English 10 Honors World Literatureburlington-nj.net/pdf/Curriculum/Grades 7 through 12... · 2018....
Transcript of English 10 Honors World Literatureburlington-nj.net/pdf/Curriculum/Grades 7 through 12... · 2018....
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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
English 10 Honors
World Literature
Revision Date: July 20, 2018
Submitted by: Dennis Hardies
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Table of Contents:
Course Overview Pg. 3
Pacing Chart Pg. 4
Unit #1 South/Central American Literature Overview At-a-Glance Pg. 5
Unit #1 South/Central American Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 8
Unit #2 Asian/Far Eastern Literature Overview At-a-Glance Pg. 12
Unit #2 Asian/Far Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 15
Unit #3 Middle Eastern Literature Overview At-a-Glance Pg. 20
Unit #3 Middle Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 23
Unit #4 European/Holocaust Literature Overview At-a-Glance Pg. 28
Unit #4 European/Holocaust Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 31
Unit #5 Shakespearean Drama Overview At-a-Glance Pg. 36
Unit #5 Shakespearean Drama Targeted Instructional Planning to Address Central Unit Standards Pg. 39
Unit #6 The Research Paper Overview At-a-Glance Pg. 40
Unit #6 The Research Paper Targeted Instructional Planning to Address Central Unit Standards Pg. 43
Unit #7 The Novel Overview At-a-Glance Pg. 48
Unit #7 The Novel Targeted Instructional Planning to Address Central Unit Standards Pg. 51
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Course Overview
In this course, students will develop an understanding of the geographical, geopolitical, social and historical influences on all forms of
literature (including, but not limited to, fictional elements of short stories, novels, poetry and dramas, non-fictional elements of essays,
biographies and autobiographies, and speeches, as well as research topics and writings). Students will focus on works from around the
globe, from current and historical societies and cultures to gain a clearer perspective on the similarities and differences of literature
from different regions of the world. The main vehicle to drive this study is the epic hero archetype, since all cultures possess a
fascination with the heroic character and include that figure in all forms of literature. If the teacher desires, the uniting thread
throughout the units of study is the action/adventure movie, Raiders of the Lost Ark, since the epic hero character of Indiana Jones
travels across the globe in search of the ancient treasure of the Lost Ark of the Covenant.
The selections from each region of the world are designed to provide a reflection of the cultural beliefs, mores and values of that
particular region and help our students to understand how we all fit into the ever-shrinking, interconnected, global society.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully
prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure
that students will be prepared for college and career opportunities following high school graduation.
Primary Resource(s)
Textbooks Title: Prentice Hall Literature: Common Core Edition –
World Literature
Publisher: Pearson Education, Inc. Copyright: 2012
Textbooks Title: College and Career Readiness: Writing - Level 10
Publisher: Prestwick House Copyright: 2013
Supplemental Materials (including various level of texts at each grade level)
Books: The Norton Sampler, Seventh Edition: Short Essays for Composition, Macbeth, Night, Anthem,
Movies: Raiders of the Lost Ark; Troy; Gladiator; Escape from Sobibor; Macbeth, The Island, Demolition Man, The Matrix
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Pacing Chart Unit # & Title Pacing
(must equal 165 days for
full-year or 83 days for
half-year course)
Unit 1 – South/Central American Literature – A study of various works and their themes from
writers and poets of both Spanish and Portuguese countries, including Mexico, Brazil, Chile,
Argentina and Peru.
25 Days
Unit 2 – Asian Literature – A study of various works and their themes from writers and poets of
Japanese, Chinese and Indian descent.
25 Days
Unit 3 – Middle Eastern Literature – A study of various works and their themes from writers and
poets of Babylonian, Persian, and Arabic descent.
25 Days
Unit 4 – European Literature/Holocaust Unit – A study of the literature and themes of the
Holocaust with the primary focus being the novella, Night, by Elie Wiesel.
25 Days
Unit 5 – Shakespearean Drama – Macbeth – A study of the Scottish tragedy, including the
historical background of both the play and its characters, as well as the transition of power from
Queen Elizabeth I to King James I as Shakespeare is preparing the play.
25 Days
Unit 6 – The Research Paper – A focus on the techniques needed for researching, formatting and
producing a formal research paper based on a topic stemming from the course of study in Biology
and Chemistry over the course of this school year.
25 Days
Unit 7 – The Novel – A study of all of the major elements mastered during the short story study of
previous units examined in greater scope and depth as the novel allows. A more in-depth look at
themes, characters, plot devices and advancement, and various uses of figurative language as
appropriate to the novel of choice.
15 Days
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Unit 1 Overview At-a-Glance Unit #1 – South American Literature
Unit Description:
In this unit, students will engage in a comparative approach to Central and South American Literature with emphasis on Mexican, Colombian and
Chilean writers as demonstrated through a variety of literary and nonfiction works. This unit contains a heavy emphasis on poetry and short stories.
Students will begin to develop an understanding of the themes presented in the poetry and prose of the region to analyze the similarities to previously
studied works from the United States, as well as other parts of the world, both current and historical, to begin to see the connection of all regions of
the world. Selections are chosen from both Spanish and Portuguese authors and are demonstrated in the native language, along with the English
translation to demonstrate the multicultural approach of this year in English Language Arts.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors
take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
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Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;
NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9; NJSLSA.W2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-
10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;
L.9-10.1A, B; L.9-10.2A, B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-
10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;
W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10
Unit Details
Modifications for Special Education Students,
English Language Learners, Students at Risk of
Failure, and Gifted Students- Modify instructional
approach and/or assignments and evaluations as
needed based for students with IEPs, 504s, ELLs and
gifted and talented students including but not limited
to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as
per reading level (grade level appropriate)
Preferential seating
Additional graphic organizers and outlines for
crafting writing assignments
Audio versions of texts
Native Language Prompts
Increased integration of higher order thinking
processes, creative and critical thinking
activities, problem-solving, and open-ended
tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice
and independent study that encourage
independent and intrinsic learning
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and
global awareness.
Learning incorporates skills focusing on financial, economic, business, and
entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better understand the
rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the part of
the students. They are required to create projects and products as examples of
mastery in each unit.
Communication and collaboration is crucial for student success as learners.
Students must be able to communicate deep understanding through open ended
responses (both orally and in writing).
Students must be information literate, i.e. they must be able to find and use
information effectively, to succeed in class as learning activities require
independent research of relevant information outside of the provided textbook
and/or resources.
Learning and assessment activities support the push to make students media literate,
as they are often required to analyze, evaluate, and create messages in a wide
variety of media modes, genres, and formats.
To succeed, students must be able to use technology as a tool to research, organize,
evaluate, and communicate information.
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Assessments- including benchmarks, formative,
summative, and alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
DBQ styled essay responses
Narrative Essays
Research Project Presentations
Passport Project
Creative Interpretations of Unit Material
Entrance/Exit Tickets
Venn Diagram
Graphic Organizers
Suggested Interdisciplinary Activities for this Unit
Career Education: Research the job market for career opportunities where being a
bilingual or multilingual speaker is a bonus or a must.
Health/PE: Identify games and sports that are popular in South American culture.
Math: The Mayan Calendar – Compare and Contrast the Mayan and Modern Calendar
using a Venn Diagram.
Social Studies: Dictators – Chart the history of military and dictatorial rule in Latin
America; Modern political events relevant to South/Central American countries. Select a
specific dictator and create a presentation on the impact the ruler had on the country.
Science: Research technological advancements from the Aztec, Mayan, and Incan empires.
Create a brochure highlighting the advancements and how they impacted society.
Technical Subjects: Using computers, research information on assigned South/Central
American country for inclusion in both a portfolio and a slideshow oral presentation.
World Languages: Cultural Studies-Read and discuss Don Quixote, “The Garden of
Forking Paths”, and “Ode to My Suit”. Select on and write a new portion giving it a
modern point of view.
Arts: Complete a close read on a piece of informational text and create masks for Dios de la
Muerte (Day of the Dead). Present the masks to the class and explain what information was
drawn upon to design the mask.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library Resources
South American poetry selections presented in both Spanish and Portuguese, as
well as English
Non-fiction history of Incan Empire
Current events selections from the internet/news sources in relation to the region
Scaffolded informational text
Graphic novels
Scholastic Leveled Readings
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Passport project for Unit 1 – Research information on
assigned South/Central American country for inclusion
in both a portfolio and a slideshow oral presentation.
Utilize internet for research and analysis throughout the
unit.
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Facts on File
Leveled digital informational text: Newsela, TweenTribune
Raiders of the Lost Ark – with discussion of Peruvian and Incan locations for 1st
section of the movie
Utilize art/drawing software for creation of images used
in conjunction with the various stories covered in the
unit.
Utilize Prezi/PowerPoint/Google Docs software for
presentations of Research as required
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1.
