.

4. Paraphrase information presented orally by others.

5. Analyze the ways in which the style and structure of a speech supports or confuses its meaning or purpose.

3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.


A. Constructing Meaning from Media


1. Understand that messages are representations of social reality and vary by historic time periods and

parts of the world.

1. Identify and evaluate how a media product expresses the values of the culture that produced it.

2. Identify and select media forms appropriate for the viewer's purpose.

3. Examine the commonalities and conflicts between the visual and print messages (e.g., humor, irony,

or metaphor) and recognize how words, sounds, and images are used to convey the intended messages.

B. Visual and Verbal Messages

22

1. Analyze media for stereotyping (e.g., gender, ethnicity).

1. Analyze visual techniques used in a media message for a particular audience and evaluate their

effectiveness.

2. Analyze the effects of media presentations and the techniques to create them.

2. Analyze visual techniques used in a media message for a particular audience and evaluate their

effectiveness.

3. Analyze the effects of media presentations and the techniques to create them.

4. Compare and contrast how the techniques of three or more media sources affect the message.

C. Living with Media

1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture

(e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and performing arts standards).

2. Identify and discuss the political, economic, and social influences on news media.

3. Identify and critique the forms, techniques (e.g., propaganda) and technologies used in various media

messages and performances.

4. Create media presentations and written reports using multi-media resources using effective images, text, graphics, music and/or sound effects that present a distinctive point of view on a topic.

Secondary Content Area: Visual and Performing Arts

23

1.1: Aesthetics A: 2, 3; B: 1, 2 1.4.12 B: 1, 2 D: 1-4 1.2: Creation and Performance B: 1, 2; C: 1, 2, 4 1.3: Elements and Principles B: 3.1; C: 1, 2, 3; D: 2 1.4: Critique A: 1, 3; B: 1, 2 1.5: History/Culture A: 1, 2; B: 1, 2 Secondary Content Area: Social Studies 6.1: Social Studies Skills A: 1, 2, 3, 4, 5, 6, 7, 8, 9,10,11 B: 4-8 6.2: Civics A: 5; B: 2, 3, 4, 5; D: 2, 4, 5; E: 5, 6, 7, 8, 9, 10, 12, 13, 14, 15 6.3: World History D: 6; E: 1, 2, 3; F: 1, 2; G: 2; H: 1, 3 6.4: United States and New Jersey History A: All; B: All: C: All; D: 2, 3, 5; E: 1, 2, 3, 6; F: 2, 4; G: 2; H: 2, 3, 6; I: 8, 10, 11; J: 2, 7; K: 2, 4, 6; L: 6, 7 6.5: Economics B: 3, 7 6.6: Geography A: 5; B: 1, 2, 3; D: 3, 4, 5; E: 1, 2, 3, 4, 7, 8

24

Secondary Content Area: Science 5.1: Scientific Processes A: 1, 2, 3; B: 1, 2 5.2: Science and Society A: 1; B: 1, 2 5.3: Environmental Studies A: 1; B: 1, 2 Secondary Content Area: Technological Literacy 8.1: Computer and Information Literacy A: 1, 5, 6, 7, 8, 9; B: 1, 2, 3, 4, 5, 6 , 7, 8, 9, 10, 11, 12 8.2: Technology Education A: 3; C: 3

Secondary Content Area: Career Education and Consumer, Family and Life Skills 9.1: Career and Technical Education A: 1, 2, 3; B: 1, 2, 3, 4, 5 9.2: Consumer, Family, and Life Skills A: 1, 2, 3, 4; B: 1, 2, 3, 4, 5,6; C: 1, 2; D: 1, 2, 3, 4, 5; E: 6

25

Unit 1: ORAL TRADITION OF LITERATURE: Pre-Britain Britain – Celts, Vikings, Romans & Anglo-Saxons

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1.Why would one person or one population seek to oppress another? 2.Why should we study cultures via literature? 3.How do customs and traditions vary with cultures? 4.Can individuals or societies have different opinions and still be right? 5.In what ways do the oral & written traditions of literature coincide, intersect, and flow from one another within any culture? 6.In what ways do the oral & written traditions of literature represent Early Voicesin Britain & America? 7.In what ways does a language emerge and evolve in a culture/country to reveal the emerging identity of its people? 8.How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition?

Students will be able to:

1. read critically and connect ideas to unit study.

2. learn vocabulary from the context of the literature.

3. analyze literary elements, including rhetorical devices, primary and secondary sources, and historical narrative.

4. understand how oral and written narratives reflect the personal qualities and motives of their authors/cultures/nations.

5. write in clear expository prose about issues of emerging expression & nationhood.

6. express an opinion incorporating selected rhetorical devices.

