COURSE TITLE

English 400

LENGTH

Full Year

Grade 12

DEPARTMENT

English

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Rutherford High School

DATE

Primary Content - English Language Arts

Initial Approval: June 15, 2015

Revised: June 26, 2023

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: August 23, 2021

Revised: June 26, 2023

Embedded Content - Computer Science and Design Thinking

Initial Approval: August 23, 2021

Revised: June 26, 2023

English 400

I.        Introduction/Overview/Philosophy

The purpose of the English 400 course is to enable students to write with competence, to read with understanding, to speak with precision and, most importantly, to think creatively and critically. The program is designed to prepare students for future educational goals and challenges, especially at the college level.

Through the reading of plays and novels, the English 400 curriculum familiarizes students with works that have helped establish the world they live in and reflect society today.  English 400 prepares students for the writing and research tasks encountered in college coursework. Emphasis will be placed on preparing students for college entrance exams and standardized tests.

The writing portion of the course enforces the fact that writing is a practical art that can be learned by studying and applying patterns.  To accomplish proficiency in grammar and mechanics, students will be given opportunities to incorporate vocabulary, study word choice, and effectively synthesize the writing process to convey their message.  

Throughout the course, students will be encouraged to investigate the concepts and themes in their readings and share their learned knowledge through their writing.  Additional emphasis will be placed on appropriate speaking and listening activities as required by the New Jersey Student Learning Standards.  It is hoped that these activities will allow students to better comprehend themselves and their world.  

English 400 fulfills the twelfth grade requirement for English and adheres to the New Jersey Student Learning Standards for English Language Arts.

II.        Objectives

Course Outline:

• Starting the Conversation

• Thinking about Voice
• Active Listening
• Academic Conversations
• Public Speaking

• Writing

• Voice and Tone
• Writing in Context
• Word Choice
• Sentences
• Punctuation
• Paragraphs

• Reading

• Active Reading
• Reading for Understanding: What is This Text Saying?
• Reading for Interpretation: What Ideas Give This Text Significance?
• Reading for Style: Why Was This Text Created in the Way It Was?
• Reading Visual Texts

• Using Sources

• Sources as Conversation
• Types of Sources
• Evaluating Sources
• Analyzing Sources
• Using Sources in Your Own Writing
• Avoiding Plagiarism

• Fiction

• Essential Elements of Fiction

• Characters
• Conflict and Plot
• Point of View
• Seting
• Theme
• Literary Elements and Theme

• Writing Fiction
• Writing an Analysis of Fiction

• Argument

• Essential Elements of Argument

• Rhetorical Situation
• Claim and Conterargument
• Evidence
• Rhetorical Appeals
• Style
• Visual Arguments

• Writing an Argument
• Writing an Analysis of Argument

• Poetry

• Essential Elements of Poetry

• Speaker
• Style
• Rheme
• Shifts
• Sound
• Form
• Literary elements and Theme

• Writing Poetry
• Writing an Analysis of Poetry

• Exposition

• Essential Elements of Exposition

• Main Idea
• Audience and Purpose
• Language and Style
• Expository Strategies
• Additional Elements of Exposition

• Writing an Exposition
• Writing an Analysis of Exposition

• Narrative

• Essential Elements of Narrative

• First Person Point of View
• Characterization
• Conflicts
• Setting
• Reflection and Theme
• “Truth” and Artistic License

• Writing a Narrative
• Writing an Analysis of a Narrative

• Drama

• Essential Elements of Drama

• Characters
• Plot and Structure
• Setting
• Theme
• Tragedy and Comedy

• Writing Drama
• Writing an Analysis of Drama

• Language and Mechanics

• Grammatical Sentences
• Effective Sentences
• Word Choice and Vocabulary
• Punctuation
• Mechanics

• Speaking and Listening

• Presentation Aids
• Listening Effectively
• Effective Group Communication

Student Outcomes:

After successfully completing this course, the student will be able to:

• Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques
• Apply effective strategies and techniques in their own writing
• Create and sustain arguments based on readings, research and/or personal experience
• Write for a variety of purposes
• Produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions
• Demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings
• Demonstrate understanding of the conventions of citing primary and secondary sources
• Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review
• Write thoughtfully about their own process of composition
• Revise a work to make it suitable for a different audience
• Analyze image as text
• Evaluate and incorporate reference documents into researched papers
• Apply speaking and listening skills and standards appropriately

  ---

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1                Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2                Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3                Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4                Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5                Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6                Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

 CRLLKSP 7                Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8                Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9                Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III.         Proficiency Levels

English 400 is required for all students in 12th grade.

