English 100 Honors
COURSE TITLE
English 100 Honors
LENGTH
Full Year
Grade 9
DEPARTMENT
English
Brian Ersalesi, Supervisor of English and Arts
SCHOOL
Rutherford High School
DATE
Primary Content - English Language Arts
Initial Approval: March 11, 2024
Embedded Content - Career Readiness, Life Literacies and Key Skills
Initial Approval: March 11, 2024
Embedded Content - Computer Science and Design Thinking
Initial Approval: March 11, 2024
English 100 Honors is designed for homogeneously grouped freshmen who have met the criteria established by the English Department for placement in the Honors program and potential future enrollment in the Advanced Placement program.
The purpose of the English 100 Honors course is to provide a greater challenge and more rigorous curriculum than the English 100 classes. The basic goals are the same: students learn to write, read, speak, and think critically and creatively. Students in English 100 Honors will also focus on the foundational skills for future success in the Honors and Advanced Placement programs. Students will explore more complex issues independently and collaboratively through close observation and analysis, evidenced-based writing, higher-order questioning, and by having academic conversations.
The literature portion of the course will enhance students’ knowledge of outstanding nonfiction and fiction texts. Students will be taught to analyze, synthesize, and predict aspects of the text. To encourage critical thinking, varied tools of learning will be incorporated. The teachers of Social Studies and English will collaborate, when possible, on assessments for the concepts and themes covered. Students will be expected to find connections between the historical and cultural aspects and the literature or non-fiction texts that are read and analyzed. Critical thinking will be explored and encouraged. In addition, students will be enriched by the incorporation of music, art, and current events that relate to the readings.
The writing portion of the course enforces the fact that writing is a practical art that can be learned by studying and applying patterns. Areas of focus include: voice and tone, writing in context, and word choice. There is an additional focus on grammar and mechanics. 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 100 Honors fulfills the ninth grade requirement for English and adheres to the New Jersey Student Learning Standards for English Language Arts.
After successfully completing this course, the student will be able to:
A New Jersey education in English Language Arts builds readers, writers, and communicators prepared to meet the demands of college and career and to engage as productive American citizens with global responsibilities. Throughout their kindergarten through grade 12 experience, students will:
The English Language Arts Practices offer the capacities held by students who have progressed through a kindergarten through grade 12 English Language Arts program in New Jersey. These practices describe students who are proficient in literacy, possessing the abilities to read deeply, create their own works, and listen and speak to a broad range of ideas. As New Jersey students advance through the grades and demonstrate proficiency in the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual.
Student capacities include:
The Language anchor statements include the system and structure of English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.
(RF) Foundational Skills: Reading Language: By the end of grade 5, develop understanding and conceptual knowledge of, phonics, syllabication patterns, letter-sound correspondences, word analysis, morphology, and other basic conventions of written English.
(WF) Foundational Skills: Writing Language: By the end of grade 5, develop understanding and conceptual knowledge of print, phonological processing, letter formation and handwriting, and other basic conventions of the English writing system.
(SS) System and Structure of Language: By the end of grade 12, demonstrate command of grammar and usage, capitalization, punctuation, and spelling.
(KL) Knowledge of Language: By the end of grade 12, apply knowledge of language and command of vocabulary 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.
(VL) Vocabulary Acquisition, Use and Literal Meaning: By the end of grade 12, determine the meaning of unknown and multiple-meaning words using analysis of word parts (morphemes), word solving strategies, and consulting general and specialized reference materials, as appropriate.
(VI) Vocabulary Acquisition, Use and Interpretative Meaning: By the end of grade 12, interpret figurative and connotative word meanings, including shades of meaning based on word relationships and context.
The Reading anchor statements place equal emphasis on the sophistication of what students read and the skill with which they read. They define a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
(CR) Close Reading of Text: By the end of grade 12, read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(CI) Central Ideas and Themes of Texts: By the end of grade 12, determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
(IT) Interactions Among Text Elements: By the end of grade 12, analyze how and why individuals, events, and ideas develop and interact over the course of a text.