1. The Celts

2.Prentice Hall Literature: Timeless Voices, Timeless Themes: The British Tradition (2000)

3.Julius Caesar Translated – in Britain

4. “The Seafarer” Burton Raffel Translation

5.“The Wanderer”Charles Kennedy Translation

6.“The Wife’s Lament”-Ann Stanford Translation

7.“The Beginnings of English”- Richard Lederer

8.from The Waste Land T.S.Eliot – 1. The Burial of the Dead

Think, Pair, Share

Reflective Questions with wait time

Concept assessment before and after

Summarize main ideas

Brief in class written response relating to the unit ideas

Portfolio review with teacher

Homework as monitor of learning

Jigsaw: Cooperative Learning Technique

Oral Interpretations w/Responses

RTOlivadotti CenterResearch on Vikings, Celts, Romans and Anglo Saxons in Britain

Graphic Depictions Collaboratively

September 1

26

Standards

Instructional Activities, Methods, and Assignments

Unit Summative Assessment(s)

3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Paraphrase/summarize difficult passages

2. Collaborative learning groups

3. Oral interpretations of speeches and historical documents

4. Peer editing to improve writing

5. Participate in class discussions directed by teacher

6. Share examples of musical lyrics that express feelings about expression and about nationhood/groups.

7.Write in journal/creative, persuasive, narrative and expository/informational formats.

8.Research in RTO

9.Model : How to Praise/Persuade/Eulogize

10.Writing of Eulogy

11. View digital media and responding to non print text to amplify readings and discussion.

Quizzes

Essays

Tests

Homework

Multi-media Presentation

Persuasive Speech/Eulogy of a Warrior

.

Unit 2: WRITTEN TRADITION OF LITERATURE: Anglo-Saxon Britain – from Scop to Printing Press


Pacing Guide

Marking Period

*Why would one person or one population seek to oppress another? *Why should one study different cultures through literature? *How do customs and traditions vary with cultures? *Can individuals or societies have different opinions and still be right? *In what ways do the oral and written traditions of literature represent Early Voices in Britain and Early Voices in America? *In what ways does a language emerge and evolve in a culture/country/geographical area to reveal the emerging identity of that culture’s / country’s people? *How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition? What common experiences do all individuals share? How does language create and shape our perceptions and our experiences? What are the universal stages in a person's journey toward self-realization? What is effective communication (oral, written, and/or visual media)? What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader?


1. read critically and connect ideas to unit study.

2. compare and contrast works from varied genres within the thematic cluster of “scop to printing press” in the literature of Anglo-Saxon Britain.

3. identify and appreciate narrative voices and perspectives from Anglo-Saxon Era literature.

4. write in both clear expository prose and via creative expression about issues of nationhood and expression.

5. use multi-media to research and communicate the themes and perspectives of nationhood and expression.

6. research non fiction accounts of AngloSaxon culture (Bede, exam.) and compare/contrast to works of fiction(Beowulf, exam.)

7.Write a critique about AngloSaxon times using a critic’s tone.

8.work collaboratively to form a debate position on Anglo-Saxon times and expression/literature.

9.understand how imagery conveys tone in a literary work.

Prentice Hall Literature: Timeless Voices, Timeless Themes- The British Tradition

Beowulf - Anonymous Translations by Burton Raffel and by Seamus Heaney

The Thirteenth Warrior film

Beowulf film

Bede’s History….

. “The Seafarer” Burton Raffel Translation

“The Wanderer”Charles Kennedy Translation

“The Wife’s Lament”-Ann Stanford Translation

“The Beginnings of English”- Richard Lederer

.from The Waste Land T.S.Eliot – 1. The Burial of the Dead

1.Think, Pair, Share

2. Reflective Questions with wait time

3.Concept assessment before and after

4.Summarize main ideas

5.Brief in class written response relating to the unit ideas

6.Homework as a monitor of learning

7.Teacher check in on debate progress

8.Jigsaw: Cooperative Learning Activity

9. RTO – research & inquiry

September 1

29

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. “Sing” an eye-witness report as an Anglo-Saxon scop,, in a glorifying and honest way re: tribe/nation.

2. Select from a choice of quality hero/Celtic/Anglo-Saxon films and write a review using a distinctive critic’s voice.

3. Find an article, news account, or essay about heroism, tribal ideals, military wanderings, nationhood --- contemporary --- and compare this account with an incident or description from one of the selections read during the unit.

4. Write a letter to the speaker of a given work trying to explain how you feel and why, being sure to convey the mood about what you think is happening in the work.

5. Divide into small groups and have students research scop/bard reporting and singing ….and combine with rap or other chanting/song narrative depictions: present to class.

6. Divide the class into teams and debate the topic: Is nartionhood advisable?…debate must be rooted in fiction and non-fictional works.

