english 10 world literature 7... · 2018-09-05 · unit #4 european/holocaust literature targeted...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

English 10

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. 14

Unit #2 Asian/Far Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 17

Unit #3 Middle Eastern Literature Overview At-a-Glance Pg. 22

Unit #3 Middle Eastern Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 25

Unit #4 European/Holocaust Literature Overview At-a-Glance Pg. 30

Unit #4 European/Holocaust Literature Targeted Instructional Planning to Address Central Unit Standards Pg. 33

Unit #5 Shakespearean Drama Overview At-a-Glance Pg. 38

Unit #5 Shakespearean Drama Targeted Instructional Planning to Address Central Unit Standards Pg. 41

Unit #6 The Research Paper Overview At-a-Glance Pg. 43

Unit #6 The Research Paper Targeted Instructional Planning to Address Central Unit Standards Pg. 45

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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 in order 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

Movies: Raiders of the Lost Ark; Troy; Gladiator; Escape from Sobibor; Macbeth

4

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.

30 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.

30 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.

30 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

in order to analyze the similarities to previously studied works from the United States, as well as other parts of the world, both current

and historical, in order 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 in order 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.

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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. R4;

NJSLSA.R5; NJSLSA.R6; NJSLSA.R7; NJSLSA.R8; NJSLSA.R9

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

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, in order 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.

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Advanced pacing levels

Greater opportunities for freedom of choice and

independent study that encourage independent

and intrinsic learning

In order to succeed, students must be able to use technology as a tool in

order 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

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.

Science: Research technological advancements from the Aztec, Mayan, and

Incan empires.

Social Studies: Dictators – Chart the history of military and dictatorial rule in

Latin America; Modern political events relevant to South/Central American

countries.

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”.

Arts: Complete a close read on a piece of informational text and create masks

for Dios de la Muerte (Day of the Dead).

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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

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

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.

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

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

NJ Holistic scoring rubric(s)

Adapted PARCC/NJSLS

based rubrics

Student generated writing

portfolio(s)

Self-assessment rubric(s)

Comparative Essays

Exit Tickets

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Pose high level questions that will

help students analyze the text

Utilizing graphic organizers

Identifying strong textual

evidence

Complete open-ended question(s)

which require citation of evidence

from various types of text

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

Model questioning method for

determining the theme versus

summary

Discuss and show examples of

the difference between stated

versus 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 South American literature

text


questions

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


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 versus external

conflict

Identify and interpret examples of

symbolism and figurative language

in South American literature

Identify and record specific

examples of Figurative Language



rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips


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○ 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

Complete a Literary Analysis essay

using one of the skills practiced in

this unit



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

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

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


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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

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


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips


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relate to the characters, settings,

and plot of the piece

Analyze structural features of

poetry to discuss rhyme, rhythm,

and meter



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: The Guitar and The Bean

Eaters

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


questions

Create a Venn diagram comparing

characterizations in two poems


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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)


Compose a comparison essay

between video and text formats of

the same story


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




12

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

various venues (e.g. art, music,

video, audio)

Complete literature analysis and

review utilizing textual evidence


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R9. Analyze

and reflect on how two

or more texts address

similar themes or topics

in order to build

knowledge or to

compare the approaches

the authors take.


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

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


questions


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

13

Read and compare / contrast two

texts about the same subject from

different genres

Literature analysis and review

utilizing textual evidence

Create a Venn Diagram comparing

two texts about the same subject in

different genres

Journal entries

14

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:





c

claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.





evidence.











Assess the impact of culture on poetry.

Examine the historical and cultural developments in Asia.

15







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


Alternate reading and writing assignments as per reading

level (grade level appropriate)


Additional graphic organizers and outlines for crafting

writing assignments



Increased integration of higher order thinking processes,

creative and critical thinking activities, problem-solving,

and open-ended tasks




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, in order 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,

16

evaluate, and create messages in a wide variety of media

modes, genres, and formats.

In order to succeed, students must be able to use technology as

a tool in order to research, organize, evaluate, and communicate

information.






Narrative Essays



Passport Project



Venn Diagram

Graphic Organizers


Career Education: Research technological careers stemming from VR

and Robotics advances particularly in Japan and China.

Heath/PE: Identify games and sports that are popular in Japanese and

Chinese culture.

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.

Science: Discuss the nature imagery that appears in various poems read

in class.

Technical Subjects: Using computers, research information on

assigned Southeast Asian country for inclusion in both a portfolio and a


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


Graphic novels


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.

