Curriculum
Development Project
A Standards-Based Curriculum Unit For
English 11
Sheila Keller
University of New England
This project will present a Standards Based Curriculum unit on Anglo-Saxon and Medieval Literature. It
will include the former Curriculum Map of our district, along with a new Curriculum Guide with new
assessments that are focused on Differentiated Instruction.
Curriculum Development Project
2
Introduction:
There were two challenges I thought of when first deciding how to approach this
assignment. Maple Shade High School currently is working with a curriculum that has not been
updated in four years. The curriculum map I have provided for English 11 is based off of our old
curriculum. New Jersey has updated its Core Curriculum Standards (NJCCS) since the previous
curriculum was written, so the standards on the map are of the older version. The new curriculum
I have written uses the original curriculum as a base, in terms of the reading selections and the
writing selections, but the standards and assessments are new. The challenge here was to write
a new piece of curriculum that could easily fit in to our new curriculum when it is written.
The next challenge also refers to the older curriculum, which was written when classes
were still homogenous. In 2007-2008, Maple Shade High School no longer leveled its classes,
but placed students in the following sections: Academic, Inclusion, or Honors. All classes are
heterogeneous, which presents a problem when looking at the assessments used in the previous
curriculum. Most assessments are traditional in nature: quizzes, essays and tests. Teachers are
given the option of adding alternative assessments if they chose so. The challenge here was to
create a curriculum that could reach all students through differentiation in a
heterogeneous setting, while also continuing our school’s current rise in state test scores
over the past four years.
The following chart details Maple Shade High School’s High School Proficiency
Assessment (HSPA) scores in English and Math since heterogeneous classrooms have been
instituted. 2007 was the last year homogenous classrooms were used. While there was a large
Curriculum Development Project
3
increase in Partially-Proficient the year after the move, that number decreased over the next two
years. For the first time in our school’s history, more students scored Advanced Proficient vs.
Partially Proficient in 2010.
English
Year
2007 2008
Partially Proficient
15.8
30
27
12
6.5
6
9
17
Advanced Proficient
2009 2010
Math
Year
2008
Partially Proficient
Advanced Proficient
2009 2010
35.25
49
37
27
9.35
18
18
19
The goal with a new curriculum at our high school is to have all teachers teaching the
same units of study. 2010 was the first year that all 11th grade students read the same units of
study and took the same assessments. I was the sole 11th grade teacher, so there was no
difference between sections of classes. This might explain the increase of our test scores.
After conducting research on Standards Based Curriculum and Instruction, I believe that
this is the best model to use when designing a new curriculum. This framework allowed me to
decide what my students’ needs were, based on the NJCCS, while also designing assessments
that met these needs. These assessments also incorporated HSPA based skills, without having to
have the monthly assessment that was originally required by my department. This approach also
encourages the use of graphic organizers, group work and other modes of differentiation. With
Curriculum Development Project
4
differentiation being a crucial part of a Standards Based Curriculum, I tried to develop as many
graphic organizers and alternative assessments to meet the needs of my students.
One assessment that I chose was a pre-assessment. Chapman and King (2005) stated that
“when teachers strategically administer pre-assessments before planning lessons, they can
address the students’ strengths and needs during instruction.” As I move towards a differentiated
classroom, I felt that adding pre-assessments to the assessments I will use during and after
learning was essential. I felt that the skills used in a comparison/contrast essay were those that I
would want to pre-assess. Often my students report midway through this unit that they have
never written a comparison/contrast essay, so I usually teach it from start to finish. The “Ponder
and Pass” activity suggested by Chapman and King (2005) would allow me to see what they
already know about this subject, along with what they expect to learn out of it. As for the reading
units, I felt that the journal topics, which are used at the beginning of each reading section, could
be used as pre-assessment as they relate to themes within each unit.