Quizzes

Essays

Tests

Homework


Debate

Critique

Comparison of Contemporary Account w/Anglo-Saxon Era Account/Poem/Scop’s Song

30

Unit 3: ORAL TRADTION OF LITERATURE; Pre-Europeanized Americas- Tribal Narratives, Circular Narratives, Storytelling


Pacing Guide

Marking Period

1. What common experiences do all individuals share? 2. What is the author’s purpose in creating a work, and how does the author elicit certain responses from the reader? 3. How does language created and shape our perceptions about one another? 4. How do customs and traditions vary with cultures? 5. Why would one person or one population seek to oppress another? 6. In what ways does a language emerge and evolve in a culture/country/geographical area to reveal the emerging identity of that culture’s / country’s people? 7.How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition?


1. determine major ideas in selected works by writers who explore social oppression and unrest.

2. distinguish literal and figurative meaning in selected poems.

3. draw conclusions about an author’s purpose.

4. understand the effects of racism, sexism, regionalism, etc.

5. understand and appreciate the possible influences of both historical context and personal events as they relate to literary works.

6. recognize distinctive and shared characteristics of culture and experience through authors’ literary works.

4. increase student knowledge of American culture by studying literature that focuses on social conflict and social issues throughout the pre-Europeanized history of the U.S. and Central/South America.

Holt Elements of Literature – Fifth Course- Essentials of American Literature “The Sky Tree” Huron “The Earth Only” Teton Sioux “Coyote Finishes His Work” – Nez Pierce “The Red Convertible” Louise Ehrdich Sor Juana Ines de la Crux--- “World, in Hounding Me…” “Language and Literature from a Pueblo Indian Perspective” Leslie Marmon Silko Excerpts from novel Ceremony by Leslie Marmon Silko

1. Think, Pair, Share


3. Concept assessment before and after

4. Story log, listing each significant event in sequence.

5. Brief in class written response relating to the unit ideas

6. Homework as a monitor of learning

7.Jigsaw: Cooperative Learning Activity re: narrative voice

8 RTO Inquiry and Research on pre-Europeanized Americas and culture/literature.

October 1

31

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Oral Interpretation of Native American Origin Myths

2. Group activity: Prepare a dramatic reading of a portion of one of the selections. Each student in the group should choose a passage from the beginning, middle, or end of the selection. Use narrative voice, pitch, volume, and cadence.

3. Trace, through research, the progress Native Americans (or any minority group) has made. Identify areas for growth.

4. Take two selections and write a comparison/contrast essay on the narrative point of view.

5. Group activity: Create a museum exhibit to teach others about the challenges faced and progress made of a particular social/racial/economic group.

6. Research narrative styles of 1990’s and on, espec. in USA….guided instruction on narratives (Ms. Bahrs’ braided narrative, circular narrative, straightforward plotline, etc.). Use Marmon Silko’s Ceremony plot narrative as prime example.

Quizzes

Essays --- Compare/Contrast

Tests

Homework


Colllaborative Group presents findings, having worked together after individual RTO research on narrative styles of pre-European, Native Americans.

32

Unit 4: WRITTEN TRADITION OF LITERATURE: Normans in Britain/New Language – Middle English & Chaucer’s Times


Pacing Guide

Marking Period

What are some universal stages in a person’s journey toward self-realization, and in what ways may these differ from individual strivings toward self-realization?

What common experiences do all individuals share?

What is effective communication, and how may we find it in the context of nature, the spiritual, the realm of fine arts, theater/film, and in oral, written and/or visual media?

What responsibility does an individual have after reading a work of literature?

How do we gauge the optimism or pessimism of a particular time period or group of writers?


1. read a medieval English poem in translation and identify characterization, tone, structure (framing) and themes.

2.detect satire, social commentary, and general tone in a medieval poem.

3.do extensive characterization work, and be able to write and speak about characterization.

4.build vocabulary from literary context.

5.connect the life of an author with the times, mores,and culture he/she re-creates in a literary work.

6.understand the framing techniques possible in a major work, here the storytelling device of Host and Narrator in Canterbury Tales.

7.ind commonalities in existence during medieval times in England, and today’s world.

8. identify feudalism as it affected Europe, and espec. Chaucer’s England…as well as identifying the middle class culture that would come to shape Britain/Europe, and affect culture, trade, language, and literature.

9. write incisive, clear literary analysis.

1. Prentice Hall Literature: Timeless Voices, Timeless Themes: The British Tradition.

2. Grendel by John Gardner

3. “General Prologue:”:Canter-bury Tales.

4. Instructor’s Reading of “Whan than Aprill Shoures Shoote….” Med.English Canterbury Tales

5. Instructor’s Notes on Framing the Canterbury Tales.

6. RTO Internet Research



3 Concept assessment before and after

4. Summarize main ideas



7. Teacher check in on discovery in RTO- Chaucer and his times

8. Jigsaw

November 2

33

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. write a free verse poem that expresses their sense of self: their values, hopes and dreams, etc.

