Integration of Technology

9.4.12.TL.1: Assess digital tools based on features such as accessibility options, capacities, and utility for accomplishing a specified task.

9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.

9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to a real-world problem

21st Century Skills

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities (e.g., 1.4.12prof.CR2b, 2.2.12.LF.8).

9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition (e.g., 2.1.12.PGD.1).

9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or practice (e.g., 1.1.12acc.C1b, 2.2.12.PF.3).

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving (e.g., 1.3E.12profCR3.a).

9.4.12.CT.3: Enlist input from a variety of stakeholders (e.g., community members, experts in the field) to design a service learning activity that addresses a local or global issue (e.g., environmental justice).

9.4.12.CT.4: Participate in online strategy and planning sessions for course-based, school-based, or other project and determine the strategies that contribute to effective outcomes.

9.4.12.DC.1: Explain the beneficial and harmful effects that intellectual property laws can have on the creation and sharing of content (e.g., 6.1.12.CivicsPR.16.a).

9.4.12.DC.2: Compare and contrast international differences in copyright laws and ethics.

9.4.12.DC.3: Evaluate the social and economic implications of privacy in the context of safety, law, or ethics (e.g.,  6.3.12.HistoryCA.1).

9.4.12.DC.4: Explain the privacy concerns related to the collection of data (e.g., cookies) and generation of data through automated processes that may not be evident to users (e.g., 8.1.12.NI.3).

9.4.12.DC.5: Debate laws and regulations that impact the development and use of software.

9.4.12.DC.6: Select information to post online that positively impacts personal image and future college and career opportunities.

9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society (e.g., 6.1.12.CivicsPD.16.a).

9.4.12.DC.8: Explain how increased network connectivity and computing capabilities of everyday objects allow for innovative technological approaches to climate protection.

9.4.12.GCA.1: Collaborate with individuals to analyze a variety of potential solutions to climate change effects and determine why some solutions (e.g., political. economic, cultural) may work better than others (e.g., SL.11-12.1., HS-ETS1-1, HS-ETS1-2, HS-ETS1-4, 6.3.12.GeoGI.1, 7.1.IH.IPERS.6, 7.1.IL.IPERS.7, 8.2.12.ETW.3).

9.4.12.IML.1: Compare search browsers and recognize features that allow for filtering of information. • 9.4.12.IML.2: Evaluate digital sources for timeliness, accuracy, perspective, credibility of the source, and relevance of information, in media, data, or other resources (e.g., NJSLSA.W8, Social Studies Practice: Gathering and Evaluating Sources.

9.4.12.IML.3: Analyze data using tools and models to make valid and reliable claims, or to determine optimal design solutions (e.g., S-ID.B.6a., 8.1.12.DA.5, 7.1.IH.IPRET.8)

9.4.12.IML.4: Assess and critique the appropriateness and impact of existing data visualizations for an intended audience (e.g., S-ID.B.6b, HS-LS2-4).

9.4.12.IML.5: Evaluate, synthesize, and apply information on climate change from various sources appropriately (e.g., 2.1.12.CHSS.6, S.IC.B.4, S.IC.B.6, 8.1.12.DA.1, 6.1.12.GeoHE.14.a, 7.1.AL.PRSNT.2).  

9.4.12.IML.6: Use various types of media to produce and store information on climate change for different purposes and audiences with sensitivity to cultural, gender, and age diversity (e.g., NJSLSA.SL5).

9.4.12.IML.7: Develop an argument to support a claim regarding a current workplace or societal/ethical issue such as climate change (e.g., NJSLSA.W1, 7.1.AL.PRSNT.4).

9.4.12.IML.8: Evaluate media sources for point of view, bias, and motivations (e.g., NJSLSA.R6,  7.1.AL.IPRET.6).

9.4.12.IML.9: Analyze the decisions creators make to reveal explicit and implicit messages within information and media (e.g., 1.5.12acc.C2a, 7.1.IL.IPRET.4).

Career Education

 9.2.12.CAP.1: Analyze unemployment rates for workers with different levels of education and how the economic, social, and political conditions of a time period are affected by a recession. • 9.2.12.CAP.2: Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.

9.2.12.CAP.3: Investigate how continuing education contributes to one's career and personal growth. ker

9.2.12.CAP.4: Evaluate different careers and develop various plans (e.g., costs of public, private, training schools) and timetables for achieving them, including educational/training requirements, costs, loans, and debt repayment.

9.2.12.CAP.5: Assess and modify a personal plan to support current interests and postsecondary plans.

9.2.12.CAP.6: Identify transferable skills in career choices and design alternative career plans based on those skills.

 9.2.12.CAP.7: Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.

9.2.12.CAP.8: Determine job entrance criteria (e.g., education credentials, math/writing/reading comprehension tests, drug tests) used by employers in various industry sectors.

9.2.12.CAP.9: Locate information on working papers, what is required to obtain them, and who must sign them.

9.2.12.CAP.10: Identify strategies for reducing overall costs of postsecondary education (e.g., tuition assistance, loans, grants, scholarships, and student loans).

9.2.12.CAP.11: Demonstrate an understanding of Free Application for Federal Student Aid (FAFSA) requirements to apply for postsecondary education.

9.2.12.CAP.12: Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance against some loss of income and benefits to eligible recipients.

9.2.12.CAP.13: Analyze how the economic, social, and political conditions of a time period can affect the labor market.

9.2.12.CAP.14: Analyze and critique various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may substitute for earned income.

9.2.12.CAP.15: Demonstrate how exemptions, deductions, and deferred income (e.g., retirement or medical) can reduce taxable income.

9.2.12.CAP.16: Explain why taxes are withheld from income and the relationship of federal, state, and local taxes (e.g., property, income, excise, and sales) and how the money collected is used by local, county, state, and federal governments.

9.2.12.CAP.17: Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice.

9.2.12.CAP.18: Differentiate between taxable and nontaxable income from various forms of employment (e.g., cash business, tips, tax filing and withholding).

9.2.12.CAP.19: Explain the purpose of payroll deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay, including the cost of employee benefits to employers and self-employment income. • 9.2.12.CAP.20: Analyze a Federal and State Income Tax Return.

9.2.12.CAP.21: Explain low-cost and low-risk ways to start a business.

9.2.12.CAP.22: Compare risk and reward potential and use the comparison to decide whether starting a business is feasible.

9.2.12.CAP.23: Identify different ways to obtain capital for starting a business.