17


Facts on File


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

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



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.


analyze a variety of fictional texts

such as Games at Twilight, Like the

Sun and The Open Window

Model methods needed to discover

the style, tone and theme of the

piece of literature



behind

Pose high level questions that will

help students analyze the text

Utilize graphic organizers

Identifying strong textual evidence


questions

Utilize literature books, novels,





guided notes

Complete open-ended

question(s) which require

citation of evidence from various

types of text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets

NJSLSA.R2.

Determine central ideas

or themes of a text and

analyze their

Read and analyze a variety of fiction

texts, including Games at Twilight,


about Southeast Asian literature Student and teacher generated

rubrics

18

development;

summarize the key

supporting details and

ideas.

Like the Sun and The Open

Window



summary

Discuss and show examples of the

difference between stated versus

implied theme

Open-ended question(s) which ask

students to identify and explain the

theme /central idea of the selection




avoided


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



Complete open-ended

question(s) identifying and

explaining the theme/central idea

of the selection


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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.


model how to:



types of conflict

○ internal versus external conflict

○ Model finding the key elements

of the plot using a familiar story


○ Analyze a character’s motivation



Identify and interpret examples

of symbolism and figurative

language in Southeast Asian

literature


examples of Figurative

Language using evidence from

the text

Complete a Literary Analysis

essay using one of the skills

practiced in this unit


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

19


words and phrases as

they are used in a text,



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





Analyze and annotate fiction text

to find figurative language and



figurative /literal using a

dictionary

Write a short story using

figurative language and

symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R5. Analyze




and larger portions of

the text (e.g., a section,

chapter, scene, or

stanza) relate to each

other and the whole.



Use examples from previous texts

and current texts to show

relationships

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

Write a review of a piece of

Southeast Asian literature which

explains how the setting impacts

the conflict of the piece


questions based on reading in

class

Participate in class discussion

based on fiction and nonfiction


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R6. Assess

how point of view or

purpose shapes the


pieces to give students a foundation

needed to relate to and understand a



perspective/POV


rubrics


rubrics

20

content and style of a

text.

cultural reference, such as trailers to

show how to introduce a short story



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




questions

Create a Venn diagram

comparing characterizations in

two poems

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries




media and formats,


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


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


between video and text formats

of the same story


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries


and evaluate the


claims in a text,

including the validity

of the reasoning as well

as the relevance and

Review strategies for determining an

author's claim


determined to be valid using logic

and reasoning to support ideas







rubrics


rubrics

Questioning

Oral Discussions

21

sufficiency of the

evidence.





including logos, pathos and ethos as

the beginning of rhetorical argument


debates and/or writing

arguments






video, audio)



Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

NJSLSA.R9. Analyze

and reflect on how two

or more texts address

similar themes or topics

in order to build

knowledge or to

compare the

approaches the authors

take.



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



different genres








questions



Create a Venn Diagram

comparing two texts about the

same subject in different genres


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

22

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:










evidence.











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.

23








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


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






writing assignments









independent study that encourage independent and

intrinsic learning


Education:

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.



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.




Students must be information literate, i.e. they must be able to find

and use information effectively, in order to succeed in class as

learning activities require independent research of relevant


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.

24

In order to succeed, students must be able to use technology as a

tool in order to research, organize, evaluate, and communicate

information.






Narrative Essays



Passport Project



Venn Diagram

Graphic Organizers


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.

Science: Compare scientific theories on the origin of man with

religious depictions.


assigned Middle Eastern country for inclusion in both a portfolio and a


Arts: 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.

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


Graphic novels


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 in both a portfolio and a


Utilize internet for research and analysis throughout the unit.

25


Facts on File


Excerpts from “The 1,001 Arabian Nights Tales” and

corresponding heroic characters presented from these legends.

Excerpts from “The Epic of Gilgamesh”



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

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



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.


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



behind

Pose high level questions that

will help students analyze the

text


Identifying strong textual

evidence


questions






guided notes


which require citation of

evidence from various types of

text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets

26

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



summary

Discuss and show examples of

the difference between stated

versus implied theme

Open-ended question(s) which

ask students to identify and

explain the theme /central idea of

the selection




avoided


about Middle Eastern literature


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





theme/central idea of the

selection


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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.


model how to:



types of conflict

○ internal versus external

conflict

○ Model finding the key

elements of the plot using a

familiar story


○ Analyze a character’s

motivation

Identify and interpret examples

of symbolism and figurative

language in Southeast Asian

literature


examples of figurative language






rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

27



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









figurative /literal using a

dictionary

Write a short story using

figurative language and

symbolism


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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.