2. write a dialogue in which the speaker of two different works exchange views about expressing individuality

3. find examples of lyrics that reflect different ideas about individuality/conformity and copy lyrics and illustrate each song.

4. design a collage that reflects your sense of self.

5. Walden notebook of quotes and contemporary examples of Thoreau’s ideas as reflected in today’s society.

6. Original magazine article about ways to raise independent children. Should be based on research.

1. Quizzes

2. Essays

3. Tests

4. Homework

5. Poem

6. Walden Notebook

7. Compilation of lyrics/ illustrations

34

Unit 5: EARLY VOICES: Britain + America --- Beowulf, Chaucer, Shakespeare, Virginians, Puritans & Modern Witchhunts


Pacing Guide

Marking Period

1. How does language create and shape our perceptions and our experiences? 2. How does the author elicit certain responses from the reader? 3. Can individual or societies have different opinions and still be right? 4. How may an author establish a single or multiple point(s) of view in a literary work? 5.In what ways can journals, diaries, poems, sermons and speeches all inform re: an era, a locale, a culture --- and its literature?

6.In what ways are all narratives influenced by bias and perspective?


1. analyze the structure of arguments

2. understand and appreciate literary letters and journals.

3. analyze authors’ word choice, tone, structure, and style to trace viewpoint.

4. understand, and then compare and contrast points of view as representative of the authors’ life experiences and environments.

5. read and analyze narratives from varied eras and perspectives.

6. work collaboratively to debate from distinct perspectives, and to persuade.

7. know what an editorial is, and will write an editorial from a distinct point of view.

8. write diary/journal entries from a specific time and place, and an applicable and specific point of view.

1.Prentice Hall Literature: Timeless Voices, Timeless Themes: The British Tradition.

2.“General Prologue:”:Canter-bury Tales.

3.Shakespeare: Choice of: The Tempest, Twelfth Night, Much Ado About Nothing, or Julius Caesar.

4.

4.Anne Bradstreet’s Poems

5.Jonathan Edwards’ “Sinners in the Hands of an Angry God”

6.The Scarlet Letter - Nathaniel Hawthorne

7.“Huswifery”

8.The Crucible - Arthur Miller

9.Senate Hearings- Joseph McCarthy




4. Summarize main ideas



7. Teacher check in on debate progress

8. Jigsaw: Cooperative Learning Activity

December-January

2

35

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

Write a letter to one of the authors from the unit expressing your feelings about their experiences and/or views.

Write a created nation’s/government’s tract or constitution – using rhetorical punch.

Write an epitaph for one of the writers in this unit that expresses his or her achievements and philosophy of life.

.Work in a group to develop one issue from several perspectives. Then write and illustrate the varied perspectives, using distinct voice for each and an illustrative style to match that voice/perspective.

Quizzes

Essays

Tests

Homework

Philosophical Epitaph

Created Government Tract/ Constitution

Speech to Persuade on Freedom or Innocence

36

Unit 6: EARLY VOICES IN GOVERNMENT: Britain’s Anglo-Saxon Chronicle and American Colonial Literature -- Governments Emerging / via Literature

Unit Question(s) Objectives Resources Formative Assessment

Strategies Pacing Guide

Marking Period

What is the author’s purpose in creating a work, and how does the author elicit certain responses in the reader? What responsibility does an individual have after reading a work of literature? In what ways does a governmental work of writing become literature --- and how does it reflect its people’s culture and values?


compare/contrast in collaborative discussion and in formal individual writing --- variations on a theme re:“early voices in government writings.”

understand and practice specific reading and thinking skills when reading text.

closely examine the craft of authorship.

examine how a constitution or set of governmental principles emerges, is written/published, and endures.

evaluate the process and outcomes of inquiry in both discussion and writing.

examine and learn tone in a government document.

examine and learn the use of the rhetorical device of parallelism.

1.Prentice Hall Literature: Timeless Voices, Timeless Themes: The British Tradition.