(TS) Text Structure: By the end of grade 12, analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
(PP) Perspective and Purpose in Texts: By the end of grade 12, assess how perspective or purpose shapes the content and style of a text.
(MF) Diverse Media and Formats: By the end of grade 12, synthesize content presented in diverse media and formats, including visually and quantitatively, as well as in words.
(AA) Analysis of an Argument: By the end of grade 12, evaluate the argument and specific claims in a text, including the validity of the reasoning, the credibility and accuracy of each source as well as the relevance and sufficiency of the evidence.
(CT) Comparison of Texts: By the end of grade 12, analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
The Writing anchor statements acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. They stress the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.
(AW) Argumentative Writing: By the end of grade 12, write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(IW) Informative and Explanatory Writing: By the end of grade 12, write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
(NW) Narrative Writing: By the end of grade 12, write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
(WP) Writing Process: By the end of grade 12, develop and strengthen writing as needed by planning, revising, editing, rewriting, and publishing.
(WR) Writing Research: By the end of grade 12, conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.
(SE) Sources of Evidence: By the end of grade 12, gather relevant information and evidence from multiple sources to support analysis, reflection, and research, while assessing the credibility and accuracy of each source, and integrating the information while avoiding plagiarism.
(RW) Range of Writing: By the end of grade 12, write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Including but not limited to skills necessary for formal presentations, the Speaking and Listening anchor statements require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
(PE) Participate Effectively: By the end of grade 12, prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
(II) Integrate Information: By the end of grade 12, integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
(ES) Evaluate Speakers: By the end of grade 12, evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
(PI) Present Information: By the end of grade 12, present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
(UM) Use Media: By the end of grade 12, make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
(AS) Adapt Speech: By the end of grade 12, adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language Domain
L.SS.9–10.1. Demonstrate command of the system and structure of the English language when writing or speaking.
C. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
D. Use a colon to introduce a list or quotation.
E. Recognize spelling conventions.
L.KL.9–10.2. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening.
L.VL.9–10.3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, including technical meanings, choosing flexibly from a range of strategies.
L.VI.9–10.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including connotative meanings.
Reading Domain
RL.CR.9–10.1. Cite a range of thorough textual evidence and make relevant connections to strongly support analysis of multiple aspects of what a literary text says explicitly and inferentially, as well as including determining where the text leaves matters uncertain.
RI.CR.9–10.1. cite a range and thorough textual evidence and make clear and relevant connections, to strongly support an analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
RL.CI.9–10.2. Determine one or more themes of a literary text and analyze how it is developed and refined over the course of the text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
RI.CI.9–10.2. Determine one or more central ideas of an informational text and analyze how it is developed and refined over the course of a text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
RL.IT.9–10.3. Analyze how an author unfolds and develops ideas throughout a text, including how complex characters (e.g., those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.
RI.IT.9–10.3. Analyze how an author unfolds ideas throughout the text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RL.TS.9–10.4. Analyze how an author’s choices concerning the structure of a text, order of the events within it (e.g., parallel plots), and manipulation of time (e.g., pacing, flashbacks) create specific effects (e.g., mystery, tension, or surprise).
RI.TS.9–10.4. Analyze in detail the author’s choices concerning the structure of ideas or claims of a text, and how they are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RL.PP. 9–10.5. Determine an author’s lens in a text (including cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature) and analyze how an author uses rhetorical devices to advance a point of view.
RI.PP.9–10.5. Determine an author’s purpose in a text (including cultural experience and knowledge reflected in text originating outside the United States) and analyze how an author uses rhetorical devices to advance that purpose.
RL.MF.9–10.6. Analyze integrate, and evaluate multiple interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a single text or text/s presented in different formats (visually, quantitatively).
RI.MF.9–10.6. Analyze, integrate, and evaluate multiple interpretations (e.g., charts, graphs, diagrams, videos) of a single text or text/s presented in different formats (visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.AA.9–10.7. Describe and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and reasoning.
RL.CT.9–10.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) how an author draws on, develops, or transforms source material historical and literary significance (e.g., how a modern author treats a theme or topic from mythology or a religious text) and how they relate in terms of themes and significant concepts.