Read closely to determine what the
text says explicitly and to make
logical inferences and relevant
connections from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
Read and model techniques to
analyze a variety of fictional
texts such as The Most
Dangerous Game
Model methods needed to
discover the style, tone and
theme of the piece of literature
Use close reading techniques to
model appropriate use and logic
behind
Pose high level questions that
will help students analyze the
text
Utilizing graphic organizers
Identifying strong textual
evidence
Answer annotated close read
questions
Utilizing literature books, novels,
and literary passages to complete
graphic organizer(s)
Complete reader’s journal
Pair and Share discussions with
guided notes
Complete open-ended question(s)
which require citation of
evidence from various types of
text
NJ Holistic scoring rubric(s)
Adapted PARCC/NJSLS based
rubrics
Student generated writing
portfolio(s)
Self-assessment rubric(s)
Comparative Essays
Exit Tickets
NJSLSA.R2. Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
Read and analyze a variety of
fiction texts, including The Most
Dangerous Game and The
Censors
Annotate various types from or
about South American literature
text
Answer annotated close read
questions
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
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Model questioning method for
determining the theme vs
summary
Discuss and show examples of
the difference between stated vs
implied theme
Open-ended question(s) which
ask students to identify and
explain the theme /central idea of
the selection
Model the difference between
summarizing and paraphrasing
Discuss plagiarism and how it is
avoided
Write a short response to The
Most Dangerous Game and The
Censors and other literature
explaining the theme with textual
evidence
Participate in class discussion(s)
using evidence from the text
Complete open-ended question(s)
identifying and explaining the
theme/central idea of the
selection
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R3. Analyze how and
why individuals, events, and ideas
develop and interact over the
course of a text.
Use various nonfiction texts to
model how to:
○ complete plot diagram
○ find and record the four
main types of conflict
○ internal vs external conflict
○ Model finding the key
elements of the plot using
a familiar story
○ Complete a character
analysis
○ Analyze a character’s
motivation
○ Teach symbolism provide
common examples in
literature
Identify and interpret examples
of symbolism and figurative
language in South American
literature
Identify and record specific
examples of figurative language
using evidence from the text
Complete a Literary Analysis
essay using one of the skills
practiced in this unit
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R4. Interpret words and
phrases as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how
Demonstrate through various
texts the following: Connotation/
Denotation, Figurative/Literal
Meanings
Listen to popular songs to
demonstrate different types
figurative language and create a
chart of each type found
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
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specific word choices shape
meaning or tone.
Play popular songs to
demonstrate different types of
Figurative Language as well as
style in comparison to the poem:
The Guitar
Provide examples of symbolism
and figurative language
Analyze and annotate fiction text
to find figurative language and
vocabulary in context
Write a short story using
figurative language and
symbolism
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R5. Analyze the
structure of texts, including how
specific sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or stanza)
relate to each other and the whole.
Model reading and analyzing a
variety of fictional texts
Use examples from previous
texts and current texts to show
relationships
Discuss South American works
of fiction and how specific
examples relate to the characters,
settings, and plot of the piece
Analyze structural features of
poetry to discuss rhyme, rhythm,
and meter
Write a review of a piece of
South American literature which
explains how the setting impacts
the conflict of the piece
Respond to various types of
questions based on reading in
class
Participate in class discussion
based on fiction and nonfiction
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R6. Assess how point of
view or purpose shapes the content
and style of a text.
Show videos related to literary
pieces to give students a
foundation needed to relate to
and understand a cultural
reference, such as trailers to
show how to introduce a short
story
Discuss points of view in
different versions of a poem or
story
Rewrite a piece of text (Reader’s
Notebook) in a different
perspective/POV
Annotate the words in a text
which indicate the author’s point
of view
Sort sentences into categories
according to point of view
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
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Discuss the difference in
perspective of similar
characterizations in different
poems: The Guitar and The Bean
Eaters
Answer annotated close read
questions
Create a Venn diagram
comparing characterizations in
two poems
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R7. Integrate and
evaluate content presented in
diverse media and formats,
including visually and
quantitatively, as well as in words.
Create opportunities for students
to compare a text in different
formats such as video or audio
recordings of the text
Model and discuss with students
how to find textual evidence to
chart and apply between various
mediums
Answer close read text evidence
Participation in class
discussion(s) using evidence
from the text
Compose a comparison essay
between video and text formats
of the same story
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Exit/Admit Slips
Peer/Self Assessments
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
Review strategies for
determining an author's claim
Teach how an author's claim is
determined to be valid using
logic and reasoning to support
ideas
Review argumentative and
explanatory essay formats
Teach basic rhetorical terms as
applied to informational text,
including logos, pathos and ethos
as the beginning of rhetorical
argument
Collaborative note-taking and
think/pair/share evaluation
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Participate in Socratic seminars,
debates and/or writing arguments
Create oral presentation of text
analysis and interpretation
Complete literature analysis and
review utilizing textual evidence
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R9. Analyze and reflect
on how two or more texts address
similar themes or topics to build
Model reading and analyzing a
variety of literature and
informational texts to address
Write an open-ended response
which analyzes how 2 different Student and teacher generated
rubrics
12
knowledge or to compare the
approaches the authors take.
how multiple texts can have
similar themes, topics, or point of
views
Present multiple texts from the
same authors to discover
similarities between text
presented in two formats
Read and compare / contrast two
texts about the same subject from
different genres
texts develop the theme, citing
specific evidence from each text
Annotate text to determine
similarities to companion text
Literature analysis and review
utilizing textual evidence
Create a Venn Diagram
comparing two texts about the
same subject in different genres
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection organization and analysis
of content.
Read samples as exemplars
models for writing
Provide students with writing
prompts that require analysis of
unit content
Teach proper structure for essay
writing
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Complete open-ended question(s)
which require citation of
evidence from various types of
text
Daily journal entries
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Journal entries
Open-ended questions
Essay
Unit 2 Overview At-a-Glance Unit #2 – Asian Literature
Unit Description:
In this unit, students will engage in a comparative approach to Far Eastern Literature with emphasis on the influence of Chinese, Japanese and Indian
cultures as writers, historians, and philosophers, as demonstrated through a variety of literary and nonfiction works. This unit contains a heavy
emphasis on poetry.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
13
c claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an unknown
term important to comprehension or expression.
Assess the impact of culture on poetry.
Examine the historical and cultural developments in Asia.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;
NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9, NJSLSA.W2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-
10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;
L.9-10.1A, B; L.9-10.2A, B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-
10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;
W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10, 6.2.8.A.4.b
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Learning incorporates skills focusing on financial, economic, business,
and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better
understand the rights and obligations of citizenship.
14
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Native Language Prompts
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and
intrinsic learning
Lessons, activities, and assessments require creativity and innovation
on the part of the students. They are required to create projects and
products as examples of mastery in each unit.
Communication and collaboration is crucial for student success as
learners. Students must be able to communicate deep understanding
through open ended responses (both orally and in writing).
Students must be information literate, i.e. they must be able to find and
use information effectively, to succeed in class as learning activities
require independent research of relevant information outside of the
provided textbook and/or resources.
Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
To succeed, students must be able to use technology as a tool to
research, organize, evaluate, and communicate information.
Assessments- including benchmarks, formative, summative,
and alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
Narrative Essays
DBQ styled essay responses
Research Project Presentations
Passport Project
Creative Interpretations of Unit Material
Entrance/Exit Tickets
Venn Diagram
Graphic Organizers
Suggested Interdisciplinary Activities for this Unit
Career Education: Research technological careers stemming from VR and
Robotics advances particularly in Japan and China create a video to promote the
advances.
Heath/PE: Identify games and sports that are popular in Japanese and Chinese
culture. Write a one-page paper explaining the game and how it is played.
Math: Number Patterns: Haiku and Tanka & Abacus. Compare mathematical
fractions to meter and rhythm.
Social Studies: Feudal System – Research the rise and fall of the feudal system
in Japan. Create an illustrated timeline on the events.
Science: Discuss the nature imagery that appears in various poems read in
class. Write a poem using nature as an inspiration.
Technical Subjects: Using computers, research information on assigned
Southeast Asian country for inclusion in both a portfolio and a slideshow oral
presentation.
15
Arts: Study/practice the calligraphy of the Japanese and Chinese
alphabets/languages.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Current events selections from the internet/news sources in
relation to the region
Scaffolded informational text
Graphic novels
Scholastic Leveled Readings
Facts on File
Leveled digital informational text: Newsela, TweenTribune
The Last Samurai video – Demonstrating the Samurai ideals of
honor and loyalty and its tie-in to the epic hero archetype for the
year.