2.Internet resources

7. King Alfred – inspired Anglo-Saxon Chronicle

8. Dekaniwida IroquoisConnstitu-tion

9. Patrick Henry’s Speech: “Give me liberty…”

10. Thos. Jefferson & Others—Declaration of Independence




4. Report out findings at midway point.

5. Brief in-class journal response relating to the unit ideas

6. Blogs, wikis, threaded discussions

7. Teacher check in on literature circles’ progress

1. Teacher / team leaders monitor research project.

January,

February

2, 3

37

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Use class icebreakers to expand working relationships beyond immediate friends. Ex. “Find Someone Who…”

2. Internet research to analyze a topic of interest or a cause to argue.

3. Collaborative discussion groups to explore the varied arguments, stances, and points of view found in research.

4. Persuasive writing on both point and counterpoint.

5. Collaboratively create and perform a skit that reveals point and counterpoint.

6. Use journals to record observations, set personal goals, and reflect on day’s discussions, etc.

7. Varied activities to encourage and develop students’ repertoire of reading strategies.

8. Steps toward/writing of a research project, using resources from books, periodicals, internet, interviews, etc.

1. Literature Circles

2. Reading Journals

3. Independent research project using technology

38

Unit 6


Pacing Guide

Marking Period

1. What is the American Dream and to what extent is it achievable for all Americans?

2. In what ways does the American Dream mean different things for different Americans?

3. How has the American Dream changed over time?

4. What is the perspective of a given nature, culture, or region in regard to the American Dream and what factors create those perceptions?

5. In what ways can the ideal of a free and upwardly moving society also tempt the individual/group to move away from the ideal to negative, self-absorbed, or excessive consequences?


1. connect an American drama/novel/poem/nonfiction piece to historical contexts and to current events.

2. evaluate character in the American Dream.

3. explain how an author uses characterization to advance a literary work’s literary themes.

4. analyze in discussion and in writing the variety of experience and expression inherent in the American Dream.

5. interpret the socio-economic and artistic influences underlying the themes of the Harlem Renaissance.

6. discern common threads of experience between the literary exploration of the American Dream and the student’s personal, family, or community experiences.

1. The Great Gatsby. F. Scott Fitzgerald

2. Of Mice and Men. John Steinbeck

3. Raisin in the Sun. Lorraine Hansberry

4. Death of a Salesman. Arthur Miller

5. “Winter Dreams.” F. Scott Fitzgerald

6. “When the Negro Was in Vogue.” Langston Hughes

7. “How it Feels to be Colored Me.” Zora Neale Hurston

8. “Sympathy,” “We Wear the Mask,” Paul Laurence Dunbar

1. Think, Pair, Share


3. K-W-L

4. Reflective-writing to assess understanding of American Dream



7. Jigsaw: Cooperative Learning Activity

February 3

39

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Write an original poem, song, or other work depicting a theme from the American Dream.

2. Conduct interview of family member, friend, neighbor, teacher, etc. to determine goals, dreams, and life objectives.

3. Create a characterization chart to depict the traits (surface and inner) of varied “American Dream characters.”

4. Bruce Springsteen/selected artist songs presentation to trace American Dream.

5. Write a paper in which you react to an “American Dream” character’s decisions, and offer suggestions for coping with the ups and downs of life.

6. Illustrate symbols from one work of literature in a collage, either in paper format or in interactive Animoto format.

7. Find evidence in newspapers, magazines, multi-media of the newest version of the American Dream. Dream.

1. Quizzes

2. Interview

3. Essays

4. Tests

5. Homework

6. Multi-media Presentation

7. Collage/illustrated or Animoto.

8. Creative Works.

40

Unit 7: FORMATION AND FRONTIERISM/INDIVIDUALISM: Regional and Local Color in American Literature


Pacing Guide

Marking Period

What common experiences do all individuals share?

What ethical responsibilities may be fostered in an individual via the reading of a work of literature?

What universal themes of literature are of interest or concern to all cultures/areas of society?

If an individual becomes the victim of prejudice or censure, how may that person’s experiences transform him or her from victim to survivor?

What are the enduring questions and conflicts that writers grappled with hundreds of years ago and are still relevant today?


1. to increase knowledge of other cultures and to connect common elements across cultures

2. analyze literary elements such as voice, perspective, and audience in a literary work.

3. discern, discuss, and write about regionalism in a novel, short story, or poem.

4.read a regional essay/nature or travel memoir and discern the attitude of a speaker toward his/her subject.

5.orally interpret examples of regional/local color literature.

6.write an essay that persuades on the topic of regionalism in a literary work/connection to author’s experience.

7. create an interactive digital media poster re: 3 works of regional color/interest that connect.

1. The Crucible. Arthur Miller 2. To Kill a Mockingbird. Harper Lee 3. A Raisin in the Sun. Lorraine Hansberry 4. The Scarlet Letter. Nathaniel Hawthorne 5. “Average Waves in Unprotected Waters.” Anne Tyler 6. “Everyday Use” Alice Walker 7. “The Occurrence at Owl Creek Bridge.” A. Bierce 8. “The Turtle.” John Steinbeck 9. “The Unknown Citizen.” Poem W.H. Auden 10. Catcher in the Rye. J.D. Salinger 11. “The Far and the Near,” Thomas Wolfe 12. “A Worn Path” Eudora Welty 13.The Adventures of Huckleberry Finn -- Mark Twain 14.The Awakening – Kate Chopin

