The mission of the Bridgeton Public Schools is to
have all pupils meet the Core Curriculum Content
Standards and graduate from high school as lifelong
learners who will make positive contributions to the
community, act with the highest moral and ethical
standards, promote equal opportunity, and
participate in the advancement of our democratic
society.
To create a transparent school system, with state of
the art facilities, clearly focused on having all
students achieve academic and interpersonal
excellence, supported by committed parents,
community members and staff who feel a moral
obligation to help all students meet the highest
standards.
Bridgeton Board of Education
H. Victor Gilson, Ed.D.
Superintendent
Angelia Edwards
Board President
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7/13/09
COURSE GOALS
Students will be able to:
I.
understand the writing process and use it in a variety of formats.
II.
revise and edit writing using conventional grammar and mechanics.
III.
critique and evaluate writing using rubrics.
IV.
develop, write and revise a research paper.
V.
use before, during and after reading strategies to increase fluency in reading.
VI.
demonstrate active listening skills.
VII.
speak for a variety of purposes.
VIII.
critique and evaluate speaking using rubrics.
IX.
participate in discussions and seminars.
X.
evaluate the effects of media on a culture/society.
2
January 9, 2008 New
Jersey Core Curriculum Content Standards:
For Language Arts Literacy
STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND
APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN
WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS
AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH
FLUENCY AND COMPREHENSION.
Descriptive Statement: A primary reading goal is for students at all grades to read
independently with fluency and comprehension so that they become lifelong readers and
learners. In order to achieve this goal, students benefit from "daily opportunities to read
books they choose for themselves, for their own purposes, and their own pleasures"
(Calkins, 2001). Students should read grade-appropriate or more challenging classic and
contemporary literature and informational readings, both self-selected and assigned. In
order to grow as readers and deepen their understanding of texts, students need many
opportunities to think about, talk about, and write about the texts they are reading. A
diversity of reading material (including fiction and nonfiction) provides students with
opportunities to grow intellectually, emotionally, and socially as they consider universal
themes, diverse cultures and perspectives, and the common aspects of human existence.
In early reading instruction, children need to know about sounds, letters and words, and
their relationships. Phonemic awareness, knowledge of the relationships between sounds
and letters, and an understanding of the features of written English texts are essential to
beginning reading. Direct, systematic phonics instruction enables many students to
develop their knowledge of phonics, and provides a bridge to apply this knowledge in
becoming independent and fluent readers. Systematic phonics instruction typically
involves explicitly teaching students a pre-specified set of letter-sound relations and
having students read text that provides practice using these relations to decode words
(National Reading Panel, 2000). It is important to help students become fluent readers in
the early years, and then help them expand their literacy abilities as they progress through
the middle and high school grades.
The reading process requires readers to respond to texts, both personally and critically,
and relate prior knowledge and personal experiences to written texts. Students apply
literal, inferential and critical comprehension strategies before, during, and after reading
to examine, construct, and extend meaning. In becoming fluent readers, students must
draw on the word meaning and sentence structure of text and sound/symbol relationships,
and use these cueing systems interchangeably in order to gain meaning. Students need to
recognize that what they hear, speak, write, and view contributes to the content and
quality of their reading experiences.
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Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will
A. Concepts About Print/Text
3.1.12.A.1 Interpret and use common textual features (e.g., paragraphs, topic
sentence, index, glossary, table of contents) and graphic features, (e.g., charts,
maps, diagrams) to comprehend information.
3.1.12.A.2 Identify interrelationships between and among ideas and concepts
within a text, such as cause-and-effect relationships.
C. Decoding and Word Recognition
3.1.12.C.1 Decode new words using structural and context analysis.
D. Fluency
3.1.12.D.1 Read developmentally appropriate materials (at an independent level)
with accuracy and speed.
3.1.12.D.2 Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.12.D.3 Read a variety of genres and types of text with fluency and
comprehension.
E. Reading Strategies (before, during, and after reading)
3.1.12.E.1 Assess, and apply reading strategies that are effective for a variety of
texts (e.g., previewing, generating questions, visualizing, monitoring, summarizing,
evaluating).
3.1.12.E.2 Use a variety of graphic organizers with various text types for memory
retention and monitoring comprehension.
3.1.12.E.3 Analyze the ways in which a text’s organizational structure supports or
confounds its meaning or purpose.
F. Vocabulary and Concept Development
3.1.12.F.1 Use knowledge of word origins and word relationships, as well as
historical and literary context clues, to determine the meanings of specialized
vocabulary.