Video of Indian marketplace as pairing for text selection
Raiders of the Lost Ark video – with discussion of Tibetan
culture for 2nd section of the movie
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Passport project for Unit 2 – Research information on assigned
Southeast Asian country for inclusion in both a portfolio and a
slideshow oral presentation.
Utilize internet for research and analysis throughout the unit.
Utilize art/drawing software for creation of images used in
conjunction with the various stories covered in the unit.
Utilize Prezi/PowerPoint/Google Docs software for presentations
of Research as required.
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1.
Read closely to determine what the
text says explicitly and to make
logical inferences and relevant
connections from it; cite specific
textual evidence when writing or
Read and model techniques to
analyze a variety of fictional
texts such as Games at Twilight,
Like the Sun and The Open
Window
Answer annotated close read
questions
Utilizing literature books, novels,
and literary passages to complete
graphic organizer(s)
NJ Holistic scoring rubric(s)
Adapted PARCC/NJSLS based
rubrics
Student generated writing
portfolio(s)
Self-assessment rubric(s)
Comparative Essays
16
speaking to support conclusions
drawn from the text.
Model methods needed to
discover the style, tone and
theme of the piece of literature
Use close reading techniques to
model appropriate use and logic
behind
Pose high level questions that
will help students analyze the
text
Utilizing graphic organizers
Identifying strong textual
evidence
Complete reader’s journal
Pair and Share discussions with
guided notes
Complete open-ended question(s)
which require citation of
evidence from various types of
text
Exit Tickets
NJSLSA.R2. Determine central
ideas or themes of a text and analyze
their development; summarize the
key supporting details and ideas.
Read and analyze a variety of
fiction texts, including Games at
Twilight, Like the Sun and The
Open Window
Model questioning method for
determining the theme vs
summary
Discuss and show examples of
the difference between stated vs
implied theme
Open-ended question(s) which
ask students to identify and
explain the theme /central idea of
the selection
Model the difference between
summarizing and paraphrasing
Discuss plagiarism and how it is
avoided
Annotate various types from or
about Southeast Asian literature
Answer annotated close read
questions
Write a short response to Games
at Twilight, Like the Sun and
The Open Window and other
literature explaining the theme
with textual evidence
Participate in class discussion(s)
using evidence from the text
Complete open-ended question(s)
identifying and explaining the
theme/central idea of the
selection
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
17
NJSLSA.R3. Analyze how and why
individuals, events, and ideas
develop and interact over the course
of a text.
Use various nonfiction texts to
model how to:
○ complete plot diagram
○ find and record the four
main types of conflict
○ internal vs external conflict
○ Model finding the key
elements of the plot using
a familiar story
○ Complete a character
analysis
○ Analyze a character’s
motivation
○ Teach symbolism provide
common examples in
literature
Identify and interpret examples
of symbolism and figurative
language in Southeast Asian
literature
Identify and record specific
examples of figurative language
using evidence from the text
Complete a Literary Analysis
essay using one of the skills
practiced in this unit
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R4. Interpret words and
phrases as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how specific
word choices shape meaning or
tone.
Demonstrate through various
texts the following: Connotation /
Denotation
Figurative / Literal Meanings
Demonstrate different types of
Figurative Language in
comparisons between Japanese
poetry in Haiku and Tanka forms
Provide examples of symbolism
and figurative language in
Japanese and Chinese poetry
Listen to popular songs to
demonstrate different types
figurative language and create a
chart of each type found
Analyze and annotate fiction text
to find figurative language and
vocabulary in context
Classify words /phrases as
figurative /literal using a
dictionary
Write a short story using
figurative language and
symbolism
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R5. Analyze the structure
of texts, including how specific
sentences, paragraphs, and larger
portions of the text (e.g., a section,
chapter, scene, or stanza) relate to
each other and the whole.
Model reading and analyzing a
variety of fictional texts
Use examples from previous
texts and current texts to show
relationships
Write a review of a piece of
Southeast Asian literature which
explains how the setting impacts
the conflict of the piece
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
18
Discuss Southeast Asian works
of fiction and how specific
examples relate to the characters,
settings, and plot of the piece
Analyze structural features of
poetry to discuss rhyme, rhythm,
and meter
Respond to various types of
questions based on reading in
class
Participate in class discussion
based on fiction and nonfiction
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R6. Assess how point of
view or purpose shapes the content
and style of a text.
Show videos related to literary
pieces to give students a
foundation needed to relate to
and understand a cultural
reference, such as trailers to
show how to introduce a short
story
Discuss points of view and
differences in perspective of
characters in different versions of
a poem or story
Discuss the difference in
perspective of similar
characterizations in different
poems from the region
Rewrite a piece of text (Reader’s
Notebook) in a different
perspective/POV
Annotate the words in a text
which indicate the author’s point
of view
Sort sentences into categories
according to point of view
Answer annotated close read
questions
Create a Venn diagram
comparing characterizations in
two poems
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R7. Integrate and evaluate
content presented in diverse media
and formats, including visually and
quantitatively, as well as in words.
Create opportunities for students
to compare a text in different
formats such as video or audio
recordings of the text
Model and discuss with students
how to find textual evidence to
chart and apply between various
mediums
Answer close read text evidence
Participation in class
discussion(s) using evidence
from the text
Compose a comparison essay
between video and text formats
of the same story
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
19
Think Pair Share
Journal entries
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
Review strategies for
determining an author's claim
Teach how an author's claim is
determined to be valid using
logic and reasoning to support
ideas
Review argumentative and
explanatory essay formats
Teach basic rhetorical terms as
applied to informational text,
including logos, pathos and ethos
as the beginning of rhetorical
argument
Collaborative note-taking and
think/pair/share evaluation
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Participate in Socratic seminars,
debates and/or writing arguments
Create oral presentation of text
analysis and interpretation
Write journal entries based on
participation in and discussion of
various venues (e.g. art, music,
video, audio)
Complete literature analysis and
review utilizing textual evidence
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R9. Analyze and reflect on
how two or more texts address
similar themes or topics to build
knowledge or to compare the
approaches the authors take.
Model reading and analyzing a
variety of literature and
informational texts to address
how multiple texts can have
similar themes, topics, or point of
views
Present multiple texts from the
same authors to discover
similarities between text
presented in two formats
Read and compare / contrast two
texts about the same subject from
different genres
Write an open-ended response
which analyzes how 2 different
texts develop the theme, citing
specific evidence from each text
Annotate text to determine
similarities to companion text
Answer annotated close read
questions
Literature analysis and review
utilizing textual evidence
Create a Venn Diagram
comparing two texts about the
same subject in different genres
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
20
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection organization and analysis
of content.
Read samples as exemplars
models for writing
Provide students with writing
prompts that require analysis of
unit content
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Complete open-ended question(s)
which require citation of
evidence from various types of
text
Daily journal entries
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Journal entries
Open-ended questions
Essay
Unit 3 Overview At-a-Glance Unit #3 – Middle Eastern Literature
Unit Description:
In this unit, students will engage in a chronological approach to Ancient Literature with emphasis on the influence of Babylonian, Persian and Arabic
cultures as writers, historians, and philosophers, as demonstrated through a variety of literary and nonfiction works. This unit includes a comparison
of major world religions and their influences on Literature.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors
take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
21
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
Assess the influence of Babylonian, Persian and Arabic cultures on various types of literature.
Compare the major world religions and analyze their impact on literature.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;
NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9; NJSLSA.W2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-
10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;
L.9-10.1A, B; L.9-10.2A, B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-
10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;
W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Native Language Prompts
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Learning incorporates skills focusing on financial, economic, business,
and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better
understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation
on the part of the students. They are required to create projects and
products as examples of mastery in each unit.
Communication and collaboration is crucial for student success as
learners. Students must be able to communicate deep understanding
through open ended responses (both orally and in writing).
Students must be information literate, i.e. they must be able to find and
use information effectively, to succeed in class as learning activities
require independent research of relevant information outside of the
provided textbook and/or resources.
22
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and
intrinsic learning
Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
To succeed, students must be able to use technology as a tool to
research, organize, evaluate, and communicate information.
Assessments- including benchmarks, formative, summative,
and alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
Narrative Essays
DBQ styled essay responses
Research Project Presentations
Passport Project
Creative Interpretations of Unit Material
Entrance/Exit Tickets
Venn Diagram
Graphic Organizers
Suggested Interdisciplinary Activities for this Unit
Career Education: Research the skills needed to be a historian, writer, or
philosopher in ancient times.
Heath/PE: Research and present dietary restriction of various religions and
how these beliefs can be seen in various types of literature.
Math: Cubits Lessons: Ex: The building of the Ark. Teach different number
systems.
Social Studies: “The Ark” Mt. Ararat – Research the modern discovery of the
Ark and write a one-page summary citing textual evidence.
Science: Compare scientific theories on the origin of man with religious
depictions.