Overall, I felt that this unit would fit nicely into our new curriculum, as our department
head is moving towards a Standards Based Curriculum. The use of graphic organizers will allow
the students to keep track of difficult topics within each unit, while also encouraging them to
read in-depth into each unit. The pair and group activities will allow the students to take a more
active role in their learning while also following Marzano, Pickering and Pollock’s (2001) five
elements of cooperative learning: “positive interdependence, face-to-face promotive interaction,
individual and group accountability, interpersonal and small group skills and group processing.”
Lastly, the strategies suggested by Marzano, Chapman and King offer teachers an opportunity to
explore education through new eyes. This is something I hope this unit can accomplish.
Curriculum Development Project
5
Curriculum Map
11th Grade English- British Literature
Unit One Title:
The Anglo Saxon and Medieval Period
Selections Read:
Beowulf
The Canterbury Tales by Geoffrey Chaucer
Writing Style:
Comparison/Contrast Essays
Standards Covered:
Reading: 3.1.G.3, 3.1.G.5, 3.1.G.7-8, 3.1.F.2, 3.2.A.3;
Writing: 3.2.A.2, 3.2.B.4, 3.3.D.1
MSHS Assessments: Beowulf- Vocabulary Quiz; Comprehension Quiz; Textbook Worksheets
The Canterbury Tales- Vocabulary Quiz; Comprehension Quiz; Textbook
Worksheets; Student’s original Canterbury Tale
Unit One- Unit Test; Comparison/Contrast Essay
Unit Two Title:
The English Renaissance
Selections Read:
The Tragedy of Macbeth by William Shakespeare
Writing Style:
Comparison/Contrast Essays
Standards Covered:
Reading: 3.1.E.1, 3.1.G.7, 3.1.D.1, 3.1.G.8, 3.1.D.2, 3.1.D.3, 3.1.G.1,
3.2.A.3
Writing: 3.2.A.2, 3.2.B.4, 3.3.D.1
MSHS Assessments: Macbeth Vocabulary Quiz; Textbook Worksheets; Quizzes on each Act;
Unit Test; End-of-unit persuasive essay
Unit Two- Comparison/Contrast Essay on Beowulf vs. Macbeth
Curriculum Development Project
Unit Three Title:
The Restoration and the 18th Century
Selections Read:
The Rape of the Lock by Alexander Pope
A Modest Proposal by Jonathan Swift
Writing Style:
Persuasive Essays
Standards Covered:
Reading: 3.1.G.8, 3.1.G.11, 3.1.F.1, 3.1.G.8, 3.1.H.6, 3.2.A.3
Writing: 3.2.B.3, 3.2.B.5, 3.3.D.3
MSHS Assessments: The Rape of the Lock- Vocabulary Quiz; Comprehension Quiz; Textbook
Worksheets
A Modest Proposal- Vocabulary Quiz; Comprehension Quiz; Textbook
Worksheets; Student’s original Modest Proposal submission.