Lower Cape May Regional School District (12th ELA)

Advanced Placement Literature Curriculum

Content Area: English Language Arts

Course Title: Advanced Placement English Literature and Composition

Grade Level 12

Unit 1: Analyzing Short Fiction

September (15 days)

Unit 2: Analyzing Poetry

Late September to mid October (15 days)

Unit 3: Analyzing Longer Fiction and Drama

Mid October to early November (15 days)

Unit 4: Identity and Culture (prose fiction)

Mid November to early December (20 days)

Unit 5: Love and Relationships (poetry)

Mid December to mid January (20 days)

Unit 6: Conformity and Rebellion (prose fiction)

Mid January to early February (20 days)

Unit 7: War and Peace (prose fiction)

Mid February to mid March (20 days)

Unit 8: Home and Family (poetry)

Mid March to mid April (20 days)

Unit 9: Tradition and Progress (prose fiction)

Mid April to mid May (20 days)

Unit 10: Film Analysis

Late May to end of school year in June (15 days)

Date Created: August 1, 2024

Board Approved on:

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 1 Overview  

Content Area: Short Fiction/Short Stories

Unit Title: Analyzing Short Fiction

Unit Summary: This unit will introduce students to the foundational skills needed to study literature on a college level. Students will be introduced to key literary prose vocabulary terms from the literary qualities of character, setting, narration, and plot. Students will explore these elements of fiction through short story collections from the course textbook The Literature of Composition, including by not limited to: “The First Day” by Edward P. Jones, “Girl” by Jamaica Kincaid, “A Rose for Emily” by William Faulkner, and “Blind Date: by Lydia Davis, along with selections from major novels they have read. Students will also explore Kate Chopin's The Awakening as their outside reading.

Students will write small response essays analyzing the works studied using these literary elements, reviewing close reading skills as well as thesis statement writing. Finally, students will write a credo essay to introduce themselves to the class, focusing on looking at their own lives through the lens of literature.

Students will also participate in AP Literature multiple choice prep, while focusing on skills to help prepare them for the free response prose passage analysis essay on the AP Exam.

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3

Literary Terms Quiz

Students will take a quiz identifying key literary vocabulary terms, identifying them in excerpts of works of short fiction

L.SS.11-12.1.B

L.SS.11-12.1.C

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

W.IW.11-12.2.B

Literary Elements Mini Essays

Students will write brief 1-2 page essays analyzing an author's use of literary elements (plot, setting, character, narration) and how the use of that element affects meaning based on the short stories read in class.

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

SL.PI.11-12.4

SL.UM.11-12.5

Literary Elements Presentation

In groups, students will present an analysis of one of the literary elements of The Awakening, and how that element works to convey meaning in the text, providing textual evidence to support their claims..

W.NW.11-12.1.C

W.NW.11-12.1.D

W.NW.11-12.1.E

Credo Essay

Students will write a personal narrative defining their credo and articulating how their worldview shapes their experiences, incorporating literary elements studied in their writing.

Unit Enduring Questions(s):

• How do elements of literature such as character, setting, arrangement, and narrator work to create meaning?
• What is the role of literature in a society?
• How does literature influence my life?

Unit Enduring Understandings:

• Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.
• Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.
• The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.
• A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text.
• Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Unit Objectives: Students will know…

• Description, dialogue, and behavior reveal characters to readers.
•  Descriptions of characters may come from a speaker, narrator, other characters, or the characters themselves.
• Perspective is how narrators, characters, or speakers understand their circumstances, and is informed by background, personality traits, biases, and relationships.
• A character’s perspective is both shaped and revealed by relationships with other characters, the environment, the events of the plot, and the ideas expressed in the text.
• Setting includes the time and place during which the events of the text occur.
• Plot is the sequence of events in a narrative; events throughout a narrative are connected, with each eventbuildingontheothers,oftenwithacause-andeffectrelationship.
• The dramatic situation of a narrative includes the setting and action of the plot and how that narrative develops to place characters in conflict(s), and often involves the rising or falling fortunes of a main character or set of characters.
• Plot and the exposition that accompanies it focus readers’ attention on the parts of the narrative that matter most to its development, including characters, their relationships, and their roles in the narrative, as well as setting and the relationship between characters and setting.
• Narrators or speakers relate accounts to readers and establish a relationship between the text and the reader.
• Perspective refers to how narrators, characters, or speakers see their circumstances, while point of view refers to the position from which a narrator or speaker relates the events of a narrative.
• A speaker or narrator is not necessarily the author.
• The point of view contributes to what narrators, characters, or speakers can and cannot provide in a text based on their level of involvement and intimacy with the details, events, or characters.
• Narrators may also be characters, and their role as characters may influence their perspective.
• First-person narrators are involved in the narrative; their relationship to the events of the plot and the other characters shapes their perspective.
• Third-person narrators are outside observers.
• Third-person narrators' knowledge about events and characters may range from observational to all knowing, which shapes their perspective. The outside perspective third-person narrators may not be affected by the events of the narrative.

Unit Objectives: Students will be able to…

• Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
• Identify and describe specific textual details that convey or reveal a setting.
• Identify and describe how plot orders events in a narrative.
• Explain the function of a particular sequence of events in a plot.
• Identify and describe the narrator or speaker of a text.
• Identify and explain the function of point of view in a narrative.
• Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 2 Overview  

Content Area: Poetry

Unit Title: Analyzing Poetry

Unit Summary:

The second unit of the course focuses on the study of poetry as a genre. Students will be introduced to the elements of the genre and begin to analyze how a poet’s choices work to develop meaning in a poem. Students will again focus on the literary elements of setting, character, plot and narration, but pay special attention to word choice and figurative language as they study poetry. Students will explore these elements of poetry through poems from the course textbook The Literature of Composition, including by not limited to: “The Century Quilt” by Marilyn Nelson, “Delight in Disorder” by Robert Herrick, “Happiness” by Paisley Rekdal, and “Digging” by Seamus Heaney.

Students will also write arguments based on their analysis in poetry, through short essays, and present a poem to the class. Finally, students will practice AP style multiple choice questions aligned to the unit.

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

W.AW.11-12.C

W.AW.11-12.D

W.AW.11-12.E

RL.IT.11-12.3

RL.TS.11-12.4

L.VI.11-12.4

L.VL.11-12.3

Poetic Element Mini Essays

Students will read and annotate poems, analyzing the speaker’s use of poetic elements to convey meaning, focusing on a close reading analysis of diction and figurative language.

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3

Poetry Terms Quiz

Students will take a quiz identifying key poetry vocabulary terms, identifying them in poetic excerpts.

SL.ES.11-12.3

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

L.VI.11-12.4

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3.D

L.VL.11-12.3.E

Poem Presentation and Explication

Students will identify a poem, analyze it, and present it to the class, explaining how the poem uses diction, syntax, and figurative language to convey meaning. Part of explication will include students looking up unknown words and etymologies of words and explaining their significance.  

Unit Enduring Questions(s):

• How is poetry different and similar to prose?
• How do poets use figurative language, character, structure, narration, and diction to develop meaning?
• How has poetry played an important role in the development of English language literature?

Unit Enduring Understandings:

• Readers establish and communicate their interpretations of poetry through arguments supported by textual evidence.
• Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a poem.
• The arrangement of the parts and sections of a poem, the relationship of the parts to each other, and the sequence in which the poem reveals information are all structural choices made by a poet that contribute to the reader’s interpretation of a text.
• Characters in poetry allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.