Technical Subjects: Using computers, research information on assigned
Middle Eastern country for inclusion in both a portfolio and a slideshow oral
presentation.
Arts: View graphic depictions of Gilgamesh’s opponents based on description
from the text; graphic depictions of the monsters presented in the stories of
Sinbad the Sailor; Music of the Middle East focusing on the Sitar then create a
graphic depiction based on a piece of text.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library Resources
Current events selections from the internet/news sources in relation to the
region
Scaffolded informational text
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Passport project for Unit 3 – Research information
on assigned Middle Eastern country for inclusion
23
Graphic novels
Scholastic Leveled Readings
Facts on File
Leveled digital informational text: Newsela, TweenTribune
Excerpts from “The 1,001 Arabian Nights Tales” and corresponding heroic
characters presented from these legends.
Excerpts from “The Epic of Gilgamesh”
Current events selections from the internet/news sources in relation to the
region
Raiders of the Lost Ark video – with discussion of Ancient Egypt archeology,
including the lost city of Alexandria for the 3rd section of the movie
in both a portfolio and a slideshow oral
presentation.
Utilize internet for research and analysis
throughout the unit.
Utilize art/drawing software for creation of
images used in conjunction with the various
stories covered in the unit.
Utilize Prezi/PowerPoint/Google Docs software
for presentations of Research as required
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1.
Read closely to determine what the
text says explicitly and to make
logical inferences and relevant
connections from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
Read and model techniques to
analyze a variety of fictional
texts such as The 1,001 Arabian
Night’s Tales, The Epic of
Gilgamesh, and The Adventures
of Sinbad the Sailor
Model methods needed to
discover the style, tone and
theme of the piece of literature
Use close reading techniques to
model appropriate use and logic
behind
Pose high level questions that
will help students analyze the
text
Utilizing graphic organizers
Answer annotated close read
questions
Utilizing literature books, novels,
and literary passages to complete
graphic organizer(s)
Complete reader’s journal
Pair and Share discussions with
guided notes
Complete open-ended question(s)
which require citation of
evidence from various types of
text
NJ Holistic scoring rubric(s)
Adapted PARCC/NJSLS based
rubrics
Student generated writing
portfolio(s)
Self-assessment rubric(s)
Comparative Essays
Exit Tickets
24
Identifying strong textual
evidence
NJSLSA.R2. Determine central
ideas or themes of a text and analyze
their development; summarize the
key supporting details and ideas.
Read and analyze a variety of
fiction texts, including The 1,001
Arabian Night’s Tales, The
Epic of Gilgamesh and The
Adventures of Sinbad the Sailor
Model questioning method for
determining the theme vs
summary
Discuss and show examples of
the difference between stated vs
implied theme
Open-ended question(s) which
ask students to identify and
explain the theme /central idea of
the selection
Model the difference between
summarizing and paraphrasing
Discuss plagiarism and how it is
avoided
Annotate various types from or
about Middle Eastern literature
Answer annotated close read
questions
Write a short response to The
1,001 Arabian Night’s Tales,
The Epic of Gilgamesh and The
Adventures of Sinbad the Sailor
and other literature explaining
the theme with textual evidence
Participate in class discussion(s)
using evidence from the text
Complete open-ended question(s)
identifying and explaining the
theme/central idea of the
selection
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R3. Analyze how and why
individuals, events, and ideas
develop and interact over the course
of a text.
Use various nonfiction texts to
model how to:
○ complete plot diagram
○ find and record the four
main types of conflict
○ internal vs external conflict
○ Model finding the key
elements of the plot using
a familiar story
○ Complete a character
analysis
○ Analyze a character’s
motivation
Identify and interpret examples
of symbolism and figurative
language in Southeast Asian
literature
Identify and record specific
examples of figurative language
using evidence from the text
Complete a Literary Analysis
essay using one of the skills
practiced in this unit
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
25
○ Teach symbolism provide
common examples in
literature
Think Pair Share
Journal entries
NJSLSA.R4. Interpret words and
phrases as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how specific
word choices shape meaning or
tone.
Demonstrate through various
texts the following:
Connotation/Denotation,
Figurative/Literal Meanings
Play popular songs to
demonstrate different types of
Figurative Language in
comparison to the poem: The
Rubaiyat by Omar Kayam
Provide examples of symbolism
and figurative language
Listen to popular songs to
demonstrate different types
figurative language and create a
chart of each type found
Analyze and annotate fiction text
to find figurative language and
vocabulary in context
Classify words /phrases as
figurative /literal using a
dictionary
Write a short story using
figurative language and
symbolism
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R5. Analyze the structure
of texts, including how specific
sentences, paragraphs, and larger
portions of the text (e.g., a section,
chapter, scene, or stanza) relate to
each other and the whole.
Model reading and analyzing a
variety of fictional texts
Use examples from previous
texts and current texts to show
relationships
Discuss Middle Eastern works of
fiction and how specific
examples relate to the characters,
settings, and plot of the piece
Analyze structural features of
poetry to discuss rhyme, rhythm,
and meter
Write a review of a piece of
Middle Eastern literature which
explains how the setting impacts
the conflict of the piece
Respond to various types of
questions based on reading in
class
Participate in class discussion
based on fiction and nonfiction
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R6. Assess how point of
view or purpose shapes the content
and style of a text.
Show videos related to literary
pieces to give students a
foundation needed to relate to
and understand a cultural
Rewrite a piece of text (Reader’s
Notebook) in a different
perspective/POV
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
26
reference, such as trailers to
show how to introduce a short
story
Discuss points of view and
differences in perspective of
characters in different versions of
a poem or story
Discuss the difference in
perspective of similar
characterizations in different
poems from the region
Annotate the words in a text
which indicate the author’s point
of view
Sort sentences into categories
according to point of view
Answer annotated close read
questions
Create a Venn diagram
comparing characterizations in
two poems
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R7. Integrate and evaluate
content presented in diverse media
and formats, including visually and
quantitatively, as well as in words.
Create opportunities for students
to compare a text in different
formats such as video or audio
recordings of the text
Model and discuss with students
how to find textual evidence to
chart and apply between various
mediums
Answer close read text evidence
Participation in class
discussion(s) using evidence
from the text
Compose a comparison essay
between video and text formats
of the same story
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
Review strategies for
determining an author's claim
Teach how an author's claim is
determined to be valid using
logic and reasoning to support
ideas
Review argumentative and
explanatory essay formats
Collaborative note-taking and
think/pair/share evaluation
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Participate in Socratic seminars,
debates and/or writing arguments
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
27
Teach basic rhetorical terms as
applied to informational text,
including logos, pathos and ethos
as the beginning of rhetorical
argument
Create oral presentation of text
analysis and interpretation
Write journal entries based on
participation in and discussion of
various venues (e.g. art, music,
video, audio)
Complete literature analysis and
review utilizing textual evidence
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R9. Analyze and reflect on
how two or more texts address
similar themes or topics to build
knowledge or to compare the
approaches the authors take.
Model reading and analyzing a
variety of literature and
informational texts to address
how multiple texts can have
similar themes, topics, or point of
views
Present multiple texts from the
same authors to discover
similarities between text
presented in two formats
Read and compare / contrast two
texts about the same subject from
different genres
Write an open-ended response
which analyzes how 2 different
texts develop the theme, citing
specific evidence from each text
Annotate text to determine
similarities to companion text
Answer annotated close read
questions
Literature analysis and review
utilizing textual evidence
Create a Venn Diagram
comparing two texts about the
same subject in different genres
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection organization and analysis
of content.
Read samples as exemplars
models for writing
Provide students with writing
prompts that require analysis of
unit content
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Complete open-ended question(s)
which require citation of
evidence from various types of
text
Daily journal entries
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Journal entries
Open-ended questions
Essay
28
Unit 4 Overview At-a-Glance Unit #4 – European Literature/Holocaust Unit
Unit Description:
In this unit, students will engage in an examination of the literature, both fiction and non-fiction of the rise of the Nazi Party, the beginnings of World
War II and the Holocaust. Students will gain an understanding of Hitler’s rise to power following the end of World War I, his extensive use of
propaganda to gain a loyal following among the German people and the life and death experiences of the prisoners of the concentration and death
camps during the war.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors
take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
Identify factors that led to the rise of fascism after World War I.
Evaluate the impact of Hitler’s rise of power.
Identify the use of propaganda and its impact on societies.
Assess the experiences of Jews and other groups of people persecuted during World War II.
29
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards: NJSLSA.R1; NJSLSA.R2; NJSLSA.R3; NJSLSA. R4; NJSLSA.R5;
NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9, NJSLSA.W2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards: RI.9-10.1; RI.9-10.2; RI.9-10.3 RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-
10.9; SL.9-10.1A, B, C, D; SL.9-10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6;
L.9-10.1A, B; L.9-10.2A, B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-
10.5A, B; L.9-10.6; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-10.3;
W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10: 6.1.12.D.11.d
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Native Language Prompts Increased integration of higher order thinking processes, creative
and critical thinking activities, problem-solving, and open-ended
tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
learning
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global awareness.