Unit Three: Unit Test; Persuasive Essay
Unit Four Title:
The Flowering of Romanticism
Selections Read:
Selected Poetry by William Blake and William Wordsworth
Kubla Kahn by Samuel Coleridge
Writing Style:
Persuasive Essays
Standards Covered:
Reading: 3.1.G.7, 3.1.H.4, 3.1.G.2, 3.1.G.11, 3.2.A.3, 3.1.E.2
Writing: 3.2.B.3, 3.2.B.5, 3.3.D.3
MSHS Assessments: Blake and Wordsworth Poetry- Vocabulary Quiz; Comprehension Quiz;
Textbook Worksheets; Student illustration of chosen poem
Kubla Kahn- Vocabulary Quiz; Comprehension Quiz; Textbook
Worksheets;
Unit Four: Unit Test; Persuasive Essay
6
Curriculum Development Project
Unit Five Title:
The Victorians
Selections Read:
Selected Poetry by Alfred, Lord Tennyson
Malachi’s Cove by Anthony Trollope
Writing Style:
Biographical Narrative
Standards Covered:
Reading: 3.1.E.1, 3.1.G.11, 3.2.A.3, 3.1.G.3
Writing: 3.2.A.2, 3.2.D.2.b, 3.5.C.3
MSHS Assessments
Poetry- Vocabulary Quiz; Comprehension Quiz; Textbook Worksheets
Malachi’s Cove- Vocabulary Quiz; Comprehension Quiz; Textbook
Worksheets;
Unit Five: Unit Test; Biographical Narrative
Unit Six Title:
Modern and Contemporary Literature
Selections Read:
The Rocking Horse Winner by D.H. Lawrence
Araby by James Joye
Writing Style:
Literary Analysis
Standards Covered:
Reading: 3.1.E.1, 3.1.F.1, 3.1.G.7, 3.2.A.3, 3.1.G.8, 3.1.G.11, 3.2.A.3,
3.2.C.7
Writing: 3.2.A.2, 3.2.B.4, 3.3.D.3
MSHS Assessments: The Rocking Horse Winner- Vocabulary Quiz; Comprehension Quiz;
Textbook Worksheets; Childhood Reflection paper
Araby - Vocabulary Quiz; Comprehension Quiz; Textbook Worksheets;
Unit Six: Unit Test; Literary Analysis Paper
7
Curriculum Development Project
Unit Seven Title:
Research Strategies
Selections Read:
What is the Power of Research?
Research Strategies Workshop
Writing Style:
Research Paper
Standards Covered:
Reading: 3.1.G.5, 3.1.H.1, 3.1.H.3
Writing: 3.2.B.3, 3.2.D.2, 3.5.C.3
MSHS Assessments: Strategies Quiz; Research Paper on favorite British author
*The following standards were taken from the State of New Jersey’s 2004 Core Curriculum
Standards for Language Arts Literacy Grades 9-12
New Curriculum Document
*Please see attached document, along with the updated New Jersey 2008 Core Curriculum
Standards for Language Arts Literacy Grades 9-12
8
Curriculum Development Project
9
New Assessments for Beowulf
Pre-assessment:
Journal Entries:
Evil
In the Epic poem that we will begin today, Beowulf, a character is descended from
the evil Biblical character, Cain, who murdered his own brother. What do you
believe is the definition of “evil?” Where do you see evil in our World today?
Why?
Heroes
In Beowulf, the main character is considered a hero because he saves a civilization
from an evil monster. What are the characteristics of a hero? Give an example of a
modern day hero and explain how this person fits those characteristics.
Epics
An Epic is technically a long poem or story that follows the escapades and
adventures of a great hero or heroine. Are there any pieces of modern literature that
you would consider an Epic?
War
In Beowulf, the Geats and the Danes are involved in a war against the evil
character Grendel. However, these two civilizations are constantly at war with
other tribes. Do you believe that war is ever justified? Give examples to back up
your opinion.
Curriculum Development Project
10
During Learning Assessments:
Name:
Period:
Venn Diagram
Directions: Compare and Contrast Beowulf’s need to defeat Grendel versus
Grendel’s need to defeat Beowulf. Be specific and use evidence from the text!
Curriculum Development Project
11
Name:
Period:
Protagonist/Antagonist Character Development
Directions: Over the five sections of this story, the characters of Grendel and Beowulf change.
The best way to understand this story is to keep track of the development of the characters. Keep
track of emotions, actions, thoughts, etc for each section. The sections are quoted.
Character
“Grendel”
“Beowulf”
“The Battle
with
Grendel”
“Grendel’s
Mother”
and “The
Battle with
Grendel’s
Mother”
“Beowulf’s
Last Battle”
and “The
Death of
Beowulf”
Beowulf
Grendel
*This chart would be modeled by me first, so that the students could see exactly
what I expect for each section.
Curriculum Development Project
12
Name:
Period:
Comparison/Contrast Matrix
Directions:
Characteristics
Beowulf of the past
Age
Weapons
Attitude
Purpose
*This chart was taken from our textbook, but modified.