3.1.12.F.2 Use knowledge of root words to understand new words.
3.1.12.F.3 Apply reading vocabulary in different content areas.
3.1.12.F.4 Clarify pronunciation, meanings, alternate word choice, parts of speech,
and etymology of words using the dictionary, thesaurus, glossary, and technology
resources.
3.1.12.F.5 Define words, including nuances in meanings, using context such as
definition, example, restatement, or contrast.
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G. Comprehension Skills and Response to Text Literary Text
3.1.12.G.1 Apply a theory of literary criticism to a particular literary work.
3.1.12.G.2 Analyze how our literary heritage is marked by distinct literary
movements and is part of a global literary tradition.
3.1.12.G.3 Compare and evaluate the relationship between past literary traditions
and contemporary writing.
3.1.12.G.4 Analyze how works of a given period reflect historical and social events
and conditions.
3.1.12.G.5 Recognize literary concepts, such as rhetorical device, logical fallacy,
and jargon, and their effect on meaning.
3.1.12.G.6 Interpret how literary devices affect reading emotions and
understanding.
3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g., irony,
paradox, metaphor, simile, personification).
3.1.12.G.8 Recognize the use or abuse of ambiguity, contradiction, paradox, irony,
incongruities, overstatement and understatement in text and explain their effect on
the reader.
3.1.12.G.9 Analyze how an author's use of words creates tone and mood, and how
choice of words advances the theme or purpose of the work.
3.1.12.G.10 Identify and understand the author’s use of idioms, analogies,
metaphors, and similes, as well as metrics, rhyme scheme, rhythm, and alliteration
in prose and poetry.
3.1.12.G.11 Identify the structures in drama, identifying how the elements of
dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue)
articulate a playwright’s vision.
3.1.12.G.12 Analyze the elements of setting and characterization to construct
meaning of how characters influence the progression of the plot and resolution of
the conflict.
3.1.12.G.13 Analyze moral dilemmas in works of literature, as revealed by
characters’ motivation and behavior.
3.1.12.G.14 Identify and analyze recurring themes across literary works and the
ways in which these themes and ideas are developed.
Informational Text
3.1.12.G.15 Identify, describe, evaluate, and synthesize the central ideas in
informational texts.
3.1.12.G.16 Distinguish between essential and nonessential information.
3.1.12.G.17 Analyze the use of credible references.
3.1.12.G.18 Differentiate between fact and opinion by using complete and accurate
information, coherent arguments, and points of view.
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3.1.12.G.22 Summarize informational and technical texts and explain the visual
components that support them.
3.1.12.G.23 Evaluate informational and technical texts for clarity, simplicity and
coherence and for the appropriateness of graphic and visual appeal.
3.1.12.G.24 Identify false premises in an argument.
3.1.12.G.25 Analyze foundational U.S. documents for their historical and literary
significance and how they reflect a common and shared American Culture (e.g.,
The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham
Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham
Jail”).
H. Inquiry and Research
3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality
of the information received.
3.1.12.H.3 Develop increased ability to critically select works to support a research
topic.
3.1.12.H.4 Read and critically analyze a variety of works, including books and
other print materials (e.g., periodicals, journals, manuals), about one issue or topic,
or books by a single author or in one genre, and produce evidence of reading.
3.1.12.H.5 Apply information gained from several sources or books on a single
topic or by a single author to foster an argument, draw conclusions, or advance a
position.
3.1.12.H.6 Critique the validity and logic of arguments advanced in public
documents, their appeal to various audiences, and the extent to which they
anticipate and address reader concerns.
3.1 12.H.7 Produce written and oral work that demonstrates synthesis of multiple
informational and technical sources
3.1.12.H.8 Produce written and oral work that demonstrates drawing conclusions
based on evidence from informational and technical text.
3.1.12.H.9 Read and compare at least two works, including books, related to the
same genre, topic, or subject and produce evidence of reading (e.g., compare
central ideas, characters, themes, plots, settings) to determine how authors reach
similar or different conclusions.
STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR,
CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Writing is a complex process that begins with the recording of
one's thoughts. It is used for composition, communication, expression, learning, and
engaging the reader. Proficient writers use a repertoire of strategies that enables them to
vary form, style, and conventions in order to write for different purposes, audiences, and
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contexts. Students should have multiple opportunities to craft and practice writing, to
generate ideas, and to refine, evaluate, and publish their writing. In a successful writing
program, students develop and demonstrate fluency in all phases of the writing process,
including prewriting, drafting, revising, editing of multiple drafts, and postwriting
processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of
the writing process, in moving from the role of writer to the role of reader and back
again. It is important for students to understand that writers write, then plan and revise,
and then write again. They will learn to appreciate writing not only as a product, but also
as a process and mode of thinking and communicating. "By the mysterious alchemy of
the written word, we range over time and space, expanding our experiences, enriching
our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999).