Learning incorporates skills focusing on financial,
economic, business, and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can
better understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success
as learners. Students must be able to communicate deep
understanding through open ended responses (both orally and in
writing).
Students must be information literate, i.e. they must be able to
find and use information effectively, to succeed in class as
learning activities require independent research of relevant
information outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
To succeed, students must be able to use technology as a
tool to research, organize, evaluate, and communicate
information.
30
Assessments- including benchmarks, formative, summative, and
alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
Narrative Essays
DBQ styled essay responses
Research Project Presentations
Creative Interpretations of Unit Material
Entrance/Exit Tickets
Venn Diagram
Graphic Organizers
Suggested Interdisciplinary Activities for this Unit
Career Education: Discuss character education and the importance of
caring and empathy in the workforce.
Health/PE: Engage in a Walk/Jog-a-thon in comparison to the Forced
March that the prisoners undergo after leaving Buna.
Math: Determine the measurements of the cattle cars used to transport
prisoners to camps. Determine how many people in each car and the
amount of space the occupied. Discuss findings.
Social Studies: View various types of propaganda of the Nazi regime
during the lead up to World War II and the Holocaust.
Technical Subjects: Using computers, research information on assigned
European country for inclusion in both a portfolio and a slideshow oral
presentation.
World Languages: Utilize Google Translator for different examples of
propaganda written in German to determine meaning
.
Arts: Create interpretive drawings of the Auschwitz gate with the
German greeting: “Arbeit Macht Frei.”
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources Current events selections from the internet/news sources in
relation to the region
Scaffolded informational text
Graphic novels
Scholastic Leveled Readings
Facts on File
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Passport project for Unit 4 – Research information on assigned
European country for inclusion in both a portfolio and a
slideshow oral presentation.
Utilize internet for research and analysis throughout the unit
Utilize Prezi/PowerPoint/Google Docs software for presentations
of research as required
31
Leveled digital informational text: Newsela, TweenTribune Novella – Night by Elie Wiesel
Anti-Semitic propaganda examples from Nazi party for group
activity
Escape from Sobibor video – Paired with the novella to detail the
occurrences in a Nazi death camp.
Current events selections from the internet/news sources in
relation to the region
Raiders of the Lost Ark video – with discussion of Nazi Germany
and the Holocaust for final section of the movie
Computer labs/Laptop carts as needed for research during
passport project
PowerPoint presentation on the background to World War II, the
rise of Hitler and the Nazi party, and the beginnings of the
Holocaust.
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1.
Read closely to determine what the
text says explicitly and to make
logical inferences and relevant
connections from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
Read and model techniques to
analyze a variety of non-fictional
texts such as Nazi Propaganda
and Elie Wiesel’s Nobel
Acceptance Speech
Model methods needed to
discover the style, tone and
theme of the piece of literature
Use close reading techniques to
model appropriate use and logic
behind
Pose high level questions that
will help students analyze the
text
Utilizing graphic organizers
Answer annotated close read
questions
Utilizing literature books, novels,
and literary passages to complete
graphic organizer(s)
Complete reader’s journal
Pair and Share discussions with
guided notes
Complete open-ended question(s)
which require citation of
evidence from various types of
text
NJ Holistic scoring rubric(s)
Adapted PARCC/NJSLS based
rubrics
Student generated writing
portfolio(s)
Self-assessment rubric(s)
Comparative Essays
Exit Tickets
32
NJSLSA.R2. Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
Read and analyze a variety of
fiction texts, including Night
Model questioning method for
determining the theme vs
summary
Discuss and show examples of
the difference between stated vs
implied theme
Open-ended question(s) which
ask students to identify and
explain the theme /central idea of
the selection
Model the difference between
summarizing and paraphrasing
Discuss plagiarism and how it is
avoided
Annotate various types from or
about the Holocaust literature
Answer annotated close read
questions
Write a short response to Night
and other literature explaining
the theme with textual evidence
Participate in class discussion(s)
using evidence from the text
Complete open-ended question(s)
identifying and explaining the
theme/central idea of the
selection
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R3. Analyze how and
why individuals, events, and ideas
develop and interact over the
course of a text.
Use various nonfiction texts to
model how to:
○ complete plot diagram
○ find and record the four
main types of conflict
○ internal vs external conflict
○ Model finding the key
elements of the plot using
a familiar story
○ Complete a character
analysis
○ Analyze a character’s
motivation
○ Teach symbolism provide
common examples in
literature
Identify and interpret examples
of symbolism and figurative
language in Southeast Asian
literature
Identify and record specific
examples of figurative language
using evidence from the text
Complete a Literary Analysis
essay using one of the skills
practiced in this unit
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
33
NJSLSA.R4. Interpret words and
phrases as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how
specific word choices shape
meaning or tone.
Demonstrate through various
texts the following:
Connotation/Denotation,
Figurative/Literal Meanings
Play popular songs to
demonstrate different types of
Figurative Language in
comparison to the poem: Never
Forget
Provide examples of symbolism
and figurative language
Listen to popular songs to
demonstrate different types
figurative language and create a
chart of each type found
Analyze and annotate fiction text
to find figurative language and
vocabulary in context
Write a short story using
figurative language and
symbolism
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R5. Analyze the
structure of texts, including how
specific sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or stanza)
relate to each other and the whole.
Model reading and analyzing a
variety of fictional texts
Use examples from previous
texts and current texts to show
relationships
Discuss Holocaust works of
fiction and how specific
examples relate to the characters,
settings, and plot of the piece
Analyze structural features of
poetry to discuss rhyme, rhythm,
and meter
Write a review of a piece of
literature on the Holocaust which
explains how the setting impacts
the conflict of the piece
Respond to various types of
questions based on reading in
class
Participate in class discussion
based on fiction and nonfiction
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R6. Assess how point of
view or purpose shapes the content
and style of a text.
Show videos related to literary
pieces to give students a
foundation needed to relate to
and understand a cultural
reference, such as trailers to
show how to introduce a short
story
Rewrite a piece of text (Reader’s
Notebook) in a different
perspective/POV
Annotate the words in a text
which indicate the author’s point
of view
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
34
Discuss points of view and
differences in perspective of
characters in different versions of
a poem or story
Discuss the difference in
perspective of similar
characterizations in different
poems from the European region
Sort sentences into categories
according to point of view
Answer annotated close read questions
Create a Venn diagram
comparing characterizations in
two poems
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R7. Integrate and
evaluate content presented in
diverse media and formats,
including visually and
quantitatively, as well as in words.
Create opportunities for students
to compare a text in different
formats such as video or audio
recordings of the text
Model and discuss with students
how to find textual evidence to
chart and apply between various
mediums
Answer close read text evidence
Participation in class
discussion(s) using evidence
from the text
Compose a comparison essay
between video and text formats
of the same story
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
Review strategies for
determining an author's claim
Teach how an author's claim is
determined to be valid using
logic and reasoning to support
ideas
Review argumentative and
explanatory essay formats
Teach basic rhetorical terms as
applied to informational text,
including logos, pathos and ethos
as the beginning of rhetorical
argument
Collaborative note-taking and
think/pair/share evaluation
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Participate in Socratic seminars,
debates and/or writing arguments
Create oral presentation of text
analysis and interpretation
Write journal entries based on
participation in and discussion of
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
35
various venues (e.g. art, music,
video, audio)
Complete literature analysis and
review utilizing textual evidence
NJSLSA.R9. Analyze and reflect
on how two or more texts address
similar themes or topics to build
knowledge or to compare the
approaches the authors take.
Model reading and analyzing a
variety of literature and
informational texts to address
how multiple texts can have
similar themes, topics, or point of
views
Present multiple texts from the
same authors to discover
similarities between text
presented in two formats
Read and compare /contrast
two texts about the same subject
from different genres
Write an open-ended response
which analyzes how 2 different
texts develop the theme, citing
specific evidence from each text
Annotate text to determine
similarities to companion text
Answer annotated close read
questions
Literature analysis and review
utilizing textual evidence
Create a Venn Diagram
comparing two texts about the
same subject in different genres
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection organization and analysis
of content.
Read samples as exemplars
models for writing
Provide students with writing
prompts that require analysis of
unit content
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Complete open-ended question(s)
which require citation of
evidence from various types of
text
Daily journal entries
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Journal entries
Open-ended questions
Essa
36
Unit 5 Overview At-a-Glance Unit #5 – Shakespearean Drama - Macbeth
Unit Description:
In this unit, students will engage in a historical approach to drama from early 17th Century England with an emphasis on its influence on modern
drama in terms of staging, the use of several literary devices such as: situational, dramatic and verbal irony and characterization. The drama of study
for this unit is the Scottish tragedy of Macbeth.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors
take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
Identify the various aspects of modern drama.