IV.        Methods of Assessment

Student Assessment

• A variety of assessments will be utilized including, but not limited to, the following:

• Tests
• Quizzes
• Homework
• Classwork
• Class Participation
• Writing Assignments
• Oral Presentations
• Socratic Seminars
• Individual Projects, Presentations and Reports
• Group Projects, Presentations and Reports
• Journals
• Sample/Practice Standardized Tests
• Technology-based assessments (ex. IXL, Common Lit)
• Cumulative Midterm and/or Final Exams

Curriculum/Teacher Assessment

The teacher will provide the English department supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

English 400 is a heterogeneously grouped course.

VI.        Articulation/Scope & Sequence/Time Frame

English 400 is a full year course.  For a breakdown of unit activities and scope and sequence, see the Curriculum Map below.

VII.        Resources

Texts/Supplemental Reading/References

• References

• Teachers may contact the English department office, the school library, and local libraries for additional resources. Nearby colleges and other organizations may also be excellent resources.

• Technology

• Students are expected to use appropriate and relevant technology on a regular basis. Students are also encouraged to make full use of technological resources for research projects, research papers, and to supplement the literature and texts read in class.
• Use of technology will conform to the New Jersey Student Learning Standards.
• Use of technology will conform to the Rutherford Public Schools Acceptable Use Policy with regards to technology and the Internet.
• Approved technological resources include:

• IXL
• CommonLit
• Newsela
• Databases curated by the Rutherford High School Media Center
• Additional resources may be used with teacher discretion and/or supervisor approval.

• Supplies/Materials

• Students must have abundant access to print media, electronic media and the Internet.  Videos on various aspects of the curriculum are to be used with teacher discretion and/or supervisor approval.
• Students must have access to their school-issued Chromebook.

• Workbook(s)

• Vocabulary Workshop, Sadlier, 2023.

• English 400 Anchor Texts:

• Oedipus and/or Antigone
• 1984
• Tuesdays with Morrie
• The Circle
• Frankenstein

• Supplemental Readings/Materials

• Supplemental readings and/or materials must be relevant and appropriate and related to the course content.  Any supplemental readings/materials will be used with teacher discretion and/or supervisor/administrator approval.
• Teacher selected (with supervisor’s approval) novels, short stories and poems
• Teacher-selected (with supervisor’s approval) nonfiction companion pieces to literature.
• Teacher-selected (with supervisor’s approval) media (film, television, documentary, streaming, etc…)

VIII.        Suggested Activities

• Discuss literacy communities and recognize different types of literacies
• Consider context in literature and informational texts
• Think abstractly
• Identify and analyze theme
• Identify arguable claims
• Independently discover and evaluate sources
• Understand the difference between claims and evidence
• Identify and shift rhetorical context
• Analyze and use appeals
• Detect bias and logical fallacies
• Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques
• Apply effective strategies and techniques in writing
• Create and sustain arguments based on readings, research and/or personal experience
• Write for a variety of purposes
• Produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions
• Demonstrate understanding and mastery of standard written English as well as stylistic maturity in writing
• Demonstrate understanding of the conventions of citing primary and secondary sources
• Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review
• Write thoughtfully about their own process of composition
• Revise a work to make it suitable for a different audience
• Analyze image as text
• Evaluate and incorporate reference documents into researched papers
• Adhere to speaking and listening skills and standards appropriately
• Participate appropriately in socratic seminars
• Complete practice standardized tests as appropriate (NJ State tests, SAT, ACT, AP, etc.)