1. Think, Pair, Share 2. Reflective Questions

with wait time


4. Timed,

brainstorming/ reflexive writing to generate class discussion

5. Brief in class written

response relating to the unit ideas

6. Homework as a

monitor of learning

7. Round-Robin Presentation of Topic/ with Commentary 8.Jigsaw: Cooperative Learning Activity

9. Glogster.com Interactive Digital Poster

February, March

2, 3

41

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B.C

1. Think of a 20th century person who suffered or died for his or her beliefs, and compare this person to John Proctor.

2. With a group of classmates, stage a Readers Theater performance of a favorite passage from The Crucible or Raisin in the Sun. Use the stage directions to help you determine how the characters act and speak.

3. Design a newspaper about the fictional events of one of the works studied, as well as the historical events that serve as the backdrop. Include such things as editorials, letters to the editor, front-page news events, advertisements, obituaries, help wanted ads, etc.

4. Write a reflective essay about an experience you have had that in some way resembles a character’s conflict with society.

5. Write an original chapter or scene for one of the works studied.

6. Create a local color/ regional fest for one of the works studied.

Quizzes

Essays

Tests

Homework

Readers Theater

Newspaper

Local Color/Regional Fest Creations

Creative Writing Project

42

Unit 8: ROMANTICISM IN BRITAIN AND AMERICA: Literary Expression of the Individual, Nature, Man, and Spirit

Unit Question(s) Objectives Resources Formative Assessment

Strategies Pacing Guide

Marking Period

1. Why should one study different cultures through literature?

2. How do customs and traditions vary with culture?

3. What responsibility does an individual have after reading a work of literature?

4. What universal themes in literature are of interest or concern to all cultures and societies?

5. Why would one person or one population seek to oppress another?

6. Why should one study different cultures through the literary experience?


1. to increase knowledge of other cultures and to connect common elements across cultures

2. analyze literary elements such as voice, perspective, and audience in a literary work.

3. discern, discuss, and write about regionalism in a novel, short story, or poem.

4. read a poem and discern the attitude of a speaker toward his/her subject.

5. infer bi-cultural conflicts facing immigrants depicted in a non-fiction piece/memoir.

6. compare and contrast in writing the expectations of one generation of immigrants to the succeeding generation.

7. identify family expectations/ conflicts seen in a literary work with student’s experiences, emotions, and actions.




4. Role-Playing



7. Reading Check

8. Value Clarification Exercise

March 3

Standards


Glogster.com


43

3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

1. Choose one of the poems in this unit and turn it into a letter the speaker might write to a friend.

2. Write a newspaper editorial inspired by the details in one of the literary works.

3. Locate and gather other examples of poetry by a specific minority. Create an illustrated anthology.

4. Learn about a present day culture in which some aspect of this culture clashes with American society. Write a short play or short story about this conflict.

5. Using suggestions from 101 Tools for Tolerance: (http://www.tolerance.org/ ) and plan a campaign that would encourage students from Shore to be more tolerant.

Quizzes

Essays

Tests

Homework

Multi-media Presentation—Glogster. com

Jigsaw Cooperative Learning

Short Play or Short Story

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Unit 9: INDUSTRIALIZED TIMES IN BRIT. & AMERICAN LITERATURE --- Dickens, Blake, & American Muckraker Journalism


Pacing Guide

Marking Period

1. What common experiences do all individuals share? 2. What is the author’s purpose in creating a work, and how does the author elicit certain responses from the reader? 3. How does language created and shape our perceptions about one another? 4. How do customs and traditions vary with cultures? 5. Why would one person or one population seek to oppress another? 6.In what ways does a language emerge and evolve in a culture/country/geographical area to reveal the emerging identity of that culture’s / country’s people?

7. In what ways can the socio-economic shift of a country manifest itself in a body / genre of literature --- and why will this usually endure?


read a socio-economic allegory and understand its style, tone, and author’s purpose.

read and view excerpts from Industrialization Era/Manchester England poems and essays, Great Depression literature, Dickens’ works, and Lewis’ and Steinbeck’s realistic industrialized literature --- for meaning, and for debate and written discussion.

work collaboratively to both research, and debate/present.

read and understand muckraker journalism

design and create/write original muckraker journalism for contemporary issues.

Hard Times - Charles Dickens

David Copperfield / Oliver Twist -Charles Dickens

“The Chimney Sweeper” – William Blake

The Jungle excerpts- Sinclair Lewis

American Journalism articles in muckraker turn of century tradition of literature

www.youtube.com presentations of NYC sweatshops,Chica-go meatpacking industry, Cannery Row

Excerpts: The Grapes of Wrath - Steinbeck

YouTube Industrialization Readings and Photos

Check for Understanding

Think, Pair, Share

Student Music Choices as representation of unit’s themes.check for understanding—monitor student discovery and learning

Teacher stops by while students are creating original muckraker journalism projects.