Engage in an interactive, performance-based study of literature.
Identifying cause and effect in literature.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus
primarily on learning goals aligned with the
following standards:
Supporting Unit Standards- This unit will also include activities aligned with the following
standards:
37
NJSLSA.SL1; NJSLSA.SL3; NJSLSA.L6
RL.9-10.1; RL.9-10.2; RL9-10.3; RL9-10.6; RL.9-10.7; RL.9-10.9; L.9-10.1A, B; L.9-10.2A,
B, C; L.9-10.3A; L.9-10.4A, B, C, D; L.9-10.5A, B; W.9-10.1A, B, C, D, E, F; W.9-10.2; W.9-
10.3; W.9-10.4; W.9-10.5; W.9-10.6; W.9-10.10
Unit Details
Modifications for Special Education Students,
English Language Learners, Students at Risk
of Failure, and Gifted Students- Modify
instructional approach and/or assignments and
evaluations as needed based for students with
IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as
per reading level (grade level appropriate)
Additional graphic organizers and outlines
Audio versions of texts
Native Language Prompts
Increased integration of higher order thinking
processes, creative and critical thinking
activities, problem-solving, and open-ended
tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice
and independent study that encourage
independent and intrinsic learning
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and
global awareness.
Learning incorporates skills focusing on financial, economic, business, and
entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better understand the rights
and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the part of the
students. They are required to create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success as learners. Students must
be able to communicate deep understanding through open ended responses (both orally
and in writing).
Students must be information literate, i.e. they must be able to find and use information
effectively, to succeed in class as learning activities require independent research of
relevant information outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make students media literate, as
they are often required to analyze, evaluate, and create messages in a wide variety of
media modes, genres, and formats.
To succeed, students must be able to use technology as a tool to research, organize,
evaluate, and communicate information.
Assessments- including benchmarks,
formative, summative, and alternative
assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
Narrative Essays
Suggested Interdisciplinary Activities for this Unit
Career Education: Examine monarchies from modern day countries to determine the wealth
and status of the various kings and queens still ruling.
Health/PE: Research and discuss diseases and life expectancy in medieval Europe.
Math: Identify and chart patterns within Macbeth.
38
Creative Interpretations of Unit Material
Entrance/Exit Tickets
Venn Diagram
Social Studies: Research the historical figures of Macbeth and develop a comparison between
them and Shakespeare’s versions. Write a summary comparing the two.
Science: Examine the creation and use of gunpowder throughout history in relation to the
Gunpowder Plot of 1604.
Technical Subjects: Study the architecture of various castles throughout the medieval period
in Europe.
World Languages: Study the Scottish Brogue to develop an understanding of the oral tradition
of Scottish drama/language.
Arts: View graphic depictions of the 3 witches, medieval castles, Scottish tartans, etc.; Music
of the 11th and 16th/17th centuries and Bagpipe music create a written description from the
images.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Current events selections from the internet/news sources in
relation to the region
Scaffolded informational text
Graphic novels
The Tragedy of Macbeth by William Shakespeare
Macbeth video – paired with the text of the drama to enhance
student understanding of material.
Integration of the Technology Standard
8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4, 8.2.12.B.5
Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
projects
Utilize Microsoft and or Google programs to complete various
assessments using spreadsheets, documents and publishing tools
Utilize online websites for research and assessment
Utilize technology to participate in virtual field trips
39
Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
Model paired collaborations,
small group instruction and
whole class discussion/debate.
Provide examples (print and/or
electronic) of arguments which
utilize valid reasoning, logical
arguments and relevant and
sufficient support
Provide examples (print and/or
electronic) of arguments which
do not utilize valid reasoning,
logical arguments and/or relevant
& sufficient support
Teach persuasive argument
techniques to communicate
effectively
Participate in classroom
discussions and debates
Participate in collaborative
efforts for research projects and
presentations
Answer individual questions for
and participate in classroom
seminar/debate on various topics
from Macbeth
Participate in the reading and
discussing of modern dramas like
Macbeth
Student and teacher generated
rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
NJSLSA.SL3. Evaluate a
speaker’s point of view, reasoning,
and use of evidence and rhetoric.
Teach the relationship between
speaker, audience and
information being presented
Review point of view, logical
reasoning and rhetorical devices
as used in speaking
Teach the various types of
perspectives that a speaker
considers when presenting an
oral argument
Teach the basic concepts of the
perceptual world as it applies to
Write an argument based on
opinion/editorial examples
Generate individual questions for
and participate in classroom
seminar/debate
Compose replies between
members of the class and teacher
Imitate authentic rhetorical style
of selected exemplary authors
Student and teacher generated
rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
40
logical argument, speaking and
writing
NJSLSA.L6. Acquire and use
accurately a range of 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
encountering an unknown term
important to comprehension or
expression.
Teach the vocabulary specific to
the Drama, including stage
directions and specific stylings
(soliloquy, aside, etc.)
Model the use of domain specific
vocabulary in speaking and
writing
Review the use of context clues
to decode and comprehend
Dramatic terminology and
vocabulary associated with this
genre
Participate in classroom
discussions and debates utilizing
domain vocabulary
Participate in collaborative
efforts for research projects and
presentations utilizing domain
vocabulary
Generate individual questions for
and participate in classroom
seminar/debate
Compose replies between
members of the class and teacher
Student and teacher generated
rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Unit 6 Overview At-a-Glance Unit #6 – The Research Paper
Unit Description:
In this unit, students will select a topic of interest in the fields of Science and Technology to develop an arguable thesis statement, perform valid
research and record information on the topic to provide expert opinion and support for the thesis and utilize multiple drafts to create a viable, logical
research paper.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
41
Analyze and reflect on how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors
take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
Articulate a defensible claim or thesis.
Support an argument using relevant evidence.
Identify the step needed to plan, research, and produce a logical research paper.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W1; NJSLSA.W2; NJSLSA.W4; NJSLSA.W5; NJSLSA.W6;
NJSLSA.W7; NJSLSA.W8; NJSLSA.W9; NJSLSA.W10
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
RI.9-10.1; RI.9-10.2; RI.9-10.3; RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-
10.7; RI.9-10.8; RI.9-10.9; RI.9-10.10
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based for students with IEPs, 504s,
ELLs and gifted and talented students including but not limited
to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Learning incorporates skills focusing on financial, economic,
business, and entrepreneurial literacy.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success as
learners. Students must be able to communicate deep understanding
through open ended responses (both orally and in writing).
Students must be information literate, i.e. they must be able to find
and use information effectively, to succeed in class as learning
42
Native Language Prompts Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving, and
open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and
intrinsic learning
activities require independent research of relevant information
outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
To succeed, students must be able to use technology as a tool
to research, organize, evaluate, and communicate information.
Assessments- including benchmarks, formative, summative, and
alternative assessments
Completed sections of Research project in an ongoing
cumulative manner throughout the unit, including Topic Sheet,
Thesis Statement, Notecards, Outline, Rough Draft and Final
Copy.
Daily monitoring of progress throughout the research phase.
Assessment of a minimum of 5 reliable and valid sources for
the project.
Graphic Organizers
Entrance/Exit tickets
Suggested Interdisciplinary Activities for this Unit
Career Education: Exam careers in various fields of science and
technology in preparation for 21st century readiness.
Health/PE: Research numerous topics in health-related careers.
Math: Identify and discuss the steps to writing a mathematical research
paper.
Social Studies: Researching the historical basis of the various assigned
research topics.
Science: All research topics for this unit come from the biology and
chemistry classes that students have been studying throughout the year.
Technical Subjects: Research latest advances in technology, including
Robotics, AI, Computers, etc.
Art: Develop a storyboard to illustrate the thesis developed for research
papers.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Current events selections from the internet/news sources in
relation to the region
Integration of the Technology Standard
8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4, 8.2.12.B.5
43
Scaffolded informational text
Graphic novels
Scholastic Leveled Readings
Facts on File
Leveled digital informational text: Newsela, TweenTribune Various media center resources (Books, periodicals, web-based
resources)
Utilize online platforms such as Weebly, Wix,
BackChannel Chat, Today’s Meet, and Google Apps to
collaborate on group projects
Utilize Microsoft and or Google programs to complete
various assessments using spreadsheets, documents and
publishing tools
Utilize online websites for research and assessment
Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.W1. Students will be able
to write arguments to support
claims in an analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence
Teach argumentative strategies
for writing (e.g. T.R.E.A.T,
P.E.E.L.)