IX.        Methodologies

Career Readiness, Life Literacies, and Key Skills Mission:  Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

• Continually self-reflects and seeks to improve the essential life and career practices that lead to success
• Uses effective communication and collaboration skills and resources to interact with a global society
• Possesses financial literacy and responsibility at home and in the broader community
• Plans, executes, and alters career goals in response to changing societal and economic conditions
• Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

• Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
• Foster greater coherence and appropriate progressions across grade bands
• Establish meaning connections among the major areas of study
• Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
• Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used.  The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills.  Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

• Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
• Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Individual assignments CRLLKSP2, CRLLKSP4
• Whole class instruction CRLLKSP2, CRLLKSP4
• Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
• Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X.        Interdisciplinary Connections

Interdisciplinary curriculum coordination will occur with other departments as possible and applicable.

The nature of an English course demands varied text types and genres.  Throughout the year, students will use resources from the NJSLS in additional areas while in their English class(es).  Where applicable they are embedded into the curriculum and unit maps below.

• Visual and Performing Arts
• Career Readiness, Life Literacies and Key Skills
• Computer Science and Design Thinking
• Mathematics
• Science
• Social Studies

The following interdisciplinary connections are mandated by the New Jersey Department of Education.

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

• apply to grades Kindergarten through 12
• highlight and promote diversity
• examine the impact that unconscious bias and economic disparities have
• encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

• https://newsela.com/
• https://www.learningforjustice.org/
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
• https://diversebooks.org
• https://newsela.com/
• https://www.glsen.org/educator-resources
• https://youth.gov/youth-topics/lgbtq-youth/school-experiences
• https://learninglab.si.edu/collections/lgbt-rights-and-history/5BHAnX8dNsdAEfGU 

Individuals with with Disabilities

• https://newsela.com/
• https://www.disabilitymuseum.org/dhm/index.html
• https://americanhistory.si.edu/disabilityrights/welcome.html
• https://getintoit.specialolympics.org/educators/

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

• https://sites.google.com/wwrsd.org/njsa1835-435to436/k-12-curriculum-toolkits 

Additionally, middle school and high school instruction and activities will include, where appropriate, curricula on the history of disabled and LGBT persons.  As per 18A:35-4.35 (2021), the instruction shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards.

This will apply where applicable to literary selections and informational texts in this curriculum document as referenced in the pacing guides below.

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk and Students with 504 Plans)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Modeling out problems on whiteboard
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more advanced English language skills
• Scaffolding

• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
• teacher think-alouds

Differentiation for Enrichment

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven discussions and activities
• Socratic seminars
• Real world problems and scenarios

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities. Professional development activities that count toward the yearly 20-hour requirement must be pre-approved or scheduled by school administration.

XIII.        Curriculum Map/Pacing Guide

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Memoir Unit

Anchor Text: Tuesdays with Morrie

Rationale

This unit provides a framework for narrative writing that can be altered to suit the varying purposes and student populations of districts statewide. For example, this unit would most easily work as a college essay unit, but can also be used to create cover letters, letters to/from characters from literature, scholarship essays, and written pieces that ask the writer to adopt multiple points of view. To inform the writing, students will read and analyze models in the genre in which they are writing, read informational texts, and discuss their questions/findings to inform their writing.

Throughout this non-fiction unit, students will understand the elements of a memoir and the purpose of writing a memoir by reading Paush’s account of his last lecture as a professor at Carnegie Mellon and Albom’s account of Morrie’s life and death. Students will be challenged to discuss, reflect, and write about their families, their dreams, and the power of legacy. Students will explore and identify parallels and differences between the text and the video of Pausch's actual lecture. Throughout their reading, students will identify and access the purpose of the following literary devices: allegory, anecdotes, aphorism, flashback, irony, memoir, and symbolism. Students will trace the themes of dreams, perseverance, and mortality and discuss how these themes resonate with humans.  Ultimately, through their reading and discussions, the goal of this unit is to foster inspiration, motivation, and appreciation for following one's dreams and being true to yourself.