Students should recognize that what they hear, speak, read, and view contributes to the
content and quality of their writing.
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, post writing)
3.2.12.A.1 Engage in the full writing process by writing daily and for sustained
amounts of time.
3.2.12.A.2 Define and narrow a problem or research topic.
3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write
drafts according to the intended message, audience, and purpose for writing.
3.2.12.A.4 Analyze and revise writing to improve style, focus and organization,
coherence, clarity of thought, sophisticated word choice and sentence variety, and
subtlety of meaning.
3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to
improve writing.
3.2.12.A.6 Review and edit work for spelling, usage, clarity, and fluency.
3.2.12.A.7 Use the computer and word-processing software to compose, revise,
edit, and publish a piece.
3.2.12.A.8 Use a scoring rubric to evaluate and improve own writing and the
writing of others.
3.2.12.A.9 Reflect on own writing and establish goals for growth and
improvement.
B. Writing as a Product (resulting in a formal product or publication)
3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of
selected genres and apply this knowledge to own writing.
3.2.12.B.2 Critique published works for authenticity and credibility.
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3.2.12.B.3 Draft a thesis statement and support/defend it through highly developed
ideas and content, organization, and paragraph development.
3.2.12.B.4 Write multi-paragraph, complex pieces across the curriculum using a
variety of strategies to develop a central idea (e.g., cause-effect, problem/solution,
hypothesis/results, rhetorical questions, parallelism).
3.2.12.B.5 Write a range of essays and expository pieces across the curriculum,
such as persuasive, analytic, critique, or position paper, etc.
3.2.12.B.6 Write a literary research paper that synthesizes and cites data using
researched information and technology to support writing.
3.2.12.B.7 Use primary and secondary sources to provide evidence, justification, or
to extend a position, and cite sources from books, periodicals, interviews,
discourse, electronic sources, etc.
3.2.12.B.8 Foresee readers' needs and develop interest through strategies such as
using precise language, specific details, definitions, descriptions, examples,
anecdotes, analogies, and humor as well as anticipating and countering concerns
and arguments and advancing a position.
3.2.12.B.9 Provide compelling openings and strong closure to written pieces.
3.2.12.B.11 Use the responses of others to review content, organization, and usage
for publication.
3.2.12.B.12 Select pieces of writing from a literacy folder for a presentation
portfolio that reflects performance in a variety of genres.
3.2.12.B.13 Write sentences of varying length and complexity using precise
vocabulary to convey intended meaning.
C. Mechanics, Spelling, and Handwriting
3.2.12.C.1 Use Standard English conventions in all writing (sentence structure,
grammar and usage, punctuation, capitalization, spelling).
3.2.12.C.2 Demonstrate a well-developed knowledge of English syntax to express
ideas in a lively and effective personal style.
3.2.12.C.3 Use subordination, coordination, apposition, and other devices
effectively to indicate relationships between ideas.
3.2.12.C.4 Use transition words to reinforce a logical progression of ideas.
3.2.12.C.5 Use knowledge of Standard English conventions to edit own writing and
the writing of others for correctness.
3.2.12.C.6 Use a variety of reference materials, such as a dictionary, grammar
reference, and/or internet/software resources to edit written work.
3.2.12.C.7 Create a multi-page document using word processing software that
demonstrates the ability to format, edit, and print.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
3.2.12.D.1 Employ the most effective writing formats and strategies for the
purpose and audience.
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3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a
description, a literary analysis essay) that:
• Develops a thesis;
• Creates an organizing structure appropriate to purpose, audience and context;
• Includes relevant information and excludes extraneous information;
• Makes valid inferences;
• Supports judgments with relevant and substantial evidence and well-chosen
details; and
• provides a coherent conclusion.
3.2.12.D.3 Evaluate the impact of an author's decisions regarding tone, word
choice, style, content, point of view, literary elements, and literary merit, and
produce an interpretation of overall effectiveness.
3.2.12.D.4 Apply all copyright laws to information used in written work.
3.2.12.D.5 When writing, employ structures to support the reader, such as
transition words, chronology, hierarchy or sequence, and forms, such as headings
and subtitles.
3.2.12.D.7 Demonstrate personal style and voice effectively to support the purpose
and engage the audience of a piece of writing.