Teach online communication
techniques, proper etiquette, and
Internet safety
Provide examples (print and/or
electronic) of arguments which
utilize valid reasoning, logical
arguments and relevant and
sufficient support
Provide examples (print and/or
electronic) of arguments which
do not utilize valid reasoning,
logical arguments and/or relevant
& sufficient support
Write an argument based on
current opinion/editorial
examples
Present researched material to
support claims and arguments as
part of the research paper
Present a properly formatted and
logically relevant thesis
statement for chosen science-
based research topic.
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Rough Draft
Final Research Paper
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
Read samples as exemplars
models for writing
Write informatively while
conveying complex ideas
accurately with a concluding
statement that supports the
information presented
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
44
selection organization and analysis
of content.
Analyze scored samples using
the rubric to see why they are
successful
Use the writing process
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Write a multiple page research
paper that effectively cites
information from multiple
sources utilizing proper citation
methods to support thesis
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Rough Draft
Final Research Paper
NJSLSA.W4. Produce clear and
coherent writing in which the
development organization and style
are appropriate to task purpose and
audience.
Provide examples (print and/or
electronic) of arguments which
utilize valid reasoning, logical
arguments and relevant and
sufficient support
Provide examples (print and/or
electronic) of arguments which
do not utilize valid reasoning,
logical arguments and/or relevant
& sufficient support
Teach topic sentences versus
thesis statements with support
from practice worksheets that
utilize student evaluation of
provided sample thesis
statements.
Demonstrate proper formal
language for the purpose of
presentation of the research
paper.
Write an argument based on
current opinion/editorial
examples
Present researched material to
support claims and arguments as
part of the research paper
Present a properly formatted and
logically relevant thesis
statement for chosen science-
based research topic.
Write a multiple page research
paper that effectively cites
information from multiple
sources utilizing proper citation
methods to support thesis
Student and teacher generated
rubrics
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Rough Draft
Final Research Paper
NJSLSA.W5. Develop and
strengthen writing as needed by
planning revising editing rewriting
or trying a new approach.
Demonstrate proper note card
formatting for inclusion of source
information
Utilize appropriate word
processing software to create
properly formatted draft of
research paper
Student and teacher generated
rubrics
45
Demonstrate proper outlining
technique with samples
Teach the use of the rough draft
and “letting it cool” to revise for
additional drafts as needed until
the final copy
Revise and edit drafts of paper to
present final copy of research
paper
Adapted PARCC/NJSLS-based
rubrics
Anecdotal evaluation of online
technological communication
Completed Topic explanation
Graphic Organizer/Outline
Rough Draft
Final Research Paper
NJSLSA.W6. Use technology
including the Internet to produce
and publish writing and to interact
and collaborate with others.
Demonstrate the use of proper
online bibliography and works
cited resources for use with
researched online sources
Teach the proper formats for
direct quotations, summary of
source material, parenthetical
citations and Works Cited pages
as part of the research paper.
Demonstrate appropriate
platforms for writing research
paper, including Word, Google,
Notepad, etc.
Utilize desktops and laptops
research relevant information for
selected research topic
Using valid articles and
information from the internet,
create notecards that have proper
formatting to avoid potential
plagiarism
Utilize appropriate word
processing software to create
properly formatted formal outline
for research paper
Revise and edit drafts of paper to
present final copy of research
paper
Valid Topic statement
Logical and Arguable Thesis
statement
Notecards that utilize direct
quotations as well as summarized
information from sources
Properly formatted outline
Rough draft of research paper
Final draft of research paper
NJSLSA.W7. Conduct short as
well as more sustained research
projects utilizing an inquiry-based
research process based on focused
questions demonstrating
understanding of the subject under
investigation.
Demonstrate all needed parts of
an extended research project
including but not limited to:
Topic sentence, Thesis statement,
supporting notes, formal outline,
rough draft and final draft
Demonstrate research methods to
locate, evaluate and utilize
appropriate online sources for
Utilize desktops and laptops
research relevant information for
selected research topic
Use valid articles and
information from the internet,
create notecards that have proper
formatting to avoid potential
plagiarism
Properly formatted note cards
based on acquired internet
research
Rough draft copy of the research
paper demonstrating utilization
of researched material
Final copy of research paper
including proper parenthetical
citations and works cited page
for researched paper.
46
material to be included in the
formal research paper
Utilize appropriate word
processing software to create
properly formatted formal outline
for research paper
Revise and edit drafts of paper to
present final copy of research
paper
NJSLSA.W8. Gather relevant
information from multiple print and
digital sources assess the credibility
and accuracy of each source and
integrate the information while
avoiding plagiarism.
Teach the proper formats for
direct quotations, summary of
source material, parenthetical
citations and Works Cited pages
as part of the research paper.
Demonstrate research methods to
locate, evaluate and utilize
appropriate online sources for
material to be included in the
formal research paper
Utilize desktops and laptops
research relevant information for
selected research topic
Use valid articles and
information from the internet,
create notecards that have proper
formatting to avoid potential
plagiarism
Utilize appropriate word
processing software to create
properly formatted draft of
research paper that includes
proper citations from researched
material
Properly formatted note cards
based on acquired internet
research
Rough draft copy of the research
paper demonstrating utilization of
researched material
Final copy of research paper
including proper parenthetical
citations and works cited page for
researched paper.
NJSLSA.W9. Draw evidence from
literary or informational texts to
support analysis reflection and
research.
Teach the proper formats for
direct quotations, summary of
source material, parenthetical
citations and Works Cited pages
as part of the research paper.
Demonstrate research methods to
locate, evaluate and utilize
appropriate online sources for
material to be included in the
formal research paper
Utilize desktops and laptops
research relevant information for
selected research topic
Use valid articles and
information from the internet,
create notecards that have proper
formatting to avoid potential
plagiarism
Use research to draw evidence
that supports thesis
Properly formatted note cards
based on acquired internet
research
Rough draft copy of the research
paper demonstrating utilization of
researched material
Final copy of research paper
including proper parenthetical
citations and works cited page for
researched paper.
47
NJSLSA.W10. 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.
Demonstrate all needed parts of
an extended research project
including but not limited to:
Topic sentence, Thesis statement,
supporting notes, formal outline,
rough draft and final draft
Using valid articles and
information from the internet,
create notecards that have proper
formatting to avoid potential
plagiarism
Utilize appropriate word
processing software to create
properly formatted formal outline
for research paper
Revise and edit drafts of paper to
present final copy of research
paper
Properly formatted note cards
based on acquired internet
research
Rough draft copy of the research
paper demonstrating utilization of
researched material
Final copy of research paper
including proper parenthetical
citations and works cited page for
researched paper.
48
Unit 7 Overview At-a-Glance Unit #7 – The Novel
Unit Description:
In this unit, students will engage an in-depth examination of the novel form and all of the elements that are included. The focus expands upon the
elements learned and mastered during the study of short stories, including but not limited to: theme, setting, plot, characterization, tone, mood,
symbol, and figurative language. The study will focus on the ability of the novel to explore these elements in greater depth and detail due to its
expanded length, as well as the ability to provide more examples of each throughout the course of the text. While the instructor is free to utilize a
novel from a number of exemplars for this grade level, this curriculum uses the dystopian story, Anthem, by Ayn Rand for this particular unit.
Essential Skills:
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency
of the evidence.
Analyze and reflect on how two or more texts address similar themes/topics to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
Write narratives to develop real/imagined experiences/events using effective technique, well-chosen details, and well-structured sequences.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Acquire and use accurately a range of 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 encountering an
unknown term important to comprehension or expression.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards: NJSLSA.R1; NJSLSA.R2;
NJSLSA.R3; NJSLSA.R5; NJSLSA.R6; NJSLSA.R7; NJSLSA.R8;
NJSLSA.R9; NJSLSA.W2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards: RI.9-10.1; RI.9-10.2; RI.9-10.3
RI.9-10.4; RI.9-10.5; RI.9-10.6; RI.9-10.9; SL.9-10.1A, B, C, D; SL.9-
10.2; SL.9-10.3; SL.9-10.4; SL.9-10.6; L.9-10.1A, B; L.9-10.2A, B, C;
L.9-10.3A; L.9-10.4A, B, C, D; L.9-10.5A, B; L.9-10.6; W.9-10.1A, B,
49
C, D, E, F; W.9-10.2; W.9-10.3; W.9-10.4; W.9-10.5; W.9-10.6; W.9-
10.10
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Extended time
Enrichment activities / Independent Study
Alternate reading and writing assignments as per
reading level (grade level appropriate)
Preferential seating
Additional graphic organizers and outlines for
crafting writing assignments
Audio versions of texts
Native Language Prompts Increased integration of higher order thinking
processes, creative and critical thinking activities,
problem-solving, and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent
and intrinsic learning
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Learning incorporates skills focusing on financial, economic,
business, and entrepreneurial literacy.