Grade level:  12                                                                                                Timeframe: 4 Weeks

Essential Questions

• What does it mean to have a meaningful life?  
• How does one measure how their life is meaningful?
• Why is it important to acknowledge and accept our emotions?
• What is the definition of being a "teacher?"
• Why is it important to live a life that is yours as opposed to what is expected of you?

Instructional Plan

Standards

Standards (Taught and Assessed)

RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.  

RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.  

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections Mandated by the NJDOE

Interdisciplinary Connections

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Multi Genre Unit - Writing Your Story: Memoir and Application Essays

Anchor Text: Various

Rationale

In this unit, students learn how to write memoirs and application essays that capture their personal stories. Students first read engaging memoirs and consider how important moments, people, and places shape who we are and teach us important life lessons. They also read model student application essays to understand how writers can use a variety of techniques to promote their best traits. Students then brainstorm defining moments and experiences that tell the story of who they are.  As students move through the writing process, they will strengthen their narrative writing skills and learn techniques to structure their writing, incorporate voice, and address a specific audience. Through discussion, freewriting, drafting, peer review exercises, and multiple rounds of revision, students produce memoirs and application essays that they can use beyond the classroom.

Grade level:  11                                                                                                Timeframe: 6 Weeks

Essential Questions

• What moments and experiences define me?  
• How do I tell my story?

Instructional Plan

Standards

Standards (Taught and Assessed)

Reading:

• Development of multiple themes [RL.11-12.2]  
• Character relationships [RL.11-12.3]    
• Imagery and diction [RL.11-12.4]  
• Structure, meaning, and aesthetic impact [RL.11-12.5]

Writing:

• Narrative writing [W.11-12.3]
• Developing experiences, events, or characters [W.11-12.3B]
• Building suspense or tension [W.11-12.3B, 3D]
• Telling details and sensory language [W.11-12.3B, 3D]
• Planning and revising writing [W.11-12.5]

Language:

• Varying syntax for effect [L.11-12.3A]
• Grade appropriate academic vocabulary [L.11-12.6]

Speaking and Listening:

• Collaborative discussion and debate [SL.11-12.1]

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Contemporary Literature Unit

Anchor Text: 1984

Rationale

This unit will explore the thematic concepts of power, totalitarian governments, and the manipulation of language. The unit will begin with the students’ own experiences and conclude with a more developed understanding of the effects of language and power. Students will learn the characteristics of a dystopia/science fiction drama and apply those elements by identifying them in various other forms of media.  

Grade level:  12                                                                                                Timeframe: 5 Weeks

Essential Questions

• How extensive are the similarities between the totalitarian government of Oceania and contemporary governments, including our own? What are those specific similarities?
• Do individuals have the power to change the society in which they live?
• What warnings can we take from Orwell's novel?

Instructional Plan

Standards

Standards (Taught and Assessed)

RL.11-12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g. Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. The choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g. Shakespeare and other authors.)  

RL.11-12.8. (Not applicable to literature)

RL.11-12.9. Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.  Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at grade level or above.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.  

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).  

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  

W.11-12.10. 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.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.  

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4. Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.  

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

 SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. A. Vary syntax for effect, apply an understanding of syntax to the study of complex texts.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections Mandated by the NJDOE

Interdisciplinary Connections

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Contemporary Literature Unit

Anchor Text: The Circle

Rationale

The most important historical trend to which The Circle responds is the rise of the tech industry in California in the late 20th and early 21st centuries. During this period, computer programmers and engineers settled in California, particularly in Northern California, and created an astonishing number of the devices and websites that Americans now take for granted: the personal computer, the iPhone, Facebook, Twitter, and YouTube are all products of Northern Californian tech startups. Perhaps the most successful California tech startup, Google, was obviously a model for the Circle: like the Circle, Google is widely seen as a fantastic place to work and a benevolent, forward-thinking company. And, like the Circle, Google has come under fire in recent years, both for monopolizing the world’s access to information and for using its customers’ personal information in unethical ways.