Unit Objectives: Students will know…

• Characters reveal their perspectives and biases through the words they use, the details they provide in the text, the organization of their thinking, the decisions they make, and the actions they take.
• Line and stanza breaks contribute to the development and relationship of ideas in a poem.
• Thearrangementoflinesandstanzascontributestothe development and relationship of ideas in a poem.
• A text's structure affect readers' reactions and expectations by presenting the relationships among the ideas of the text via their relative positions and their placement within the text as a whole.
• Contrast can be introduced through focus; tone; point of view; character, narrator, or speaker perspective; dramatic situation or moment; settings or time; or imagery.
• Contrasts are the result of shifts or juxtapositions or both.
• Shifts may be signaled by a word, a structural convention, or punctuation.
• Shifts may emphasize contrasts between particular segments of a text.
• An antecedent is a word, phrase, or clause that precedes its referent. Referents may include pronouns, nouns, phrases, or clauses.
• Referents are ambiguous if they can refer to more than one antecedent,which affects interpretation.
• Words or phrases may be repeated to emphasize ideas or associations.
• Alliteration is the repetition of the same letter sound at the beginning adjacent or nearby words to emphasize those words and their associations or representations.
• A simile uses the words “like” or “as” to liken two objects or concepts to each other.
• Similes liken two different things to transfer the traits or qualities of one to the other.
• In a simile, the thing being compared is the main subject; the thing to which it is being compared is the comparison subject.
• A metaphor implies similarities between two (usually unrelated) concepts or objects in order to reveal or emphasize one or more things about one of them, though the differences between the two may also be revealing.
• In a metaphor, as in a simile, the thing being compared is the main subject; the thing to which it is being compared is the comparison subject.
• Comparisons between objects or concepts draw on the experiences and associations readers already have with those objects and concepts.
•  Interpretation of a metaphor may depend on the context of its use; that is, what is happening in a text may determine what is transferred in the comparison.
• In literary analysis, writers read a text closely to identify details that, in combination, enable them to make and defend a claim about an aspect of the text.
• A claim is a statement that requires defense with evidence from the text.
• In literary analysis, the initial components of a paragraph are the claim and textual evidence that defends the claim.

Unit Objectives: Students will be able to…

• Develop a paragraph that includes 1) a claim that requires defense with evidence from the poem and 2) the evidence itself.
• Identify and explain the function of a metaphor.
• Identify and explain the function of a simile.
• Explain the function of specific words and phrases in a poem.
• Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
• Explain the function of structure in a poem.
• Explain the function of contrasts within a poem.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 3 Overview  

Content Area: Longer Fiction/Drama

Unit Title: Analyzing Long Fiction

Unit Summary:

Students will be introduced to the final genre of fiction in the course, longer fiction (novels) and drama. After reviewing elements of longer fiction from the excerpts in the textbook, students will explore how character, plot, and setting function in their study of a longer work, A Raisin in the Sun by Lorraine Hansberry. Students will focus on using a variety of note taking and close reading skills such as Cornell Notes. Further, students will contextualize their study of A Raisin in the Sun by researching and writing a brief report on a historical element of the text, including looking at civil rights speeches and Supreme Court cases from the 1950s and 1960s. Students will end the unit with a written argument analyzing how two conflicting foil characters in the text create and develop the themes of the work as a whole. Supplemental poetry, short stories, clips from productions of the play, and historical documentaries may be used to contextualize students’ study of the play.

Students will also continue to work on AP style multiple choice questions aligned to the unit.

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

RI.CR.11-12.1

RI.MF.11-12.6

W.IW.11-12.2

W.IW.11-12.2.A

W.IW.11-12.2.B

W.IW.11-12.2.C

W.IW.11-12.2.D

W.IW.11-12.2.E

W.IW.11-12.2.F

W.WR.11-12.5

Midcentury America Research Paper

Students will research an element of 1950s American culture of interest to them and provide a report, in MLA style, connecting their historical research to Hansberry’s play

RI.CR.11-12.1

RI.CI.11-12.2

RI.IT.11-12.3

RI.TS.11-12.4

RI.PP.11-12.5

RI.AA.11-12.7

RI.CT.11-12.8

Historical Context Presentation

Students will read a contextual document from the era of the play, which may include: Martin Luther King Jr.’s “Letter from a Birmingham Jail,” “Harlem [Dream Deferred]” by Langston Hughes, “Brown vs. Board of Education” Supreme Court ruling; students analyze the work for meaning and present it to the class, connecting the historical document to the A Raisin in the Sun.

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1

W.WP.11-12.4

SL.PE.11-12.1.A

Foil Analysis Essay

Using their Cornell Notes and based on in class notes/discussions, students will write a 3-5 page paper analyzing a set of foils in A Raisin in the Sun, arguing how their conflict reveals the play’s themes.

Unit Enduring Questions(s):

• How do authors develop themes in longer forms of fiction?
• How does a longer work of fiction reflect the culture of its time?
• How does conflict in literature develop a work's theme?
• How does the development of character in literature affect the audience's understanding of a work’s meaning?

Unit Enduring Understandings:

• Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.
• Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.
• The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.
• Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Unit Objectives: Students will know…

• The difference between static and round, flat, and dynamic characters
• Characters in longer works of fiction change and develop over time as a theme develops
• Setting is used to emphasize key elements in a longer work of literature
• Freytag’s Pyramid/Joseph Campbell’s journey of the hero methods of developing plot
• What foil characters are and how they connect to a theme
• The features of a strong literary argument

Unit Objectives: Students will be able to…

• Identify and describe what specific textual details reveal about character, that character’s perspective, and that character’s motives.
• Explain the function of a character changing or remaining unchanged.
• Identify and describe specific textual details that convey or reveal a setting.
• Explain the function of a significant event or related set of significant events in a plot
• Explain the function of conflict in a text.
• Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.
• Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
• Demonstrate control over the elements of composition to communicate clearly.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 4 Overview  

Content Area: Prose Fiction

Unit Title: Identity and Culture

Unit Summary:

Characters, plots, and dramatic situations—like people and events in the real world— are complex and nuanced. While previous units have established and examined the fundamentals of fiction, Unit 4 introduces the complexities of characters, the nuances of dramatic situations, and the complications of literary conflicts.The various contrasts an author introduces necessarily affect the interpretations that students make; therefore, students should learn to account for these elements as they choose evidence and develop the commentary that explains their thinking.

Students will explore these skills through the theme of identity and culture as presented through an analysis of The Stranger by Jean-Paul Sartre (although the novel may be substituted with another novel referenced at the end of the curriculum based on student interest and skill level). Students will trace character decisions throughout a text, ground their interpretation of The Stranger in existentialist philosophical roots through independent research, and use their character analysis to place the main character of the text on trial. Finally compare the novel’s themes of identity with works that develop similar themes in an essay. The play No Exit, or poetry and short stories included in chapter 4 of the Literature and Composition textbook may be selected to complete this assignment.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Prose Fiction Literary Analysis Essay

Students will read a piece of prose fiction, annotate it for its use of literary elements, and craft an essay analyzing how the author’s choices work to create meaning.

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

SL.II.11-12.2

SL.PE.11-12.1.B

SL.PE.11-12.1.D

The Stranger Trial

Students will trace character actions throughout the text, gathering textual evidence supporting analysis of their characterizations. Students will apply that evidence to a debate where students put the main character on trial for his actions.