Lessons, activities, and assessments require creativity and innovation on the
part of the students. They are required to create projects and products as
examples of mastery in each unit.
Communication and collaboration is crucial for student success as learners.
Students must be able to communicate deep understanding through open
ended responses (both orally and in writing).
Students must be information literate, i.e. they must be able to find and use
information effectively, to succeed in class as learning activities require
independent research of relevant information outside of the provided
textbook and/or resources.
Learning and assessment activities support the push to make students media
literate, as they are often required to analyze, evaluate, and create messages
in a wide variety of media modes, genres, and formats.
To succeed, students must be able to use technology as a tool to
research, organize, evaluate, and communicate information.
Assessments- including benchmarks, formative,
summative, and alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Comparison Essays w/ Textual Evidence
DBQ styled essay responses
Narrative Essays
Entrance/exit tickets
Venn Diagram
Suggested Interdisciplinary Activities for this Unit
Career Education: Research the potential career longevity described among the
various occupations Equality describes in the novel (Street Sweeper/Garbage
Person, Scholar, Politician, etc.).
Health/PE: Discuss the impact of conformity in society and the emotional and
intellectual impact it can have.
50
Graphic organizer
Creative Interpretations of Unit Material
Math: Examine the mathematical underlying mathematical connections to the
movie The Matrix.
Science: Research the methods of creating the candle, the light bulb and the
harnessing of electricity as a power source.
Social Studies: Examine the idea of the Utopian society as described by Sir
Thomas More in his novel of the same name, and research cultures/governments
that have attempted it.
Science: Research the methods of creating the candle, the light bulb and the
harnessing of electricity as a power source.
Technical Subjects: Participate in digital discussion on the novel using Google
Classroom, Backchannel Chat, Today’s Meet, or other online digital platforms.
Arts: Create drawings of the abandoned subway line that Equality discovers; create
drawings of Equality’s “light box” that he invents; create a drawing of the house
where Equality and “The Golden One” escape to.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library Resources
Current events selections from the internet/news sources in relation to the
region
Scaffolded informational text
Graphic novels
Scholastic Leveled Readings
Facts on File
Leveled digital informational text: Newsela, TweenTribune Various media center resources (Books, periodicals, web-based resources)
Excerpts from Sir Thomas More’s novel, Utopia
Key scenes from various movies to highlight the ideas of a utopian/dystopian
society – including The Island, Demolition Man, The Matrix, Excalibur
Current events selections from the internet/news sources in relation to
governmental control of its people
Integration of the Technology Standard
8.2.12.B.1, 8.2.12.B.2, 8.2.12.B.3, 8.2.12.B.4,
8.2.12.B.5
Utilize online platforms such as Weebly, Wix,
BackChannel Chat, Today’s Meet, and Google
Apps to collaborate on group projects
Utilize Microsoft and or Google programs to
complete various assessments using
spreadsheets, documents and publishing tools
Utilize online websites for research and
assessment
51
Unit #7 Targeted Instructional Planning to Address Central Unit Standards: NJSLSA.R1.
Read closely to determine what the
text says explicitly and to make
logical inferences and relevant
connections from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
Read and model techniques to
analyze a variety of fictional
texts such as Anthem
Model methods needed to
discover the style, tone and
theme of the piece of literature
Use close reading techniques to
model appropriate use and logic
behind
Pose high level questions that
will help students analyze the
text
Utilizing graphic organizers
Answer annotated close read
questions
Utilizing literature books, novels,
and literary passages to complete
graphic organizer(s)
Complete reader’s journal
Pair and Share discussions with
guided notes
Complete open-ended question(s)
which require citation of
evidence from various types of
text
NJ Holistic scoring rubric(s)
Adapted PARCC/NJSLS based
rubrics
Student generated writing
portfolio(s)
Self-assessment rubric(s)
Comparative Essays
Exit Tickets
NJSLSA.R2. Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
Read and analyze a variety of
fictional and non-fictional texts,
including Anthem and Utopia
Model questioning method for
determining the theme vs
summary
Discuss and show examples of
the difference between stated vs
implied theme
Open-ended question(s) which
ask students to identify and
explain the theme /central idea of
the selection
Annotate various types of
fictional and non-fictional texts,
including Anthem and Utopia
Answer annotated close read
questions
Write a short response to Anthem
and other literature explaining
the theme with textual evidence
Participate in class discussion(s)
using evidence from the text
Complete open-ended question(s)
identifying and explaining the
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
52
Model the difference between
summarizing and paraphrasing
theme/central idea of the
selection
NJSLSA.R3. Analyze how and
why individuals, events, and ideas
develop and interact over the
course of a text.
Read samples as exemplars
models for writing
Analyze scored samples using
the rubric to see why they are
successful
Use the writing process
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Identify and interpret examples
of symbolism and figurative
language in Southeast Asian
literature
Identify and record specific
examples of figurative language
using evidence from the text
Complete a Literary Analysis
essay using one of the skills
practiced in this unit
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R5. Analyze the
structure of texts, including how
specific sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or stanza)
relate to each other and the whole.
Provide examples (print and/or
electronic) of arguments which
utilize valid reasoning, logical
arguments and relevant and
sufficient support
Provide examples (print and/or
electronic) of arguments which
do not utilize valid reasoning,
logical arguments and/or relevant
& sufficient support
Teach topic sentences versus
thesis statements with support
from practice worksheets that
utilize student evaluation of
provided sample thesis
statements.
Listen to popular songs to
demonstrate different types
figurative language and create a
chart of each type found
Analyze and annotate fiction text
to find figurative language and
vocabulary in context
Write a short story using
figurative language and
symbolism
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
53
Demonstrate proper formal
language for the purpose of
presentation of the research
paper.
NJSLSA.R6. Assess how point of
view or purpose shapes the content
and style of a text.
Show videos related to literary
pieces to give students a
foundation needed to relate to
and understand a cultural
reference, such as trailers to
show how to introduce a short
story
Discuss points of view and
differences in perspective of
characters in different versions of
a poem or story
Discuss the difference in
perspective of similar
characterizations in different
stories and movies.
Write a review of a piece of
literature on the utopian societies
which explains how the setting
impacts the conflict of the piece
Respond to various types of
questions based on reading in
class
Participate in class discussion
based on fiction and nonfiction
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R7. Integrate and
evaluate content presented in
diverse media and formats,
including visually and
quantitatively, as well as in words.
Create opportunities for students
to compare a text in different
formats such as video or audio
recordings of the text
Model and discuss with students
how to find textual evidence to
chart and apply between various
mediums
Rewrite a piece of text (Reader’s
Notebook) in a different
perspective/POV
Annotate the words in a text
which indicate the author’s point
of view
Sort sentences into categories
according to point of view
Answer annotated close read questions
Create a Venn diagram
comparing two pieces on
conforming to society
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
54
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
Review strategies for
determining an author's claim
Teach how an author's claim is
determined to be valid using
logic and reasoning to support
ideas
Review argumentative and
explanatory essay formats
Teach basic rhetorical terms as
applied to informational text,
including logos, pathos and ethos
as the beginning of rhetorical
argument
Answer close read text evidence
Participation in class
discussion(s) using evidence
from the text
Compose a comparison essay
between video and text formats
of the same story
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Tests and Quizzes
Think Pair Share
Journal entries
NJSLSA.R9. Analyze and reflect
on how two or more texts address
similar themes or topics to build
knowledge or to compare the
approaches the authors take.
- Model reading and analyzing a
variety of literature and
informational texts to address
how multiple texts can have
similar themes, topics, or point of
views
- Present multiple texts from the
same authors to discover
similarities between text
presented in two formats
- Read and compare / contrast
two texts about the same subject
from different genres
Collaborative note-taking and
think/pair/share evaluation
Informative /explanatory essay
writing and editorial writing
drawing on textual support
Participate in Socratic seminars,
debates and/or writing arguments
Create oral presentation of text
analysis and interpretation
Write journal entries based on
participation in and discussion of
various venues (e.g. art, music,
video, audio)
Complete literature analysis and
review utilizing textual evidence
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries
55
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection organization and analysis
of content.
Read samples as exemplars
models for writing
Provide students with writing
prompts that require analysis of
unit content
Teach proper structure for essay
including thesis, logical points of
development with 3 supporting
points for each POD, and logical
conclusion
Write an open-ended response
which analyzes how 2 different
texts develop the theme, citing
specific evidence from each text
Annotate text to determine
similarities to companion text
Answer annotated close read
questions
Literature analysis and review
utilizing textual evidence
Create a Venn Diagram
comparing two texts about the
same subject in different genres
Student and teacher generated
rubrics
Adapted PARCC/NJSLS based
rubrics
Questioning
Oral Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
Think Pair Share
Journal entries