Beowulf during his last
battle
Curriculum Development Project
13
Name:
Period:
Traits of an Epic
Directions: Now that you understand the traits of an epic and an epic hero, list
some of the traits and how Beowulf meets those. You must use direct evidence
from the text!
Traits
Actions
*This chart would be modeled by me first. We would also brainstorm the traits of
an epic and an epic hero as a class beforehand.
Curriculum Development Project
14
Name:
Period:
Poetry Translation
Directions: Sometimes Beowulf can be difficult to understand, especially because
the poet uses literary terms such as alliteration, caesura and kennings. Define those
literary terms below then keep track of examples of each as you read. I have
provided you with an example for each one to start.
Definitions:
Alliteration: ________________________________________________________
Caesura: ___________________________________________________________
Kenning: __________________________________________________________
Literary
Term
Example 1
Alliteration
So mankind’s
enemy
continued his
crimes
Caesura
He took what
he wanted , //
all the treasures
Kenning
“mankind’s
enemy” =
Grendel
Example 2
Example 3
Example 4
Example 5
Curriculum Development Project
15
Assessments After Learning:
Name:
Period:
Group Number:
Date:
Textbook Review Questions
Directions: In your groups, answer the questions in complete sentences. All questions MUST be
discussed by the group before an answer can be recorded
Comprehension Questions:
1. Recall- In what way does Boewulf’s sword fall on him?
2. Clarify- Why does Wiglaf denounce the other warriors?
3. Summarize- How do the Geats honor Beowulf after he dies?
Literary Analysis:
4. Analyze Old English Poetry- Review the list you created as you read. In what ways might the
alliteration, caesuras, and kennings in Beowulf have helped Anglo-Saxon poets chant or sing the poem
and convey its meanings?
5. Analyze Theme- Beowulf is able to defeat evil in the form of Grendel and Grendel’s mother, yet he
loses his life when he battles the dragon. What theme does this suggest about the struggle between good
and evil?
6. Compare and Contrast- Compare and contrast the portrayals of Beowulf as a young and old man.
Also, compare Hrothgar’s recollection of his early deeds with his limitations as an aged king. What view
of youth and age do these comparisons convey? Support your conclusions with specific evidence.
7. Draw Conclusions- Describe Beowulf’s attitude toward death or morality in each of the following
passages. How does his attitude change over time? Cite evidence to support your conclusions.

Lines 179-189 (“And I think….unwind as it must!”)

Lines 481-492 (“They wrestled…..care about nothing else!”)

Lines 665-691 (“Flames beat at the iron….beaten warrior.”)
8. Evaluate Author’s Purpose- Re-read lines 81-85, which reveal the influence of Christianity on the
Beowulf Poet. Why might the poet have chose to describe Hrothgar and Grendel in terms of their
relationship to God?
*These questions were taken from the textbook with modifications.
Curriculum Development Project
16
Name:
Period:
Student Illustration
Directions: Illustrate one of your favorite scenes from Beowulf. On the back of
your illustration explain why you chose this scene and what you feel the
significance of this scene is to the rest of the poem. I’m not looking for a Monet,
just a bit of effort! ;-)
Rubric
Score
Illustration
Description
5
Drawing relates to poem,
includes artistic detail and goes
above and beyond.
Description relates to illustration
and poem and includes direct
evidence.
4
Drawing relates to poem and
includes artistic detail
Description relates to illustration
and poem.
3
Drawing relates to poem, but
does not include artistic detail.
Description relates to illustration
and poem, but does not include
much detail.
2
Drawing barely relates to poem.
Description barely relates to the
illustration.
1
Drawing does not relate to poem.
Description does not relate to the
poem, nor the drawing.