RL.PP.11-12.5

RL.CT.11-12.8

W.AW.11-12.1

W.WR.11-12.5

Thematic Comparison Essay

Students will compare the thematic argument of the unit text with a work addressing a similar theme regarding Identity and Culture (such as a poem, short story, or play). Students will write a 3-5 page paper evaluating each text’s treatment of the theme.

Unit Enduring Questions(s):

• How does an author develop characters to reflect a novel’s theme?
• How does the development of setting relate to a character's identity and culture?
• How does narrative perspective affect the reader’s understanding of a character’s identity?
• How does a longer work of fiction reflect its broader culture?
• How can literature reflect a cultural discussion on a theme or topic, such as identity?

Unit Enduring Understandings:

• Different texts provide different perspectives on a thematic topic, revealing different facets of a culture's values.
• Authors make concerted decisions in developing character to convey a character’s identity?
• Character interactions and conflict in a text serve to develop a theme
• A text’s depiction of identity and culture reflect or challenge the cultural values of that culture

Unit Objectives: Students will know…

• Foils are contrasting characters which reveal the themes of a work
• How to identify a line of reasoning in a text and compose an essay with a clear thesis statement and line of reasoning

Unit Objectives: Students will be able to…

• Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
• Explain the function of contrasting characters.
• Describe how textual details reveal nuances and complexities in characters’ relationships with one another.
• Explain the function of setting in a narrative.
• Describe the relationship between a character and a setting.
• Identifyanddescribehowplot orders events in a narrative.
• Explain the function of contrasts within a text.
• Identifyanddescribethe narrator or speaker of a text.
•  Identify and explain the function of point of view in a narrative.
• Identify and describe details, diction, or syntax in a text that reveal a narrator’s or speaker’s perspective.
• Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
• Demonstrate control over the elements of composition to communicate clearly.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 5 Overview  

Content Area: Poetry

Unit Title: Love and Relationships

Unit Summary:

In this unit, students will continue to practice the interpretation of poetry, with a focus on the ways word choice, imagery, and comparisons can reveal meanings and shape interpretations of the text. Accordingly, choose poems for this unit that provide students with opportunities to identify, understand, and interpret imagery, extended metaphors, personification, and allusion.

Students will focus their study of poetry on the themes of love and relationships, including a focus on the sonnet form. Students will continue writing poetry explanations, analyze sonnets across eras, and write and present their own sonnets. Love poems and sonnets will be selected from chapter 5 of the unit textbook Literature and Composition.

Finally, students will complete an outside reading report, reading and contextualizing a novel of their choice from the list of novels which have appeared on the AP Exam. The outside reading report will require students to analyze the novel’s theme and contextualize the novel with historical, philosophical, and authorial contexts.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Poetry Fiction Literary Analysis Essay

Students will read a piece of poetry, annotate it for its use of literary elements, and craft an essay analyzing how the author’s choices work to create meaning.

SL.ES.11-12.3

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

L.VI.11-12.4

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3.D

L.VL.11-12.3.E

Poem Presentation and Explication

Students will identify a poem, analyze it, and present it to the class, explaining how the poem uses diction, syntax, and figurative language to convey meaning. Part of explication will include students looking up unknown words and etymologies of words and explaining their significance.  

L.VI.11-12.4

RL.IT.11-12.3

RL.TS.11-12.4

RL.PP.11-12.5

SL.PE.11-12.1

W.NW.11-12.1

SL.PI.11-12.4

SL.UM.11-12.5

Sonnet Love Poem Project

In groups, students will read a collection of sonnets, analyze how the sonnets develop a theme, present their findings to the class, and then write their own sonnet connected to the theme of love based on their knowledge about sonnet forms.

RL.CR.11-12.1

RI.CR.11-12.1

RL.CI.11-12.2

RI.CI.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

RI.MF.11-12.6

RL.CT.11-12.8

W.IW.11-12.1

W.WP.11-12.4

W.SE.11-12.6

W.RW.11-12.7

Outside Reading Report

Students will select a novel from the list of texts appearing on a previous AP Literature exam and research contextual information about the novel. Students will then complete Cornell notes analyzing the text and write a report, in proper MLA style, analyzing how the novel develops character, setting, plot, perspective, and literary devices to develop the work’s theme. Students will draft and revise their essay using peer review and teacher conferences.

Unit Enduring Questions(s):

• How do poets manipulate language to convey ideas?
• How does figurative language and diction create meaning in a poem?
• How does structure create meaning in a poem?
• How does literature respond to a historical or philosophical context?

Unit Enduring Understandings:

• Sonnets are part a long standing tradition of love poetry in the English language
• Poets make concerted decisions in using language and structure to convey meaning.
• Literature can reveal multiple perspectives of a theme
• A work of literature is the sum of its context, culture, and the author’s decisions.

Unit Objectives: Students will know…

• Sonnet form and how a poet uses sonnet form to develop theme
• The difference between English and Italian sonnets
• Other types of poetic forms (villanelle, free verse, blank verse, ballad, etc.)
• Poetic feet and meters (iambic pentameter; spondaic substitutions)
• The difference between the denotative and connotative definition of a word
• Poetic devices (hyperbole, litotes)
• How literature is part of an ever changing tradition

Unit Objectives: Students will be able to…

• Explain the function of structure in a poem.
• Distinguish between the literal and figurative meanings of words and phrases.
• Explain the function of specific words and phrases in a text.
• Identify and explain the function of a metaphor.
•  Identify and explain the function of personification.
• Identify and explain the function of an allusion.
• Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Write a report identifying key literary elements in a text while synthesizing outside sources to contextualize that text
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
• Demonstrate control over the elements of composition to communicate clearly.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 6 Overview  

Content Area: Prose Fiction/Drama

Unit Title: Conformity and Rebellion

Unit Summary:

Carefully crafted literary texts often contain what appear to be inconsistencies that can be confusing to students. Inconsistency in the way characters develop, interruption in the timeline or sequence of a plot, or unreliability of a character or narrator can all contribute to the complexities in a text and affect interpretation. This unit provides another opportunity to explore how previously learned skills apply to longer texts, where characters and plots are usually more developed.

This unit will serve to introduce students to elements of drama through Shakespeare. The unit will focus on the key text Macbeth (however, Macbeth may be substituted for one of Shakespeare’s other plays listed at the end of the document based on student interest). Students will review elements of drama, read and analyze the development of the theme of Conformity and Rebellion in the play, and write an essay arguing how Shakespeare develops a theme through the use of symbols in his work. Students will also create their own version of the play, updating it for modern times, and watch and analyze performances of the play, evaluating the performance for its effectiveness in conveying a theme. Supplemental readings may be drawn from chapter 6 of Literature and Composition, including poems and short stories.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Long Fiction Literary Analysis Essay

Students will analyze the unit novel and examine a specific concept, issue or element present in the work, based on an AP style prompt. Examples of prompts include, but are not limited to: analyze the development of a symbol, foil characters, bildungsroman, or the theme of hierarchy in a text. Students will craft an essay arguing how the text’s use of that concept works to develop the message of the work as a whole.

