TOWNSHIP OF UNION PUBLIC SCHOOLS sch… · Web viewTOWNSHIP OF UNION PUBLIC SCHOOLS. Academic...

TOWNSHIP OF UNION PUBLIC SCHOOLS

Academic Area

Curriculum Guide2013

Curriculum Guide Approved June 2012

Board MembersFrancis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

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

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

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

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

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

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

DEPARTMENT SUPERVISORS

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

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

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

Language Arts/Library Services 7-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

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

Social Studies/Business 7-12………………………………………………………………………………………..Ms. Libby Galante

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

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

Curriculum CommitteeEnglish

Grade 12

Jaclyn EdgeMeghan Eidel

Sandra Mangarella

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

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

Philosophy Statement

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

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage.

Develop a concern for the proper use and/or preservation of natural resources.

Develop basic skills in sports and other forms of recreation.

Course Description

The English spoken by Americans today evolved from the language of the British Isles. This course will focus on British literature and culture from the Middle Ages through the Renaissance. Geoffrey Chaucer and William Shakespeare are just two of the many authors who will be studied. Students will receive intense instruction in vocabulary and the writing process. The culmination of research skills will occur in the development of various documented essays. Public speaking skills will also be reinforced.

Recommended Textbooks

Prentice Hall Literature: British Literature. Houghton Mifflin English

Novels: Frankenstein

Course Proficiencies

Students will be able to…FULL YEAR

1. demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2. choose appropriate and effective note taking skills and study methods in preparation for assessments3. demonstrate knowledge of different essay styles (ex: controversial, cause/effect, expository, literary reaction,

persuasive, etc.) by writing independently4. proofread, edit, revise, and rewrite written work in an attempt to improve writing skills5. write sentences and paragraphs that utilize proper grammar, usage, and mechanics6. create an appropriate thesis statement for a documented essay7. utilize a variety of note taking skills in preparation for writing documented essays8. identify different types of plagiarism and explain how to avoid plagiarism9. write a documented essay using a variety of sources10.compose a works cited page for a documented essay while using proper MLA format11.orally present information effectively using eye contact, gestures, and effective pacing

MP 1

1. Utilize outside documented research to support or refute a position on something read in class2. Recognize and describe heroic qualities of an epic character (Beowulf)3. Recognize the importance of Anglo-Saxon culture on the literature of the time4. Understand what a frame story is5. Recognize the historical importance of the medieval period and its relevance to the era’s literature (Caucer)6. Understand what an allegory is (“The Pardoner’s Tale”)

MP 2

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

MP 3

1. Understand/recognize the purpose of satires (Gulliver’s Travels and “A Modest Proposal”)2. Recognize the historical importance of the Restoration period

3. Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry)

MP 4

1. Understand the Victorian era’s influence on literature (Wilde)2. Recognize the historical importance of Frankenstein and what makes it Romantic

Curriculum Units

Unit 1: From Legend to History: Old English and Medieval Periods Unit 2: Celebrating Humanity: The English Renaissance PeriodUnit 3: A Turbulent Time: The Seventeenth and Eighteenth CenturiesUnit 4: Rebels and Dreamers: The Romantic PeriodUnit 5: Progress and Decline: The Victorian Period/A Rapid Time of Change: The Modern and Postmodern Periods

Unit 1: From Legend to History: Old English and Medieval Periods

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS

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

BeowulfCanterbury Tales

RL.12.1

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


RL.12.2

3.Provide an objective summary of the text. Beowulf

Canterbury Tales

RL.12.2

4.

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


RL.12.3

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

BeowulfCanterbury Tales RL.12.4

6.

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


7. Analyze how an author’s choices concerning how to structure BeowulfCanterbury

RL.12.5

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

Tales

8.

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


9.

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

BeowulfCanterbury Tales W.12.3c.

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

BeowulfCanterbury Tales W.12.3d.

11.

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


W.12.3d.

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

BeowulfCanterbury Tales W.12.4

13.

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


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


15.

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


W.12.9a.

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


17. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic


SL.12.1a.

or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

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

BeowulfCanterbury Tales SL.12.1b.

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


SL.12.1c.

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

BeowulfCanterbury Tales SL.12.1c.

21.Promote divergent and creative perspectives when speaking.


SL.12.1c.

22. Resolve contradictions when possible when speaking. BeowulfCanterbury Tales

SL.12.1d.

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


SL.12.1d.

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


SL.12.6

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

BeowulfCanterbury Tales L.12.1a.

26.

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


L.12.1b.

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

BeowulfCanterbury Tales L.12.2a.

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


L.12.2b.

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


L.12.3a.

30. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase; identify and correctly use patterns of word changes that indicate different meanings or parts of


L.12.4a.b.

speech (e.g., conceive, conception, conceivable).

31.

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


L.12.4c.

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

BeowulfCanterbury Tales L.12.4d.

33.Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

BeowulfCanterbury Tales L.12.6

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

BeowulfCanterbury Tales L.12.6

Unit 2: Celebrating Humanity: The English Renaissance Period

# STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

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

Shakespeare’s SonnetsMacbeth

RI.12.1

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


RI.12.2

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


RI.12.2

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


RI.12.3

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

Shakespeare’s SonnetsMacbeth RI.12.4

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


RI.12.5

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


RI.12.6

8. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The


RI.12.9

Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

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


W.12.2

10.

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


W.12.2a.

11.

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


W.12.2b.

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


W.12.2f.


Shakespeare’s SonnetsMacbeth W.12.4

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


W.12.5

specific purpose and audience.

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


W.12.6

16.

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

Shakespeare’s SonnetsMacbeth W.12.9b.



W.12.10

18.

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


SL.12.1

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


SL.12.1a.

20. Work with peers to promote civil, democratic discussions and decision making, set clear goals


SL.12.1b.

and deadlines, and establish individual roles as needed.

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


SL.12.3

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


SL.12.4



SL.12.6

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

Shakespeare’s SonnetsMacbeth L.12.1

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


L.12.1b.

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

Shakespeare’s SonnetsMacbeth L.12.2a.

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

Shakespeare’s SonnetsMacbeth L.12.2b.

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

Shakespeare’s SonnetsMacbeth L.12.3a.

29. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or


L.12.4a.b.

function in a sentence) as a clue to the meaning of a word or phrase; identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

30.

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


L.12.4c.d.



L.12.6


Shakespeare’s SonnetsMacbeth L.12.6

Unit 3: A Turbulent Time: The Seventeenth and Eighteenth Centuries

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS

1.

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

Paradise LostGulliver’s TravelsA Modest Proposal

RI.12.1

2.

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


RI.12.1

3.

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


RI.12.2

4.

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


RI.12.3

5.

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


RI.12.4

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


RI.12.5

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

Paradise LostGulliver’s TravelsA Modest

RI.12.6

Proposal

8.

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


RI.12.8

9.

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


W.12.1

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


W.12.1a.

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


W.12.1a

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


W.12.1a.

13. When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the

Paradise LostGulliver’s

W.12.1b.

most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

TravelsA Modest Proposal

14.

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


W.12.1c.

15.

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


W.12.1c.

16.

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


W.12.1c.

17.

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


W.12.1d.

18.

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


W.12.1e.

19.

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


W.12.4

20.

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


W.12.5

21.

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


W.12.6

22.

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


W.12.8

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


W.12.9b.

addresses]”).

24.

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


W.12.10

25.



SL.12.1

26.

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


SL.12.1a.

27.

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


SL.12.1a.

28.

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


SL.12.1b.

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

Paradise LostGulliver’s TravelsA Modest

SL.12.1c.

and conclusions; and promote divergent and creative perspectives.

Proposal

30.

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


SL.12.1d.

31.

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


SL.12.2

32.

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


SL.12.3

33.

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


SL.12.4

34.

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


SL.12.6

35.

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


L.12.1

36.

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


L.12.1a.

37.

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


L.12.1b.

38.

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


L.12.2

39.

Observe hyphenation conventions. Paradise LostGulliver’s TravelsA Modest Proposal

L.12.2a.

40.

Spell correctly. Paradise LostGulliver’s TravelsA Modest Proposal

L.12.2b.

41.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


L.12.3

42.

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


L.12.3a.

43.

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


L.12.4

44.

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


L.11.4a.

45.

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


L.11.4b.

46.

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


L.11.4c.

47.

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


L.12.5

48.

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


12.5a.

49.

Analyze nuances in the meaning of words with similar denotations.


L.12.5b.

50.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


L.12.6

Unit 4: Rebels and Dreamers: The Romantic Period

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS

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

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

RL.12.1

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


RL.12.2

3.Provide an objective summary of the text. Frankenstein

Poetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner”

RL.12.2

4.



RL.12.3



RL.12.4

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


RL.12.4

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


RL.12.5

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


RL.12.6

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


RL.12.7

one play by Shakespeare and one play by an American dramatist.)

10.

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

FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” RL.12.9

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


RL.12.10

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


W.12.3

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


W.12.3a.

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


W.12.3a.

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


W.12.3b.

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


W.12.3c.

suspense, growth, or resolution).

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


W.12.3d.

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


W.12.3e.