This unit will explore the thematic concepts of power, totalitarian governments, and the manipulation of language. The unit will begin with the students’ own experiences and conclude with a more developed understanding of the effects of language and power. Students will learn the characteristics of a dystopia/science fiction drama and apply those elements by identifying them in various other forms of media.  

Grade level:  12                                                                                                Timeframe: 5 Weeks

Essential Questions

• How do you view relationships and the quality of relationships?
•  Is there a balance in your view between the quantity and quality of relationships you have?
• What is required to develop and nurture relationships?  
• How is this helped or at odds with new technologies?

Instructional Plan

Standards

Standards (Taught and Assessed)

RL.11-12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g. Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. The choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g. Shakespeare and other authors.)  

RL.11-12.8. (Not applicable to literature)

RL.11-12.9. Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.  Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at grade level or above.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.  

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).  

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  

W.11-12.10. 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.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.  

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4. Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.  

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

 SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. A. Vary syntax for effect, apply an understanding of syntax to the study of complex texts.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Classical Literature Unit

Anchor Text: The Theban Plays (Oedipus and/or Antigone)

Rationale

This unit focuses on analysis through argument and informative/explanatory writing. Depending on the needs and purposes of districts statewide, students will analyze literature, informational texts or media to strengthen critical thinking and media literacy skills needed for college and career readiness. To inform the product, students will discuss their questions/findings. By the end of the year, students should be reading texts at grade-level.

Students will focus on their purpose for writing while experimenting with different arrangements.  In addition, students will focus on the principles of argument and synthesis.  The thematic exploration of ethics will begin with the study of The Theban Plays.

Grade level:  12                                                                                                Timeframe: 5 Weeks

Essential Questions

• What can the great tragic heroes teach us about ourselves?
• How is the conflict between fate and free will influenced by time, place, and other cultural factors?
• How do people balance obligations to their own integrity, to their family, and to their citizenship as a community?

Instructional Plan

Standards

Standards (Taught and Assessed)

RL.11-12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g. Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. The choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g. Shakespeare and other authors.)  

RL.11-12.9. Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.  Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at grade level or above.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.  

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).  

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  

W.11-12.10. 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.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.  

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4. Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.  

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

 SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. A. Vary syntax for effect, apply an understanding of syntax to the study of complex texts.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Multi Genre Unit - The Social Contract

Anchor Text: Various

Rationale

In this 360 Unit, students read seminal American texts related to the concept of the social contract. Students are introduced to social contract theory through two foundational texts by Thomas Hobbes and John Locke. Then, through a Related Media Exploration, students apply their knowledge of the social contract to a real-world example: Franklin Roosevelt and The New Deal. Students then expand their study of the social contract by reading texts by Emerson and Thoreau, who contrast Hobbes’ and Locke’s perspective towards government and society. Students then read texts by Martin Luther King, Jr. and Elizabeth Cady Stanton to examine times when the social contract was challenged. Lastly, students write a research paper on a historical or contemporary example of defying the social contract and argue whether that defiance was justified.

Grade level:  11                                                                                                Timeframe: 5 Weeks

Essential Questions

• What do governments owe their citizens? What do citizens owe their governments?

Instructional Plan

Standards

Standards (Taught and Assessed)

Reading:

• Determining central ideas [RI.11-12.2]
• Analyze complex ideas [RI.11-12.3]
• Determine meaning of words and phrases [RI.11-12.4]
• Impact of structure [RI.11-12.5] • Author’s purpose [RI.11-12.6]
• Delineate and evaluate an argument [RI.11-12.8]

Writing:

• Argument writing [W.11-12.1]
• Develop precise claims [W.11-12.1.a, W.11-12.1.b]
• Revise and strengthen writing [W.11-12.5]
• Conduct research [W.11-12.7]
• Gather information from relevant sources [W.11-12.8]

Speaking and Listening:

• Initiate and participate in collaborative discussion [SL.11-12.1]

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Novel Unit

Anchor Text: Frankenstein

Rationale

This unit focuses on analysis through argument and informative/explanatory writing. Depending on the needs and purposes of districts statewide, students will analyze literature, informational texts or media to strengthen critical thinking and media literacy skills needed for college and career readiness. To inform the product, students will discuss their questions/findings. By the end of the year, students should be reading texts at grade-level.