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3

Dramatic Terms Quiz

Students will take a quiz identifying key drama terms, identifying them in excerpts of different plays

L.SS.11-12.1.A

L.KL.11-12.2

W.NW.11-12.3.A

W.NW.11-12.3.B

SL.PE.11-12.1

SL.PE.11-12.1.A

SL.PE.11-12.1.B

Scene Update and Staging

Based upon their study of Shakespeare and drama, students will select a scene from the play, rewrite a script modernizing the scene for a modern setting, and present the scene to the class, explaining how the modernization kept the theme consistent.

RL.CI.11-12.3

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1

W.RW.11-12.7

Shakespeare Thematic Analysis

Students will select a symbol in the play, utilize Cornell notes to trace that theme throughout the text, and write an end of unit essay evaluating how Shakespeare uses the motif to develop the plays theme, writing a 4-5 page essay in MLA style.

RL.MF.11-12.6

W.AW.11-12.1

Film Review

Students will watch a staged production of the play and analyze the effectiveness of its staging techniques in a 2-3 page essay.

Unit Enduring Questions(s):

• What makes an author’s work endure over time?
• How can literature reflect a culture's need to conform and rebel?
• How can the meaning of literature change over time?
• How does drama compare and contrast with other forms of literature in the way it creates meaning?
• How do symbols create meaning in a text?
• How do complexities and inconsistencies in characters develop meaning in a text

Unit Enduring Understandings:

• Meaning in literature is created both by the writer and the audience’s interpretation
• Drama relies on actors, directors, and the audience’s interpretation of text
• Complex characters, and their inconsistencies, develop a works theme.

Unit Objectives: Students will know…

• Elements of Shakespearian drama
• Define dramatic conventions (stage directions, setting, scenery, props, subtext, etc.)
• What a unreliable narrator is and how authors use unreliable narrators to develop a theme
• Writers convey their ideas in a sentence through strategic selection and placement of phrases and clauses. Writers may use coordination to illustrate a balance or equality between ideas or subordination to illustrate an imbalance or inequality.
• Developing and supporting an interpretation of a text is a recursive process; an interpretation can emerge from analyzing evidence and then forming a line of reasoning, or the interpretation can emerge from forming a line of reasoning and then identifying relevant evidence to support that line of reasoning.
• When a material object comes to represent, or stand for, an idea or concept, it becomes a symbol.
• A symbol is an object that represents a meaning, so it is said to be symbolic or representative of that meaning. A symbol can represent different things depending on the experiences of a reader or the context of its use in a text.
• Certain symbols are so common and recurrent that many readers have associations with them prior to reading a text. Other symbols are more contextualized and only come to represent certain things through their use in a particular text.
• When a character comes to represent, or stand for, an idea or concept, that character becomes symbolic; some symbolic characters have become so common they are archetypal.
• Readers can infer narrators’ biases by noting which details they choose to include in a narrative and which they choose to omit.
• Readers who detect bias in a narrator may find that narrator less reliable.
• The reliability of a narrator may influence a reader’s understanding of a character’s motives.

Unit Objectives: Students will be able to…

• Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
• Explain the function of contrasting characters.
• Explain how a character’s own choices, actions, and speech reveal complexities in that character, and explain the function of those complexities.
• Identify and describe how plot orders events in a narrative.
• Explain the function of a particular sequence of events in a plot.
• Explain the function of contrasts within a text.
•  Identify and describe details, diction, or syntax in a text that reveal a narrator’s or speaker’s perspective.
• Explain how a narrator’s reliability affects a narrative.
•  Identify and explain the function of a symbol.
• Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
• Demonstrate control over the elements of composition to communicate clearly.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 7 Overview  

Content Area: Prose Fiction

Unit Title: War and Peace

Unit Summary:

This looks at how texts engage with a range of experiences, institutions, or social structures. Students come to understand that literature is complicated because it tries to capture and comment on the complexities of the real world. Sudden changes in a narrative, such as a character’s epiphany, a change in setting, manipulation of the pacing of the plot, or contradictory information from a narrator, are factors that students should learn to consider as they develop their own interpretations.

This unit challenges students to transfer their understanding of figurative language, previously studied only in relation to poetry, to their interpretations of narrative prose. Students should come to understand that it is acceptable and sometimes even necessary to revise their initial interpretations of a text as they gather and analyze more information.

Students will examine these ideas through the unit theme War and Peace. Short fiction will be excerpted from unit 7 of Literature and Composition. Students will also read an outside reading novel (Ernest Hemingway’s The Sun Also Rises, Joseph Conrad’s Heart of Darkness, or Edwidge Danticat's The Farming of Bones) and connect their analysis of the unit’s theme to the theme of their outside reading novel.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Prose Fiction Literary Analysis Essay

Students will read a piece of prose fiction, annotate it for its use of literary elements, and craft an essay analyzing how the author’s choices work to create meaning.

W.AW.11-12.1

RL.CR.11-12.1

RL.CI.11-12.2

RL.CI.11-12.3

RL.PP.11-12.5

Short Story Synthesis Essay

Students will read a variety of short stories from the unit textbook on the theme of war and peace. Students will analyze the author’s language in an essay synthesizing how different literary perspectives convey the themes of war and peace.

RL.CR.11-12.1

RL.CI.11-12.2

RL.CI.11-12.3

RL.PP.11-12.5

RL.MF.11-12.6

SL.PE.11-12.1.A

SL.PE.11-12.1.B

SL.PE.11-12.1.C

SL.PE.11-12.1.D

Outside reading Socratic Seminar

Students will select one of the outside reading novels and complete Cornell Notes. After reading the novel, students will participate in a Socratic Seminar discussion analyzing different perspectives on war and peace and how those perspectives tie into the world today, citing textual evidence to develop their claims.

Unit Enduring Questions(s):

• How does literature reflect the political and social structures of its culture?
• How does prose use figurative language to convey a theme?
• How does literature allow individuals to examine multiple perspectives of a theme?
• How does literature depict war and in what ways does its depiction of war influence an audience's understanding of historical events.

Unit Enduring Understandings:

• Literature creates a diverse response to political and social events and hierarchies
• Figurative language is used similarly in prose and poetry to convey meaning.
• The horrors of war are a common theme in literature, allowing for diverse perspectives of conflicts
• Literature uses different perspectives on setting and character to convey meaning.

Unit Objectives: Students will know…

• While characters can change gradually over the course of a narrative, they can also change suddenly as the result of a moment of realization, known as an epiphany. An epiphany allows a character to see things in a new light and is often directly related to a central conflict of the narrative.
• When readers consider a character, they should examine how that character interacts with other characters, groups, or forces and what those interactions may indicate about the character.
• The relationship between a character and a group, including the inclusion or exclusion of that character, reveals the collective attitude of the group toward that character and possibly the character’s attitude toward the group.
• The way characters behave in or describe their surroundings reveals an attitude about those surroundings and contributes to the development of those characters and readers’ interpretations of them.
• Pacing is the manipulation of time in a text. Several factors contribute to the pace of a narrative, including arrangement of details, frequency of events, narrative structures, syntax, the tempo or speed at which events occur, or shifts in tense and chronology in the narrative.
• A motif is a unified pattern of recurring objects or images used to emphasize a significant idea in large parts of or throughout a text.