RI.CT.9–10.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) seminal and informational text of historical and scientific significance, including how they relate in terms of themes and significant concepts.
Writing Domain
W.AW.9–10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient textual and non-textual evidence.
W.IW.9–10.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.NW.9–10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.WP.9–10.4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach; sustaining effort to complete complex writing tasks; seeking out feedback and reflecting on personal writing progress; consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.WR.9–10.5. 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.SE.9–10.6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).
W.RW.9–10.7. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Domain
SL.PE.9–10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.II.9–10.2. 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.ES.9–10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.
SL.PI.9–10.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
SL.UM.9–10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest.
SL.AS.9–10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.
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.
English 100 Honors is designed for 9th graders who have met the criteria established by the English department for admission into the Honors and/or Advanced Placement program. A student must meet the required score on the Honors Matrix established by the English department for admission. English 100 Honors fulfills the 9th grade requirement for English.
Curriculum/Teacher Assessment
The teacher will provide the English department supervisor with suggestions for changes on an ongoing basis.
English 100 Honors is designed for homogeneously grouped 9th grade students who have met the criteria established by the English department for admission into the Honors and/or Advanced Placement program.
English 100 Honors is a full-year course. For a breakdown of unit activities and scope and sequence, see the Curriculum Map below.
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:
Career Readiness, Life Literacies, and Key Skills are intended to:
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.
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.
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:
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
Individuals with with Disabilities
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.
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.
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)
Differentiation for Enrichment
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.
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
The unit will focus on building the skills that students need to engage in effective conversations, which means listening actively, asking follow up questions, and developing effective speaking skills. As students begin to learn these skills, they will build a classroom community where everyone can share ideas, disagree without conflict, draw conclusions, and build consensus.
Grade level: 9 Timeframe: 2 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Foundations of Language and Literature |
|
|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Describe 3-5 voices that you use at home, outside of home, and in schools using a chart. | Small group reading, answering questions (use Google slides), and presentations | Comprehension Questions | Write and deliver a speech about community | |
Write/Pair/Share | Listening Activities | |||
Classroom Discussions | ||||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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|
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For Support | For Enhancement |
|
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Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Writing is how we share knowledge, communicate ideas, set down history, and express emotions. This unit will give students the power to find their voice, express their thoughts and make themselves heard to the world. We all have many voices, and this unit will give students the opportunity to find theirs and develop new ones.
Grade level: 9 Timeframe: 2 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Foundations of Language and Literature |
|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Jot down some things you have written recently (email, text, online post, etc.) Discuss purpose and audience | Small group reading, answering questions (use Google slides), and presentations | Comprehension Questions | Write a three paragraph essay that explores your role in a community using all proper grammar and mechanics. | |
Write/Pair/Share | Listening Activities | |||
Classroom Discussions | ||||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
|
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
The unit focuses on making students more aware of the reading processes they use and give them an opportunity to practice with techniques designed to help them feel confident when tackling any text. The act of reading is the extraordinarily complex process of looking at symbols, recognizing them as patterns seen before, and making sense of them. It’s called decoding. As people age, they learn to decode in more complex ways.
Grade level: 9 Timeframe: 2 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Foundations of Language and Literature |
|
|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Think back on all of the different texts you have read in the past few days. Create a chart noting the text, a description of its features, and why you read it. | Small group reading, answering questions (use Google slides), and presentations | Comprehension Questions | Read and annotate Sylvia Plath’s Initiation | |
Write/Pair/Share | Listening Activities | |||
Classroom Discussions | ||||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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|
Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
History
| Subject Area
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
In school and in daily life, students are often asked to give opinions on a topic: which candidate to support in an election, the risks and benefits of drinking coffee, the effects of making college tuition free, or the habits of good students. This unit will focus on examining not only a personal opinion, but what others have said about the topic. The purpose of turning to sources - the viewpoints of others, whether written, spoken, or presented visually - is to get more information on the issue, to move beyond our own knowledge. This unit will examine how and where to find sources, what makes them good sources, and how to use them responsibly in writing.