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


Middle Eastern literature which




questions based on reading in

class




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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.


pieces to give students a

foundation needed to relate to

and understand a cultural

reference, such as trailers to



perspective/POV


rubrics


rubrics

Questioning

28

show how to introduce a short

story



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




questions

Create a Venn diagram

comparing characterizations in

two poems

Oral Discussions

Exit/Admit Slips




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


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


between video and text formats

of the same story

Student and teacher rubrics

Adapted PARCC/NJSLS rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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


determined to be valid using

logic and reasoning to support

ideas





including logos, pathos and ethos











rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

29

as the beginning of rhetorical

argument




video, audio)



Think Pair Share

Journal entries

NJSLSA.R9. Analyze and reflect on

how two or more texts address

similar themes or topics in order to

build knowledge or to compare the




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



different genres








questions



Create a Venn Diagram

comparing two texts about the

same subject in different genres


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

30

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.




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 in order to build knowledge or to compare the approaches the

authors take.


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.


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.

31


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


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


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






writing assignments









independent study that encourage independent and intrinsic

learning


Education:

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.








Communication and collaboration are crucial for student success as



Students must be information literate, i.e. they must be able to find

and use information effectively, in order to succeed in class as

learning activities require independent research of relevant




create messages in a wide variety of media modes, genres, and

formats.

In order to succeed, students must be able to use technology as a

tool in order to research, organize, evaluate, and communicate

information.

32

Assessments- including benchmarks, formative, summative,

and alternative assessments




Narrative Essays





Venn Diagram

Graphic Organizers


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.


assigned European country for inclusion in both a portfolio and a


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




all students.


Resources Current events selections from the internet/news sources in



Graphic novels


Facts on File

Leveled digital informational text: Newsela, TweenTribune Novella – Night by Elie Wiesel


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


Utilize internet for research and analysis throughout the unit

Utilize Prezi/PowerPoint/Google Docs software for presentations

of research as required

PowerPoint presentation on the background to World War II, the

rise of Hitler and the Nazi party, and the beginnings of the

Holocaust.

33

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.



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



Learning Objective




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



questions






guided notes


which require citation of evidence

from various types of text



rubrics


portfolio(s)


Comparative Essays

Exit Tickets

34

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 versus summary

Discuss and show examples of the

difference between stated versus implied

theme

Open-ended question(s) which ask students

to identify and explain the theme /central

idea of the selection



Discuss plagiarism and how it is avoided


about the Holocaust literature


questions

Write a short response to Night

and other literature explaining the

theme with textual evidence





theme/central idea of the selection


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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:


○ find and record the four main types

of conflict

○ internal versus external conflict

○ Model finding the key elements of

the plot using a familiar story


○ 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


examples of Figurative Language






rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries


words and phrases as they

are used in a text,


Demonstrate through various texts the

following: Connotation/Denotation,


demonstrate different types Student and teacher generated

rubrics

Adapted PARCC/NJSLS rubrics

35


and figurative meanings,

and analyze how specific

word choices shape

meaning or tone.

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






Write a short story using figurative

language and symbolism

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Journal entries

NJSLSA.R5. Analyze




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


literature on the Holocaust which




questions based on reading in class




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




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



perspective/POV

Annotate the words in a text which

indicate the author’s point of view




rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

36

Discuss the difference in perspective of

similar characterizations in different poems

from the European region


questions

Create a Venn diagram comparing

characterizations in two poems

Journal entries




media and formats,


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)



between video and text formats of

the same story


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips



Tests and Quizzes

Think Pair Share

Journal entries


and evaluate the


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













video, audio)


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

37



NJSLSA.R9. Analyze

and reflect on how two or

more texts address similar

themes or topics in order

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








questions



Create a Venn Diagram comparing

two texts about the same subject in

different genres


rubrics


rubrics

Questioning

Oral Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

Journal entries

38

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:








Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take.





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.





Identify the various aspects of modern drama.

Engage in an interactive, performance-based study of literature.

Identifying cause and effect in literature.

39



goals aligned with the following standards:

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


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






writing assignments




creative and critical thinking activities, problem-solving, and

open-ended tasks



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:



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, in order 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.



Assessments- including benchmarks, formative, summative,

and alternative assessments





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

40

Narrative Essays



Venn Diagram

Europe.

Math: Identify and chart patterns within Macbeth.

Social Studies: Research the historical figures of Macbeth and developing a

comparison between them and Shakespeare’s versions.