Unit Objectives: Students will be able to…

• Explain the function of a character changing or remaining unchanged.
• Describe how textual details reveal nuances and complexities in characters’ relationships with one another.
• Explain the function of setting in a narrative.
• Describe the relationship between a character and a setting.
• Identify and describe how plot orders events in a narrative.
• Explain the function of a particular sequence of events in a plot.
•  Explain how a narrator’s reliability affects a narrative.
• Identify and explain the function of an image or imagery.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 8 Overview  

Content Area: Poetry

Unit Title: Home and Family

Unit Summary:

Students continue to develop their understanding of how to read a poem in this unit, focusing especially on how interpretation of a poem’s parts informs an interpretation of the entire poem. Unit 8 goes further than any previous unit in exploring ambiguities of language and unrealized expectations and the ironies they create. In further examining structural contrasts or inconsistencies, students will recognize how juxtaposition, irony, and paradox in a poem may contribute to understanding complexity of meanings.

Students will explore these ideas and develop these skills by examining poems connected to the theme of Home and Family. Poems will be selected from chapter 8 of the Literature and Composition textbook. Students will also begin their senior thesis on poetry, combining their poetry analysis skills with research, source evaluation and citation to develop their own argument regarding a poet’s work, supported by critical research and close reading.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Poetry Fiction Literary Analysis Essay

Students will read a piece of poetry, annotate it for its use of literary elements, and craft an essay analyzing how the author’s choices work to create meaning.

L.SS.11-12.1

RL.CR.11-12.1

RI.CR.11-12.1

RL.CI.11-12.2

RI.CI.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

RL.PP.11-12.5

RI.PP.11-12.5

RL.MF.11-12.6

RI.MF.11-12.6

RL.CT.11-12.8

RI.CT.11-12.8

W.AW.11-12.1

W.WP.11-12.4

W.WR.11-12.5

W.SE.11-12.6

W.RW.11-12.7

Poetry Thesis Project

Students will select a book of poetry from a list of AP poets, read and analyze the entire work, and make an argument analyzing the theme of the work as a whole, grounding their analysis in current research surrounding their chosen poet. Students will revise their writing through teacher conferences and peer edits.

RI.CR.11-12.1

RI.CI.11-12.2

RI.IT.11-12.3

RI.TS.11-12.4

RI.PP.11-12.5

RI.MF.11-12.6

RI.CT.11-12.8

W.IW.11-12.2

W.WP.11-12.4

W.WR.11-12.5

W.SE.11-12.6

Poetry Annotated Bibliography

Students will research a poet and their work and using correct MLA style, create an annotated bibliography for their thesis, evaluate 7-10 sources and explain how they will use the sources in their thesis. Students will draw upon peer reviewed journals as part of their research. Students will use the RAVEN and CRAAP method of source evaluation.

Unit Enduring Questions(s):

• How do poet’s develop themes through a work of poetry?
• How does poetry connect us to our home and family?
• What does poetry reveal about the culture it was written in?
• How do literary critics argue and respond to poetry?

Unit Enduring Understandings:

• Literary criticism is an argument building on and challenging ideas which came before it
• Literature can connect individuals to homes and families on a metaphorical level
• All information has a perspective, which needs to be evaluated for bias.

Unit Objectives: Students will know…

• Ideas and images in a poem may extend beyond a single line or stanza.
• Punctuation is often crucial to the understanding of a text.
• When structural patterns are created in a text, any interruption in the pattern creates a point of emphasis.
• The function of juxtaposition, situational, and verbal irony
• Ambiguity allows for different readings and  understandings of a text by different readers.
• Symbols in a text and the way they are used may imply that a narrator, character, or speaker has a particular attitude or perspective.
• A conceit is a form of extended metaphor that often appears in poetry. Conceits develop complex comparisons that present images, concepts, and associations in surprising or paradoxical ways.
• Often, conceits are used to make complex comparisons between the natural world and an individual.
• Multiple comparisons, representations, or associations may combine to affect one another in complex ways.
• A line of reasoning is the logical sequence of claims that work together to defend the overarching thesis statement.
• A line of reasoning is communicated through commentary that explains the logical relationship between the overarching thesis statement and the claims/evidence within the body of an essay.
• More sophisticated literary arguments may explain the significance or relevance of an interpretation within a broader context, discuss alternative interpretations of a text, or use relevant analogies to help an audience better understand an interpretation.

Unit Objectives: Students will be able to…

• Explain the function of structure in a text.
• Explain the function of contrasts within a text.
• Explain the function of specific words and phrases in a text.
• Identify and explain the function of a symbol.
• Identify and explain the function of a metaphor.
• Identify and explain the function of an allusion.
• Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.
• Demonstrate control over the elements of composition to communicate clearly.
• Write a college level thesis paper which draws upon well sourced critical essays to develop an original thesis
• Evaluate sources for their credibility, accuracy, authority, reliability, and perspective.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Literature Unit 9 Overview  

Content Area: Prose Fiction

Unit Title: Tradition and Progress

Unit Summary:

Unit 9 brings understandings from throughout the course to bear on a longer text so students can explore in depth how literature engages with a range of experiences, institutions, and social structures. The ways a character changes and the reasons for the change reveal much about that character’s traits and values, and, in turn, how the character contributes to the interpretation of the work as a whole. Students should now recognize that the events, conflicts, and perspectives of a narrative embody different values and the tensions between them. At this point in the course, students should understand that interwoven and nuanced relationships among literary elements in a text ultimately contribute to the complexity of the work. As the course concludes, students should recognize that demonstrating an understanding of a complex text means developing a nuanced literary analysis. Above all, as students leave the course, they have hopefully developed an appreciation for a wide variety of genres, styles, and authors that will motivate them to continue reading and interpreting literature.

Students will work to achieve these aims through the thematic lens of Tradition vs. Progress by studying Frankenstein by Mary Wollenscraft Shelley (or another approved text which fits the themes of the unit, based on student interest and skill level). Students will examine how the text reflects tradition vs. progress through the conflicts of its main characters, looking at the text and theme through the lens of the Romantic era it was written, as well as through a modern lens. Students will conclude their examination of the longer text through a thematic presentation analyzing how the literary themes are evident in modern pop culture. Other thematic readings for this unit may be drawn from chapter 9 of the textbook Literature and Composition.

Students will also continue preparing for the AP exam through completion of AP style multiple choice questions and timed writings aligned to the unit, state standards, and AP CED standards and objectives.  Students will begin reviewing for the AP exam, which will occur after this unit.