Curriculum Development Project
17
The Canterbury Tales New Assessments
Pre-assessments:
Journal Entries:
Character
In The Canterbury Tales, Geoffrey Chaucer introduces his readers to some very
interesting characters. What makes a great character? Name a favorite character
from a novel, short story or poem and explain why you chose this character.
Deceit
In The Canterbury Tales, many of the religious characters are considered
deceitful? What does “deceit” mean? Have you ever been deceitful? Explain.
Chivalry
A knight of King Arthur’s round table was expected to act chivalrous towards
woman. This meant they were expected to act gracious, be courteous and to treat a
woman with respect. A chivalrous act would be a man opening a door for a
woman. Do you believe chivalry exists today? Why or why not?
Curriculum Development Project
18
During Reading Assessments:
Name:
Date:
Descriptive Pattern Organizer- The Pilgrims
Directions: In Geoffrey Chaucer’s Prologue to The Canterbury Tales, he
introduces his audience to many different characters. While all of these characters
are connected by their journey, each is different in his/her own way. For each of
the major characters you read about in the Prologue, you will receive an organizer
like the one below. Write the main character’s name in the center circle and then
write down four important details that will help you remember who this character
is.
Curriculum Development Project
19
Name:
Date:
Chaucer Paraphrasing Chart
Directions: While easier to understand than Beowulf, Chaucer’s language is still quite different from our
own. As we watch the progression of the English language throughout this textbook, it’s easier to see how
our language has changed by paraphrasing the difficult words into Modern English. As you read the
Prologue, keep track of difficult phrases in the left hand side of the organizer and as a class we will
translate the phrases into modern English.
Chaucer’s Phrase
Modern English Paraphrasing
“When in April the sweet showers fall/And pierce the
drought of March to the root….” (lines 1-2)
When the April rain comes and end the dryness of
March
Curriculum Development Project
20
Name:
Period:
Chaucer Characterization Chart
Directions: To understand the characters of this selection, it’s important to be able to characterize them,
or give descriptive details. For example we know Beowulf was brave, because he chose to fight a monster
that killed hundreds of men. As a way to practice this skill, you are to fill out the following chart with a
partner giving one characteristic you have learned about Geoffrey Chaucer based on his biography and
then give an example of how he showed this. I have provided you with one example.
Characteristic
Actions that prove this
Chaucer was considered creative.
He created each of the Canterbury Tales characters
from his own imagination and was descriptive with
each one.
Curriculum Development Project
21
Name:
Date:
Venn Diagram
Directions: In the following Venn Diagram, compare and contrast Beowulf to the Knight from the The
Wife of Bath’s Tale. Focus on characteristics of the two characters and their actions.
Beowulf
The
Knight
Curriculum Development Project
22
Name:
Date:
Characterization Chart for Character of Choice
Directions: Now that you understand how to characterize a character, in your group choose one character
from the Prologue and fill out the following chart. Choose a characteristic of that character and an action
that showed this.
Characteristic
Action
Curriculum Development Project
Name:
23
Date:
Cause/Effect Chart The Pardoner’s Tale
Directions: In pairs, fill out the following Cause/Effect chart on the actions and reactions of our
characters.
Cause
Effect
The three rioters find out that their friend has been
taken by “Death.”
The three rioters set out to find “Death” and kill him.
Curriculum Development Project
Name:
24
Date:
Cause/Effect Chart The Wife of Bath’s Tale
Directions: In pairs, fill out the following Cause/Effect chart on the actions and reactions of our
characters.
Cause
Effect
The knight sees a young, attractive woman.
The knight rapes the woman.
Curriculum Development Project
25
After Learning Assessments
Name:
Date:
Group Number:
Creative Group Project
Directions: Now that we have finished reading The Canterbury Tales and we have a better idea of the
characteristics of each character, it’s time to showcase your knowledge! In your groups you are to create a
creative presentation on your favorite character from The Prologue, The Pardoner’s Tale or The Wife of
Bath’s Tale. Your presentation must include some of the characteristics we have learned about this
character, along with some creativity. You must also include a descriptive paragraph that explains the
purpose of your project.