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 in order to develop an

understanding of the oral tradition of Scottish drama/language.

Arts: Graphic depictions of the 3 witches, medieval castles, Scottish tartans,

etc.; Music of the 11th and 16th/17th centuries and Bagpipe music

Unit Resources




all students.


Resources




Graphic novels

The Tragedy of Macbeth by William Shakespeare

Macbeth video – paired with the text of the drama to

enhance student understanding of material.


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

41



Learning Objective




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


arguments which do not utilize valid

reasoning, logical arguments and/or relevant

& sufficient support

Teach persuasive argument techniques in

order 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


rubrics

Questioning

Discussions

Exit/Admit Slips




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 logical argument,

speaking and writing

Write an argument based on

opinion/editorial examples

Generate individual questions for


seminar/debate

Compose replies between

members of the class and teacher

Imitate authentic rhetorical style

of selected exemplary authors


rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

NJSLSA.L6. Acquire

and use accurately a

range of general

Teach the vocabulary specific to Drama,

including stage directions and specific

stylings (soliloquy, aside, etc.)

Participate in classroom

discussions and debates utilizing

domain vocabulary


rubrics

Questioning

42

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.

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 collaborative

efforts for research projects and

presentations utilizing domain

vocabulary

Generate individual questions for


seminar/debate

Compose replies between

members of the class and teacher

Discussions

Exit/Admit Slips




Tests and Quizzes

Think Pair Share

43

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 in order to provide expert opinion and support for the thesis and utilize multiple drafts in order to create

a viable, logical research paper.

Essential Skills:








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.









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.



goals aligned with the following standards:

NJSLSA.W1; NJSLSA.W2; NJSLSA.W4; NJSLSA.W5; NJSLSA.W6;

NJSLSA.W7; NJSLSA.W8; NJSLSA.W9; NJSLSA.W10



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

44

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


Alternate reading and writing assignments as per reading level

(grade level appropriate)


Additional graphic organizers and outlines for crafting writing

assignments



Increased integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and open-ended

tasks



Greater opportunities for freedom of choice and independent

study that encourage independent and intrinsic learning


Education:



Learning incorporates skills focusing on financial, economic, business,

and entrepreneurial literacy.







Students must be information literate, i.e. they must be able to find and

use information effectively, in order to succeed in class as learning

activities require independent research of relevant information outside

of the provided textbook and/or resources.



create messages in a wide variety of media modes, genres, and formats.



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


Career Education: Examine 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.

45

Unit Resources




all students.


Resources




Graphic novels


Facts on File

Leveled digital informational text: Newsela, TweenTribune Various media center resources (Books, periodicals, web-based

resources)


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



Learning Objective




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




support






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.


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

Read samples as exemplars models for

writing

Write informatively while

conveying complex ideas Student and teacher generated

rubrics

46

texts to examine and

convey complex ideas

and information clearly

and accurately through

the effective 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

accurately with a concluding

statement that supports the

information presented

Write a multiple page research

paper that effectively cites

information from multiple sources

utilizing proper citation methods to

support thesis


rubrics





Rough Draft


NJSLSA.W4. Produce

clear and coherent

writing in which the

development

organization and style

are appropriate to task

purpose and audience.




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.


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


rubrics


rubrics





Rough Draft


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

Demonstrate proper outlining technique with

samples

Teach the use of the rough draft and “letting

it cool” in order to revise for additional drafts

as needed until the final copy

Utilize appropriate word

processing software in order to

create properly formatted draft of

research paper

Revise and edit drafts of paper to

present final copy of research

paper


rubrics

Adapted PARCC/NJSLS

rubrics





Rough Draft


47

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


processing software to create

properly formatted formal outline

for research paper



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 material to be included in the

formal research paper




Use valid articles and information

from the internet, create notecards

that have proper formatting to

avoid potential plagiarism




for research paper



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.

NJSLSA.W8. Gather

relevant information

from multiple print and

digital sources assess

the credibility and

accuracy of each source












research



48

and integrate the

information while

avoiding plagiarism.





that have proper formatting in

order to avoid potential plagiarism


processing software in order to

create properly formatted draft of

research paper that includes proper

citations from researched material


material





NJSLSA.W9. Draw

evidence from literary

or informational texts

to support analysis

reflection and research.














that have proper formatting to

avoid potential plagiarism

Use research to draw evidence that

supports thesis



research




material





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




for research paper



paper



research




material





english 10 world literature 7... · 2018-09-05 · unit #4 european/holocaust literature targeted...

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