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.LK.11-12.2.B

L.LV.11-12.3.B

L.LV.11-12.3.C

L.VI.11-12.4

RL.CR.11-12.1

RL.IT.11-12.3

RL.TS.11-12.4

W.AW.11-12.1.A

W.AW.11-12.1.B

W.AW.11-12.1.C

W.AW.11-12.1.D

W.AW.11-12.1.E

AP Long Fiction Literary Analysis Essay

Students will analyze the unit novel and examine a specific concept, issue or element present in the work, based on an AP style prompt. Examples of prompts include, but are not limited to: analyze the development of a symbol, foil characters, bildungsroman, or the theme of hierarchy in a text. Students will craft an essay arguing how the text’s use of that concept works to develop the message of the work as a whole.

L.LV.11-12.3.A

L.LI.11-12.4

L.LI.11-12.4.A

L.LI.11-12.4.B

L.LI.11-12.4.C

L.LI.11-12.4.D

RL.C1.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

AP Multiple Choice Prep

Students will complete AP Multiple Choice test prompts, based on the AP exam, aligned to the standards from the unit.

L.SS.11-12.1

RL.CR.11-12.1

RL.CI.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

RL.MF.11-12.6

RL.CT.11-12.8

W.AW.11-12.1

W.WR.11-12.5

SL.II.11-12.2

Frankenstein Pop Culture Project

After reading and analyzing unit text, students will create a multimedia presentation analyzing how the themes of the text are evident in pop culture, citing research and other works (songs, films, television shows, etc.) to make an argument about the relevance of the unit theme in the students’ modern world.

RL.CR.11-12.1

RL.CI.11-12.2

RL.IT.11-12.3

RL.TS.11-12.4

RL.CT.11-12.8

W.IW.11-12.2

SL.PI.11-12.4

SL.UM.11-12.5

Novel Presentations

Students will create AP Test review presentations summarizing the texts they read throughout the year and analyzing how the texts’ use of character, setting, narration, and perspective work to create a unifying thematic message .

Unit Enduring Questions(s):

• How does literature reinforce cultural traditions, while at the same time challenging different cultural perspectives?
• How do elements of literature work to create a unifying thematic message?
• To what extent is change needed for a society to thrive?
• How do traditions of literature progress in modern narratives?

Unit Enduring Understandings:

• English Literature is part of a long standing tradition, which is continually changing and progressing over time
• Literature references past works to build on ideas to better reflect the ideas of culture
• Literature reflects values revealing what makes individuals truly human

Unit Objectives: Students will know…

• Minor characters often remain unchanged because the narrative doesn’t focus on them. They may only be part of the narrative to advance the plot or to interact with major characters.
• Inconsistencies and unexpected developments in acharacteraffectreaders’ interpretation of that character; other characters; events in the plot; conflicts; the perspective of the narrator, character, or speaker; and/or setting.
• Events in a plot collide and accumulate to create a sense of anticipation and suspense.
• Although most plots end in resolution of the central conflicts, some have unresolved endings, and the lack of resolution may contribute to interpretations of the text.
• A narrator or speaker may change over the course of a text as a result of actions and interactions.
• Changes and inconsistencies in a narrator’s or speaker’s perspective may contribute to irony or the complexity of the text.
• Developing and supporting an interpretation of a text is a recursive process; an interpretation can emerge from analyzing evidence and then forming a line of reasoning, or the interpretation can emerge from forming a line of reasoning and then identifying relevant evidence to support that line of reasoning.

Unit Objectives: Students will be able to…

• Explain the function of a character changing or remaining unchanged.
• Explain how a character’s own choices, actions, and speech reveal complexities in that character, and explain the function of those complexities.
• Explain the function of a significant event or related set of significant events in a plot.
• Explain the function of conflict in a text.
• Identify and describe details, diction, or syntax in a text that reveal a narrator’s or speaker’s perspective.
•  Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.
• Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.
• Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

Lower Cape May Regional School District 10th ELA Curriculum  

AP Seminar Unit 1 Overview  

Content Area: Film Analysis 

Unit Title: Analyzing Film as Literature

Unit Summary:

The final unit will occur after the students have completed their Advanced Placement English exam. Students will analyze how film functions as literature, giving them the skills needed to be more thoughtful consumers of popular culture. Students will screen and analyze two films, one from the classical Hollywood period and a modern film, and write a review analyzing how the films function as literature, using the skills we have developed in class throughout the year. Potential films studied may include: Rear Window, Singing in the Rain, Vertigo, Casablanca, La La Land, A Midnight in Paris, The Dark Knight

Students will also complete a reflection on their year and growth as learners through their “This I Believe Speech,” which serves as a bookend to their Credo essay from the beginning of the year, reflecting on their beliefs as they leave high school and enter the next step in their lives.

Learning Targets

CPI

Cumulative Progress Indicators for Unit

L.KL.11-12.2.A

L.KL.11-12.2.C

L.VL.11-12.3

Film Terms Quiz

Students will take a quiz identifying key film vocabulary terms, identifying them in clips of different films

RL.C1.11-12.2

RL.IT.11-12.3

W.AW.11-12.1

Film Review Essay

Students will compare and contrast two films and analyze how films function as a form of literature, writing a 3-5 page paper in MLA style.

L.SS.11-12.1

W.NW.11-12.3

SL.PI.11-12.4

This I Believe Speech

Students will write a two minute speech articulating a belief they hold and present it to an audience, incorporating research and evidence.

Unit Enduring Questions(s):

• How does film function as literature?
• How does a speaker effectively communicate ideas to an audience?
• How has film changed over time to reflect or challenge American ideas and beliefs?

Unit Enduring Understandings:

• Literature reflects a culture’s beliefs across a variety of genres and media
• Speakers utilize a variety of strategies to reach an audience, depending on the audience.
• Popular culture is a vital part of the American literary landscape.

Unit Objectives: Students will know…

• Effective public speaking relies on speaker’s making concerted choices
• Film uses the same literary techniques as fiction writing to convey a thematic message
• Key cinematographic terms (different shots, cuts, edits, etc).

Unit Objectives: Students will be able to…

• Identify literary elements in film
• Analyze how literary elements in film create meaning
• Write an argument evaluating the effectiveness of a film’s literary qualities
• Give a 2-3 minute speech, which is well organized and include decisions which enhance the speaker’s effectiveness

Lower Cape May Regional School District 12th ELA Curriculum: AP Literature 

Evidence of Learning  

Specific Formative Assessments Utilized in Daily Lessons:  

• Quick writes
• Quizzes
• Self-Assessments
• Exit slips
• Journal writing
• Think-pair-share
• oral questioning
• Class discussion/Socratic Seminars
• Observation
• Progress on AP Classroom

Summative Assessment Utilized throughout Units:  

• AP Literature End of Course Exam practice exams (assessed using AP rubric)
• Unit Benchmark essays and presentations (assessed using AP rubric)

Modifications for ELL, Special Education, 504, and Gifted and Talented Students:

• Teacher Tutoring
• Peer Tutoring
• Cooperative Learning Groups
• Modified Assignments
• Modified Texts
• Differentiated Instruction
• Response to Intervention
• (www.help4teachers.com)
• Follow all IEP and modifications
• Adaptive Technology

Teacher Notes:  

As required by the NJ Department of Education, teachers in all content areas will integrate the 21st Century Life and Careers Standards.  As the NJDOE indicates, “Providing New Jersey students with the life and career skills needed to function optimally within this dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has both an obligation to prepare its young people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry made up of productive members of a global workforce that rewards innovation, creativity, and adaptation to change.”  The links below indicate the CPIs for grade ranges and need to be addressed throughout the units of study: Life and Career Standards  

As indicated in the NJSLS, standards and interdisciplinary connections will be integrated throughout the content area curriculum.