Examples of this project can be:
PowerPoint Presentation, Diorama, Song, Poem, Re-enactment of the character’s role in the story,
Or something completely different!
Score
Project
Description
10
Project relates to poem, includes
creativity and goes above and
beyond.
Description relates to project and
poem and includes direct
evidence.
8
Project relates to poem and
includes creative details
Description relates to project and
poem.
6
Project relates to poem, but does
not include much creative detail.
Description relates to project and
poem, but does not include much
detail.
4
Project barely relates to poem.
Description barely relates to the
project.
2
Project does not relate to poem.
Description does not relate to the
poem, nor the project.
Curriculum Development Project
26
Name:
Date:
Characterization Chart for Character of Choice
Directions: Now that you understand how to characterize a character, with a partner choose one character
from The Pardoner’s Tale or The Wife of Bath’s Tale and fill out the following chart. Choose a
characteristic of that character and an action that showed this.
Characteristic
Action
Curriculum Development Project
27
New Assessments for Comparison/Contrast Essays
Pre-assessment for Comparison/Contrast Matrix
Name:
Date:
Ponder and Pass- Comparison/Contrast Essays
Directions: As we prepare to begin the process of writing a comparison/contrast essay, take the
time to let me know what you already know about this topic.
My background or experience on this topic is:
I want to learn:
My feelings/concerns about this topic are:
Curriculum Development Project
28
During Learning Assessments:
Name:
Date:
Comparison/Contrast Hero Venn Diagram
Directions: Choose an Epic hero of our time and compare/contrast him/her to Beowulf. Make sure to
focus on characteristics of an Epic hero and actions.
Beowulf
Modern
Day Hero
Curriculum Development Project
29
Post Learning Assessment for all Group Work:
Name:
Date:
Group Number:
Directions: Please fill out the following evaluation form on your group mates. Please just list
their initials.
Group Member:
Observable
Behavior
Stayed on Task
Completed
his/her share of
the work
Showed respect
towards all
members
Never
Sometimes
Most of the
Time
Comments
Curriculum Development Project
30
Summary
The first step for implementation in my high school is to get everyone on the same page.
Not all teachers in my department believe that differentiated instruction (D.I.) works, so in order
for me to garner support from them, I would have to show them the positives of D.I. At our
monthly department meetings I would like to show them some of the activities that Chapman and
King use in their book, Differentiated Assessment Strategies: One Tool Doesn’t Fit All. The
assessment techniques are just as invaluable as those prescribed by Marzano. Our department
has to get on the same page and start developing common assessments that assess what we want
the kids to learn, not what we enjoy teaching. We also need to move out of traditional settings
and allow our kids to work more in group settings. I hope that our department meetings can
move from disagreements, to focusing on the task at hand.
I would also need more one on one time with my special education co-teacher to work on
the new graphic organizers I have used. As our curriculum currently stands, most of our
assessments used while the kids are reading the selections are textbook end-of-section questions.
We usually modify these questions to fit the needs of her students, but there are ways of building
these modifications into a curriculum. I hope that the group activities will encourage her to place
her students in heterogeneous groups, as opposed to always placing them in leveled grouping.
Overall, I hope to use this unit as model towards the development of the 11th grade
curriculum. The idea of differentiated instruction is much easier to support when you work
towards developing assessments that fit all of your learners. Developing this unit made me
realize how often my struggling students are overlooked. Hopefully the other teachers in my
department feel the same way.
Curriculum Development Project
31
References
Chapman, C., & King, R. S. (2005). Differentiated Assessment Strategies: One Tool Doesn't Fit
All (1 ed.). Thousand Oaks, CA: Corwin Press.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement (ASCD). Alexandria,
VA: Prentice Hall.
McDougal Littell Literature: British Literature. (2008). Evanston, IL: McDougal Littell.