Grade level: 9 Timeframe: 2 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Foundations of Language and Literature |
|
|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Write about a time when you changed your opinion–when new information influenced your view of a movie or book or even a political issue. | Small group reading, answering questions (use Google slides), and presentations | Comprehension Questions | Complete an RST on the impact of social media on social skills and our sense of community. | |
Write/Pair/Share | Listening Activities | |||
Socratic Seminar | Classroom Discussions | |||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RI.CR.9-10.1
RI.CI.9-10.2
RI.IT.9-10.3
RI.TS.9-10.4
RI.PP.9-10.5
RI.MF.9-10.6
RI.AA.9-10.7
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
|
|
Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Stories are all around us. They are in the novels we read, the movies we watch, the art we make, and even the video games we play. There are true stories that we tell each other - what you did last summer - and there are also fictional stories that we make up or read - stories of boy wizards, dystopian girl archers, or special forces teams conducting black ops. Stores are intended to entertain us, frst, but even fictional stories can reveal real-life truths, which makes them not just entertainment, but something more. This unit will focus on how to read a piece of fiction carefully, examining the features that are important in order to understand how it was crafted and what it means. Students will have the chance to write their own piece of fiction as well.
Grade level: 9 Timeframe: 5 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
A Tale of Two Cities |
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Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
French Revolution Questions | Socratic Seminars | Comprehension Questions | A Tale of Two Cities assessment/project | |
Anticipation Guide | Vocab.com | Listening Activities | A written analysis of a fictional work | |
Emoji Project work | Classroom Discussions | Emoji Project | ||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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History
| Art and Film
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Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Arguments are everywhere. A politician argues that legislation will benefit the nation. A lawyer argues that her client is innocent. A poster argues that you should buy a certain pair of jeans. Students also engage in arguments when they challenge the fairness of a school policy, or argue with a friend about whom their favorite sports team should draft. Even asking someone to go on a date involves a certain amount of persuasion. This unit will focus on argument as an effective and civil way of discourse - and not as a shouting match. The goal of an argument is to persuade a reader or listener to see a particular perspective, to take a certain action, or simply rethink an idea. Students will explore the key skills behind creating powerful academic evidence-based arguments and also evaluate the use of argumentation to protect themselves as a consumer, a citizen, and a critical thinker.
Grade level: 9 Timeframe: 5 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
A Raisin in the Sun |
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Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Anticipation Guide | Vocab.com | Comprehension Questions | A Raisin the Sun final assessment/project | |
Webquest on Hansberry and Civil Rights Movement | Vision Board work | Listening Activities | A written analysis of an argumentative work | |
Compare movie to film | Classroom Discussions | Vision Board Project | ||
Poetry Analysis of “Harlem” | Vocabulary Assessments | Short essays | ||
Characterization packets | Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
American History
| American History
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Various | Foundations of Language and Literature Because I Could Not Stop for Death lady liberty The Raven Flames We Real Cool | Upon completion of this unit, students will:
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The unit focuses on how a poem works. Students will explore both what a poem means and how that meaning is conveyed. Students will establish a foundational understanding of key concepts. Students will have the opportunity to read many poems, some about subjects and people familiar to them, and others on places and subjects that may be unfamiliar. Regardless of the poem, students will practice how to read it carefully, examining the features that are important in order to understand how it was crafted and what it means. Students will also have the opportunity to write their own poems as a way to better understand how poetry is created.
Grade level: 9 Timeframe: 4 Weeks
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Anticipation Guide | Vocab.com | Comprehension Questions | A written analysis of a poetic work or works | |
Reader Response Journal | Listening Activities | Vision Board | ||
Write/Pair/Share | Classroom Discussions | |||
Write Around | Vocabulary Assessments | |||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RL.CI.9-10.2
RL.IT.9-10.3
RL.TS.9-10.4
RL.PP.9-10.5
RL.MF.9-10.6
RL.CT.9-10.8
W.AW.9-10.1
W.NW.9-10-3
W.WP.9-10.4
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Expository writing is how we explore ideas and explain things. It’s how we answer questions. It’s how we try to understand the world. Exposition is not just a compilation of facts and data, or a summary of a topic. While it may include those things, expository writing seeks to explain a concept or topic in a clear, compelling way that engages the reader. Students will identify and analyze the elements of expository texts for deeper understanding by looking at the tools and techniques that authors use to explain things. Students will read and analyze a variety of expository texts and learn how to explain things clearly.