Project-based Learning Tasks:  

• Poetry thesis paper
• Outside reading project
• Sonnet writing
• Shakespeare scene creation
• Film review
• Conflict in literature Socratic Seminar
• Frankenstein popular culture presentation

Vocabulary:  

In-text vocabulary should be incorporated into every unit.  Word journals, vocabulary walls, and/or various other activities should be utilized by the instructor to teach vocabulary.  

The Research Process:  

The research process must be integrated within each course curriculum. Students will be provided with opportunities to investigate issues from thematic units of study.  As the NJSLS indicate, students will develop proficiency with MLA or APA format as applicable.

Technology:  

Students must engage in technology applications integrated throughout the curriculum.

Applicable technology utilized in this curricula are included below:  

• Turnitin.com
• AP Classroom
• EbscoHost (online research databases)
• Google Docs/Google Slide

Resources:  

Ancillary resources and materials used to deliver instruction are included below:

• AP Classroom
• AP Literature Course Page
• AP Literature Course Exam and Description Guide

Differentiation Strategies  

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required.  In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider.  Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.  

Low Prep Strategies (add to list as needed)  

Varied journal prompts, spelling or vocabulary lists  

Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of proficiency/assessment results.  

Anchor activities  

Anchor activities provide meaningful options for students when they are not actively engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are stumped, first enter class, or when the teacher is working with other students).  Anchors should be directly related to the current learning goals.  

Choices of review activities  

Different review or extension activities are made available to students during a specific section of the class (such as at the beginning or end of the period).  

Homework options  

Students are provided with choices about the assignments they complete as homework.  Or, students are directed to specific homework based on student needs.  

Student-teacher goal setting  

The teacher and student work together to develop individual learning goals for the student.  

Flexible grouping  

Students might be instructed as a whole group, in small groups of various permutations (homogeneous or heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on assessment data.  

 Varied computer programs  

The computer is used as an additional center in the classroom, and students are directed to specific websites or software that allows them to work on skills at their level.  

Multiple Intelligence or Learning Style options  

Students select activities or are assigned an activity that is designed for learning a specific area of content through their strong intelligence (verbal-linguistic, interpersonal, musical, etc.)  

Varying scaffolding of same organizer  

Provide graphic organizers that require students to complete various amounts of information. Some will be more filled out (by the teacher) than others.  

Think-Pair-Share by readiness, interest, and/or learning profile  

Students are placed in predetermined pairs, asked to think about a question for a specific amount of time, then are asked to share their answers first with their partner and then with the whole group.  

Mini workshops to re-teach or extend skills  

A short, specific lesson with a student or group of students that focuses on one area of interest or reinforcement of a specific skill.  

Orbitals  

Students conduct independent investigations generally lasting 3-6 weeks. The investigations “orbit” or revolve around some facet of the curriculum.  

Games to practice mastery of information and skill  

Use games as a way to review and reinforce concepts.

Include questions and tasks that are on a variety of cognitive levels.  

Multiple levels of questions  

Teachers vary the sorts of questions posed to different students based on their ability to handle them.  Varying questions is an excellent way to build the confidence (and motivation) of students who are reluctant to contribute to class discourse.  Note:  Most teachers would probably admit that without even thinking about it they tend to address particular types of questions to particular students.  In some cases, such tendencies may need to be corrected.  (For example, a teacher may be unknowingly addressing all of the more challenging questions to one student, thereby inhibiting other students’ learning and fostering class resentment of that student.)  

High Prep Strategies (add to list as needed)  

Cubing  

Designed to help students think about a topic or idea from many different angles or perspectives. The tasks are placed on the six sides of a cube and use commands that help support thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either independently or in homogenous groups.  

Tiered assignment/ product  

The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level.  

Independent studies  

Students choose a topic of interest that they are curious about and wants to discover new information on. Research is done from questions developed by the student and/or teacher. The researcher produces a product to share learning with classmates.  

4MAT  

Teachers plan instruction for each of four learning preferences over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. Each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas  

Jigsaw  

Students are grouped based on their reading proficiency and each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil War, for example). Students later get into heterogeneous groups to share their findings with their peers, who have read about different areas of study from source texts on their own reading levels. The jigsaw technique allows you to tackle the same subject with all of your students while discreetly providing them the different tools they need to get there.  

Multiple texts  

The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students.  

Alternative assessments  

After completing a learning experience via the same content or process, the student may have a choice of products to show what has been learned. This differentiation creates possibilities for students who excel in different modalities over others (verbal versus visual).  

Curriculum development Resources/Instructional Materials:  

List or Link Ancillary Resources and Curriculum Materials Here:  

• Advanced Placement Literature Course Exam and Description

Board of Education Approved Text(s)  

• The Bedford Researcher, Seventh Edition (edited by Mike Palmquist)
• Literature and Composition, Third Edition (edited by Renee H. Shea, et. al)

The following novels may be integrated in the units as outside reading or as core texts based on student interest. Other novels which appear on the AP English exam may be added and studied to support student success on the exam as well.

• A Farewell to Arms by Ernest Hemingway
• A Raisin in the Sun by Lorainne Hansberry
• A Tale of Two Cities by Charles Dickens
• Benito Cereno by Herman Melville
• Brave New World by Auldos Huxley
• Catch 22 by Joseph Heller
• Dubliners by James Joyce
• Fences by August Wilson (in Literature and Composition)
• Frankenstein by Mary Wollenscraft Shelley (in Literature and Composition)
• Hamlet by William Shakespeare (in Literature and Composition)
• Heart of Darkness by Joseph Conrad
• Henry V by William Shakespeare
• Jane Eyre by Charlotte Bronte
• Light in August by William Faulkner
• Macbeth by William Shakespeare
• Moby Dick by Herman Melville
• No Exit by Jean Paul Sartre
• Othello by William Shakespeare
• The Awakening by Kate Chopin
• The Farming of Bones by Edwidge Dandicat
• The Nickel Boys by Colson Whitehead
• The Rime of the Ancient Mariner by Samuel Taylor Coleridge
• The Road by Cormac McCarthy
• The Stranger by Albert Camus
• The Sun Also Rises by Ernest Hemingway
• Twelfth Night by William Shakespare
• Under the Feet of Jesus by Helena Viramontes
• The Taming of the Shrew by William Shakespeare
• The Tempest by William Shakespeare
• Wuthering Heights by Emily Bronte

How to Read Literature Like a Professor (summer reading text) by Thomas C. Foster