W.12.4

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


W.12.5

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


W.12.6

22.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” W.12.7

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


W.12.9a.

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



W.12.10

25.


FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” SL.12.1

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


SL.12.1a.

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


SL.12.1a.



SL.12.1b.

29.

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

FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” SL.12.1c.

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

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

SL.12.1d.

when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Mariner”

31.


FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” SL.12.2



SL.12.3

33.



SL.12.4

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


SL.12.5



SL.12.6

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

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

L.12.1; L.12.1a.

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

Mariner”



L.12.1b.

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


L.12.2; L.12.2a.

39. Spell correctly when writing narratives.FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner”

L.12.2b.

40.Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


L.12.3

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


L.12.3a.

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


L.12.4

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


L.12.4a.

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


L.12.4b.

45.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

FrankensteinPoetry (Wordsworth, Byron, Shelley, Keats)“Rime of the Ancient Mariner” L.12.4c.d.

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


L.12.5a

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


L.12.5b.



L.12.6



L.12.6

Unit 5: Progress and Decline: The Victorian Period/A Rapid Time of Change: The Modern and Postmodern Periods

# STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS


Poetry by Eliot & ThomasSelections by Woolf“The Rocking Horse Winner”

RL.12.1

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


RL.12.2

3.Provide an objective summary of the text. Poetry by Eliot &

ThomasSelections by Woolf“The Rocking Horse Winner”

RL.12.2

4.



RL.12.3



RL.12.4

6.

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


RL.12.7

7.

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


RL.12.9

8. By the end of grade 12, read and comprehend literature, including stories, Poetry by Eliot & Thomas

RL.12.10

dramas, and poems, in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Selections by Woolf“The Rocking Horse Winner”



RI.12.1

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


RI.12.1

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


RI.12.2

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


RI.12.3

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


RI.12.4

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


RI.12.5

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


RI.12.7

16. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational Poetry by Eliot & Thomas

RI.12.9

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


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


RI.12.10

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


W.12.3

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


W.12.3a.

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


W.12.3a.

21.

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


W.12.3b.

22.

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


W.12.3c.

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

Poetry by Eliot & ThomasSelections by Woolf“The Rocking Horse

W.12.3d.

Winner”

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


W.12.3e.

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


W.12.1

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


W.12.1a.

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


W.12.1a

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


W.12.1a.

29.

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


W.12.1b.

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


W.12.1c.

31. When writing arguments, use words, phrases, and clauses as well as Poetry by Eliot & Thomas

W.12.1c.

varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between reasons and evidence.


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


W.12.1d.

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


W.12.1e.

34.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


W.12.7

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


W.12.8

36.

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

Poetry by Eliot & ThomasSelections by Woolf“The Rocking Horse Winner” W.12.9a.

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


W.12.9b.

advocacy [e.g., The Federalist, presidential addresses]”).

38.



SL.12.1

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


SL.12.1a.



SL.12.1b.

41.

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


SL.12.1c.

42.

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


SL.12.1d.

43.



SL.12.2



SL.12.3

45.



SL.12.4



L.12.1b.

47. Observe hyphenation conventions.


L.12.2a.

48. Spell correctly when writing narrative and argument taxts.


L.12.2b,c.

49.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.


L.12.3a.

50.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase


L.12.4a.

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


L.12.4b.

52.

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

Poetry by Eliot & ThomasSelections by Woolf“The Rocking Horse Winner” L.12.4c.

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


L.12.4d.

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


L.12.5a

New Jersey Core Curriculum Content Standards Language Arts

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

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

Standard 6.W.1-10 (Writing)

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

Standard 6.L.1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score: 1 2 3 4 5 6

Content and Organization

May lack opening and/ or closing



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

Minimal response to topic; uncertain focus

Attempts to focus

May drift or shift focusUsually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single, distinct focus

Unified and coherent

Well- developed

No planning evident; disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in

organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent, cohesive

Compositional risks successful

Details random, inappropriate, or barely apparent

Details lack elaboration,

i. e., highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/ or pertinent

UsageNo apparent control

Severe/ numerous errorsNumerous errors Errors/ patterns of errors

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

Sentence Construction Assortment of incomplete and/ or incorrect sentences

Excessive monotony/

same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate

and effective

Few errors

Precision and/or

sophistication

Very few, if any, errors

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




Non-Scorable Reponses

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

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

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

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

Content/ Organization Usage Sentence Construction Mechanics Communicates intended message to

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

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

Variety of type, structure, and length Correct construction

Spelling Capitalization Punctuation

Language Arts LiteracyOpen-Ended Scoring Rubric

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

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

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

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

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

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

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