Throughout this unit students will learn and understand the elements of an epistolary gothic novel by exploring the theme of nature vs. nurture and the relationship between creator vs. creation.  Students will read Frankenstein the text, in class as well as independently at home,  while making thematic connections between the text, themselves, and the world through class discussions, written assignment, and an oral presentation as well as creative project. Students will view clips from Branagh’s film to enhance and reinforce character roles and dynamics as well as plot understanding while completing active viewing questions.

Grade level:  12                                                                                                Timeframe: 6 Weeks

Essential Questions

• In what ways can imagination and inspiration unleash the best and worst in man?
• What consequences do we face when we don't take responsibility for our actions?
• What is the relationship between nature and nurture? Which is more important?

Instructional Plan

Standards

Standards (Taught and Assessed)

RL.11-12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g. Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. The choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g. Shakespeare and other authors.)  

RL.11-12.8. (Not applicable to literature)

RL.11-12.9. Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.  Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at grade level or above.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.  

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).  

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  

W.11-12.10. 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.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.  

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4. Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.  

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

 SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. A. Vary syntax for effect, apply an understanding of syntax to the study of complex texts.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections Mandated by the NJDOE

Interdisciplinary Connections

Rutherford Public Schools

English 400 Curriculum Map and Pacing Guide

Multi Genre Unit - Writing for Life

Anchor Text: Various

Rationale

In this unit which is college and career focused, students will learn and master a variety of “real-life” writing skills that will equip them for writing after high school.  This unit will be predominately based on a writer’s workshop forum which will allow students to write, revise, edit, as well as collaboratively edit and revise. A variety of different “real-life” scenarios will be covered such as how to write a professional email, how to apply for a job, how to read an electricity bill and compose a letter showing a bill discrepancy, how to create a resume, what is a cover letter and how to write one, and how to efficiently prepare for an interview. Students will learn appropriate language and word choice for composing a formal email by following proper conventions and etiquette.

Grade level:  12                                                                                                Timeframe: 4 Weeks

Essential Questions

• Why does carrying yourself with a professional demeanor and demonstrating a strong work ethic matter at this stage in your college career and into the future?
• Think about how you communicate with your professors, advisors, and other supervisors. How is it different from your communication with friends or family? Why does this difference matter?
• How can you demonstrate your teamwork and collaboration skills to potential employers? Why do you think employers value these skills?

Instructional Plan

Standards

Standards (Taught and Assessed)

RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.  

RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.  

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.  

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RI.11-12.8. Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history.  

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction at grade level text-complexity or above with scaffolding as needed.  By the end of grade 12, read and comprehend literary nonfiction at grade level text-complexity or above.  

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students

Interdisciplinary Connections Mandated by the NJDOE

Interdisciplinary Connections

Rutherford Public Schools

English 400 Honors Curriculum Map and Pacing Guide

Unit Name: Grammar and Vocabulary

Anchor Text: Sadlier's Vocabulary Workshop and IXL

Rationale

In this unit, students grow their ability to express themselves—both in writing and conversation—through the exposure to content-specific, domain-specific, and culturally relevant vocabulary words.  Students will build robust and refined vocabularies they will use the rest of their lives to express themselves with clarity and precision. Solid grammar skills are necessary for effective communication.  Students will review and refine grammar skills in order to provide them with the tools necessary to be clear communicators.

Grade level:  12                                                                                Timeframe: 10 Non-Consecutive Weeks

Essential Questions

• What does our writing or speaking say about us?
• How does word choice impact meaning?

Instructional Plan

Standards

Standards (Taught and Assessed)

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening.  

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. A. Vary syntax for effect, apply an understanding of syntax to the study of complex texts.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners and Gifted & Talented Students