April 3 & 4

45

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

Guided Instruction on Muckraker Journalism background and works.

Paired oral interpretations and notes with illustrations --- immigrant issues, factory and farm abuses, housing abuses, and the emergence of social work…

Youtube clips from factory, meatpacking, Cannery Row scenes

Film Clip: Grapes of Wrath

Original Muckraker Journalism Creation.

Quiz: Grapes of Wrath excerpt///dialogue

Unit Assessment.

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Unit 10: SOCIAL UNIVERSALS/SOCIAL CONTINUUM --- Modernism in British & American Literature/American Dream


Pacing Guide

Marking Period


read a play re: the American Dream and be able to consider critically and reflectively …characterization, staging, dialogue, and themes.

view an American Dream (coalmining locale) film, and be able to discern film’s components (set, locale, musical score, casting, acting, etc.).

write a critique of a film and imitate/sustain the tone and style of a film critic.

learn the theme of the American Dream through reading, viewing, consideration, and writing of same.

learn of varied careers associated with the film and TV industry

prepare a unit design in digital media ---Animoto or Glogster.com

1. The Great Gatsby. F. Scott Fitzgerald

2. Of Mice and Men. John Steinbeck

3. Raisin in the Sun. Lorraine Hansberry

4. Death of a Salesman. Arthur Miller

5. “Winter Dreams.” F. Scott Fitzgerald

6. “When the Negro Was in Vogue.” Langston Hughes

7. “How it Feels to be Colored Me.” Zora Neale Hurston

8.“Sympathy,” “We Wear the Mask,” Paul Laurence Dunbar

9.Film October Sky

1. Animoto

2. Glogster.com

Oral Interpretations

Think Pair Share

Venn Diagramming in Collaborative Groups

Illustrations and Presentations of Same

Teacher checks in on Animoto Designs


Check for Understanding

Film Scenes Viewed---w/ Collaborative Discussions

April 3/ 4

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Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

Student will read critically Arthur Miller’s Death of a Salesman, and will be able to write critically and well re: the American Dream in response to this work.

Students learn the components of the film industry via viewing of an Amer. Dream film…and be able to contemplate career possibilities.

Model use of Animoto or Glogster.com for presentation in digital media related to works and themes.

RTO for Animoto or Glogster.com work.

Animoto Final Designs (or Glogster.com)

Animoto Presentations – Digital Media

Test

Reading Checks

Compare/Contrast Essay on novel The Great Gatsby and film version The Great Gatsby

Student Produced Film Critique – emphasizing film components and film critic’s tone

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Unit 11: HARLEM RENAISSANCE --- Voice of Jazz, Poetry, Dialect & African American Art/Literary Expression


Pacing Guide

Marking Period

In what ways does a language emerge and evolve in a culture/country/geographical area to reveal the emerging identity of that culture’s / country’s people? How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition?

How may music underscore poetry, dialect, and descriptive writing in real ways?

In what ways did varied artistic and cultural /spiritual-emotional expressions evolve for AfricanAmerican now residing in the Northeast—NYC – and why did this become a virtual renaissance?


1. discern the jazz rhythms, and the musicality, within Harlem Renaissance poems and novel/memoir dialect.

2.associate the people and culture of the Harlem Renaissance with their poetry, autobiographies, memoirs, novels, and artwork.

11. read the book and view the film versions of the same Harlem Renaissance work – Their Eyes Were Watching God – and be able to compare/contrast in speaking and in writing.

12. work collaboratively to research and to teach peers re: Harlem Renaissance.

13. orally interpret Harlem Renaissance literature.

14. write a critique comparing/contrasting the novel and the film version of a work.

15. understand the allegory within a Nobel Acceptance Speech.

from Roots. Arthur Haley

“I, Too” & “A Negro Speaks of Rivers” -Langston Hughes

Poems by Claude McKay, Countee Cullen, and Jean Toomer

from Dust Tracks on a Road - Zora Neale Hurston

Their Eyes Were Watching God -- Zora Neale Hurston

Oprah Winfrey Production of Their Eyes Were Watching God -- film starring Halle Berry.

Toni Morrison: 1993 Nobel Peace Prize for Literature Acceptance Speech

Angela “To Walt Whitman”de Hoyos

Think, pair, share


Check on Research

Stop by collaborative groups to answer questions

Check for Understanding w/Wait Time

Writing Tutorials for First Draft of Compare/Contrast Essay

April, May 3 4

49

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

Guided instruction to increase knowledge of other cultures and to connect common elements across cultures—silent and oral interpretation readings.

Collaborative learning group to analyze literary elements such as voice, perspective, and audience in a literary work.