Grade level: 9 Timeframe: 5 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Lord of the Flies |
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|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Anticipation Guide | Vocab.com | Comprehension Questions | Lord of the Flies final assessment/project | |
Socratic Seminars | Listening Activities | A written analysis of an expository work | ||
Debate | Classroom Discussions | Character Project | ||
Vocabulary Assessments | Research/Analytical Essay | |||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RL.CI.9-10.2
RL.IT.9-10.3
RL.TS.9-10.4
RL.PP.9-10.5
RL.MF.9-10.6
RL.CT.9-10.8
W.AW.9-10.1
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
History
| Geography
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Telling your own story asks a person to reflect on their own life, to find out what’s important and share it. Narrative writing is one way we come to understand ourselves - by telling the story of our lives. Students will have the opportunity to read narratives by people who have led many different lives. Reading a first person account of a person’ experiences, struggles, and triumphs is incredibly powerful - writing one can be equally as powerful as it will allow students to tell the story of their own life, free from other people’s perspectives and judgements.
Grade level: 9 Timeframe: 5 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
The Diary of Ma Yan |
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Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Anticipatory Guide | Generational Timeline | Comprehension Questions | The Diary of Ma Yan final assessment/project | |
I Am Malala excerpt | Journal entries | Listening Activities | A written analysis of a narrative work | |
Education Around the World Project | Guided reading questions with text evidence | Classroom Discussions | Reading quizzes and assessments in various forms (multiple choice short answer, and open-ended responses) to assess student comprehension | |
Self created gallery walk | Vocabulary Assessments | Benchmark assessments | ||
Family Heritage assignment (connect to personal background) | Written Analysis | Projects | ||
Open-ended responses and essay writing based on character, conflict, theme |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
|
|
Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
History
| Economics
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Drama is life. Life is Drama. People have played their parts in drama from the earliest Greek classics to the contemporary versions enjoyed today. Plays show, not tell, what takes place. The stage is where characters are confronted with conflict, and grapple with relationships in real time with the audience. The audience experiences the actions and emotions along with the performers. It’s what makes drama unique - different from reading a book, more intimate than watching a movie. Much like like, drama can be a tragedy or a comedy. In this unit, students will read and analyze dramatic texts and also try their hand at writing a script. Students will think about how the tools that playwrights use can help them in their own writing.
Grade level: 9 Timeframe: 5 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Romeo and Juliet |
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|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Webquest | Write/Pair/Share | Comprehension Questions | Romeo and Juliet final assessment/project | |
Anticipation Guide | Socratic Seminar | Listening Activities | A written analysis of a dramatic work | |
Vocab.com | Classroom Discussions | Tragic Hero Project | ||
Write-Around | Vocabulary Assessments | |||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
|
|
Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
History
| Culture
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
Myths are stories of creation, life and death, good and evil, humans and nature, and natural phenomena like earthquakes and volcanoes. Its characters are gods, heroes, and heroines. Myths seek a truth about life’s biggest questions. This unit will explore why these myths still matter to us today, and how their mythic elements continue to influence contemporary texts.
Grade level: 9 Timeframe: 3 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
Foundations of Language and Literature
| Foundations of Language and Literature
| In this unit, students will:
|
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Anticipation guide | Socratic Seminars | Comprehension Questions | A written analysis of a mythological work | |
Write/Pair/Share | Listening Activities | |||
Classroom Discussions | ||||
Vocabulary Assessments | ||||
Written Analysis |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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History
| Subject Area
|
Rutherford Public Schools
English 100 Curriculum Map and Pacing Guide
The focus of this unit is conducting research (e.g. draw evidence from texts, support analysis, reflection, and research, relevant information, print and digital sources). In this unit, students build upon writing skills to create a piece that utilizes multiple sources to present a position. This unit should be used as a way to teach purposeful research to utilize resources to synthesize a new product. When implementing this unit, teachers should consider writing as driving the standards, integrate skills from previous units, build upon previous units and move students towards writing skills needed for future units.