Pairs: discern, discuss, and write about regionalism in a novel, short story, or poem.

In pairs, read a poem and discern the attitude of a speaker toward his/her subject.

Collaborative learning groups infer bi-cultural conflicts facing immigrants depicted in a non-fiction piece/memoir.--- share w/ larger group.

Essay: compare and contrast in writing the expectations of one generation of immigrants to the succeeding generation.

Graphically identify family expectations/ conflicts seen in a literary work with student

Essay – Compare & Contrast

Paired Writing – regionalization in a work

Oral Quiz/Reading Check

Written Reading Check

50

Unit 12: CONTEMPORARY VOICES/WORLD VIEW --- Immigrants in America/Cultural Clashes, World Wars and Internationalism, & Digital Media Takes Root in Literature


Pacing Guide

Marking Period

How can literature depict the unspeakable parts of war, and inform the way we may prevent aggression/heal from aftermaths of unrest or war? How did digital media ideology and inventions of the 1970’s foster a new language and communication system for Britain, the USA, and the international community --- and how may we view that digital era’s emergence as a new, evolving and transformative tradition --- Digital Literacy Tradition--- to complement the Oral Tradition and the Written Tradition of past centuries/millennia? In what ways does a language emerge and evolve in a culture/country/geographical area to reveal the emerging identity of that culture’s / country’s people? How may literacy/cultural literacy be defined and positiv How may the absorption of one culture by another culture reveal itself in the new, combined culture’s voice, language, literature --- in both oral tradition and written tradition? and America in terms of: language, communication, governmental organization, commerce, governmental documents and constitutional literature, literature of the nation, etc.?


inquire/discover the later 20th C. discoveries of digital media as a literary genre and publication mode.

use digital media comfortably to promote the type of literary and artistic expression known as non-print text.

view and discuss digital media presentations, and speak/write about as literature.

read about, discuss, and write about the immigrant experience.

find ways to increase understanding and tolerance re: those from other cultures/languages/mores.

read and write critically about themes of war and of peace.

Thomas Hardy’s “The Man He Killed”

Tim O’Brien’s “The Man I Killed”

Judith Cofer: A Latin Deli

Angela de Hoyos “To Walt Whitman”

“Are You Digging on my Grave?” - Hardy. “Hunger in New York City,” Simon Ortiz “Most Satisfied by Snow,” Diana Chang “What For,” Garrett Hongo “For My Children,” Colleen McElroy “In the American Society,” Gish Jen “Defining the Grateful Gesture,” Yvonne Sapia “Refugee Ship, Lorna Dee Cervantes “Mexicans Begin Jogging, Gary Soto. Legal Alien,” Pat Mora “Mother Tongue,” Amy Tan 24. “I Yearn,” Ricardo Sanchez

Collaborative Discovery Groups—Immigrant Experience

Teacher monitors progress on inquiry re: immigrant experience/RTO.

Teacher and peers monitor progress on RTO digital media discovery.

Peer Editing

Digital Media Immigrant Present…Animoto or Glogster.com

--- teacher checks in/team leaders check in.

Teacher/team leaders check in/guide multicultural fest progress/

June r4

51

Standards



3.1: A, C, D, E, F, G, H

3.2: A. B, C, D

3.3: A, B, C, D

3.4: A, B

3.5: A, B, C

Read and hear immigrant stories via oral interpretation.

Debate issues of multiculturalism, tolerance, etc.

View immigrant stories on youtube.com

Create multicultural festival. mirroring immigrant experience.

Research -- RTO – the beginning pioneers of the internet, free publishing, and digital media.

Research Presentations on Early Digital Media Pioneers/Movement

Multicultural Festival --- Immigrant Experience.

Oral Interpretation – Immigrant Stories

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Addendum: Unit 12 – Voices/World View: Immigrants in America - Cultural Clashes, World Wars and Internationalism, & Digital Media Takes Root in Literature Additional Unit Questions: 7. How may literacy/cultural literacy be defined and positively impact the tensions and clashes that tend to exist when groups of people have different values/customs? Additional Unit Resources: 13. Selected Harlem Renaissance poets 14. “Hunger in New York City,” Simon Ortiz 15. “Most Satisfied by Snow,” Diana Chang 16. “What For,” Garrett Hongo 17. “For My Children,” Colleen McElroy 18. “In the American Society,” Gish Jen 19. “Defining the Grateful Gesture,” Yvonne Sapia 20. “Refugee Ship, Lorna Dee Cervantes 21. “Mexicans Begin Jogging, Gary Soto 22. Legal Alien,” Pat Mora 23. “Mother Tongue,” Amy Tan 24. “I Yearn,” Ricardo Sanchez

Honors English II - Shore Regional

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Transcript of Honors English II - Shore Regional