Grade level: 9 Timeframe: 6 Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
The Big 6 Research Model English 100: Research LibGuide | MLA Handbook The Norton Sampler: “Chapter 2: The Writing Process” and “Chapter 3: Writing Paragraphs” | To locate and evaluate information from print and digital sources to answer and support a research question by synthesizing into your own writing and analysis. |
Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) | Reflections |
Preliminary research survey: Students will locate background information to inform their topic selection and explain how the sources selected are reliable | Preliminary research: Students will evaluate the source they found to develop their topic using the instructed method of evaluating sources | Broad topic selected |
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Topic Development/ Essential Questions: Students will narrow down their broad topics to a searchable question | Essential Question check-in |
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Preliminary Research | Locating, evaluating, and citing sources: Students will navigate various sources of online information to seek and evaluate outside information using precise keyword searching | MLA Works Cited page |
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Essential Question | Thesis Development: Students will develop a thesis statement by tentatively answering their essential question through with the sources they found | Thesis statement check-in |
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N/A | Interview Skills: Students will identify and reach out to an “expert” within their topic and formulate interview questions | Finalized interview responses (if possible) |
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Note cards/digital notes | Organizing/outlining: Students will organize their findings in a way that supports their thesis statement through an outline | Essay outline |
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N/A | Drafting/Writer’s Workshop: Students will present their findings and incorporate their own understanding of it by drafting an essay | iSearch first draft |
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N/A | Editing/revising: Students will review the structure and mechanics of their writing through self, peer, and teacher editing | Peer/teacher feedback |
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N/A | Presentations: Students will summarize and present their findings and what they have learned through an interactive presentation | Slides or presenting materials/reflection |
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NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
RL.CR.9-10.1
RI.CR.9-10.1
RL.CI.9-10.2
RI.CI.9-10.2
RL.IT.9-10.3
RI.IT.9-10.3
RL.TS.9-10.4
RI.TS.9-10.4
RL.PP.9-10.5
RI.PP.9-10.5
RL.MF.9-10.6
RI.MF.9-10.6
RI.AA.9-10.7
RL.CT.9-10.8
RI.CT.9-10.8
W.AW.9-10.1
W.IW.9-10.2
W.NW.9-10-3
W.WP.9-10.4
W.WR.9-10.5
W.SE.9-10.6
W.RW.9-10.7
SL.PE.9-10.1
SL.II.9-10.2
SL.ES.9-10.3
SL.PI.9-10.4
SL.UM-9-10.5
SL.AS.9-10.6
CRLLKSPs | AASL | ISTE |
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For Support | For Enhancement |
|
|
Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)
| LGBT and Individuals with Disabilities (N.J.S.A. 18A:35-4.35.6)
|
Climate Change Education (NJSLS)
| Asian American and Pacific Islander Education (S4021/S3764/P.L.2021, c.416)
|
Various
| Subject Area
|
Rutherford Public Schools
English 100 Honors Curriculum Map and Pacing Guide
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: 9 Timeframe: 10 Non-Consecutive Weeks
Anchor Text(s) | Supplemental Texts and/or Readings | Objectives |
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Pre Assessment(s) | Activities | Formative Assessment(s) | Summative Assessment(s) |
IXL diagnostic | Working in IXL required skills (Whole class instruction) | Grammar online assessments | Using grammar and mechanics correctly in formal writing |
Vocabulary diagnostic | Working in IXL required skills via IXL “Weekly Boost” (Individual instruction) | Grammar quizzes | Using vocabulary words in formal writing |
Working on various activities in vocabulary units | Vocabulary quizzes | Vocabulary assessments | |
Using vocabulary words in context | Grammar assessments |
NJSLS-ELA 9-10
L.SS.9-10.1
L.KL.9-10.2
L.VL.9-10.3
L.VI.9-10.4
CRLLKSPs | 8.1 and 8.2 | 9.2 and 9.4 |
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For Support | For Enhancement |
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