3.2.12.D.8 Analyze deductive arguments (if the premises are all true and the
argument’s form is valid, the conclusion is true) and inductive arguments (the
conclusion provides the best or most probable explanation of the truth of the
premises, but is not necessarily true.)
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR,
CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Oral language is a powerful tool for communicating, thinking,
and learning. Through speaking and listening, students acquire the building blocks
necessary to connect with others, develop vocabulary, and perceive the structure of the
English language. An important goal in the language arts classroom is for students to
speak confidently and fluently in a variety of situations.
Speaking is the process of expressing, transmitting, and exchanging information, ideas,
and emotions. When students listen and talk to others about their ideas, they are able to
clarify their thinking. Whether in informal interactions with others or in more formal
settings, communicators are required to organize and deliver information clearly and
adapt to their listeners. Students should have multiple opportunities to use speaking for a
variety of purposes, including questioning, sharing information, telling a humorous story,
or helping others to achieve goals. Students should recognize that what they hear, write,
read, and view contributes to the content and quality of their oral language.
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Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will:
A. Discussion
3.3.12.A.1 Support a position integrating multiple perspectives.
3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions.
3.3.12.A.3 Assume leadership roles in student-directed discussions, projects, and forums.
B. Questioning (Inquiry) and Contributing
3.3.12.B.3 Analyze, evaluate, and modify group processes.
3.3.12.B.4 Select and discuss literary passages that reveal character, develop theme, and
illustrate literary elements.
3.3.12.B.5 Question critically the position or viewpoint of an author.
3.3.12.B.6 Respond to audience questions by providing clarification, illustration,
definition, and elaboration.
3.3.12.B.7 Participate actively in panel discussions, symposiums, and/or business
meeting formats (e.g., explore a question and consider perspectives).
3.3.12.B.8 Paraphrase comments presented orally by others to clarify viewpoints.
3.3.12.B.9 Give and follow spoken instructions to perform specific tasks to answer
questions or to solve problems.
C. Word Choice
3.3.12.C.1 Select and use precise words to maintain an appropriate tone and clarify ideas
in oral and written communications.
3.3.12.C.2 Improve word choice by focusing on rhetorical devices (e.g., puns,
parallelism, allusion, alliteration).
D. Oral Presentation
3.3.12.D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment,
literary interpretation, dramatization, and personal expression).
3.3.12.D.2 Use a variety of organizational strategies (e.g., focusing idea, attention getters,
clinchers, repetition, and transition words).
3.3.12.D.5 Modify oral communications through sensing audience confusion, and make
impromptu revisions in oral presentation (e.g., summarizing, restating, adding
illustrations/details).
STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO
INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF
SITUATIONS.
10
Descriptive Statement: Listening is the process of hearing, receiving, constructing
meaning from, and responding to spoken and/or nonverbal messages. Through active
listening, students gain understanding and appreciation of language and communication.
Students call on different listening skills depending on their purpose for listening (e.g.,
listening to sounds, comprehending information, evaluating a message, appreciating a
performance). Effective listeners are able to listen actively, restate, interpret, respond to,
and evaluate increasingly complex messages. Students need to recognize that what they
say, read, write, and view contributes to the content and quality of their listening
experiences.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will:
A. Active Listening
3.4.12.A.1 Discuss, analyze and extend ideas heard orally.
3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions,
making meaningful comments, and providing constructive feedback to ideas in a
persuasive speech, oral interpretation of a literary selection, or scientific or educational
presentation.
3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral
communications.
B. Listening Comprehension
3.4.12.B.1 Summarize, make judgments, and evaluate the content and delivery of oral
presentations.
3.4.12.B.2 Evaluate the credibility of a speaker.
3.4.12.B.3 Determine when propaganda and argument are used in oral forms.
3.4.12.B.5 Follow oral directions to perform specific tasks to answer questions or solve
problems.
3.4.12.B.6 Paraphrase information presented orally by others.
STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL
ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND
ELECTRONIC TEXTS AND RESOURCES.
Descriptive Statement: Students learn how to view critically and thoughtfully in
order to respond to visual messages and images in print, nonverbal interactions, the
arts, and electronic media. Effective viewing is essential to comprehend and
respond to personal interactions, live performances, visual arts that involve oral
and/or written language, and both print media (graphs, charts, diagrams,
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illustrations, photographs, and graphic design in books, magazines, and
newspapers) and electronic media (television, computers, film). A media-literate
person is able to evaluate media for credibility and understands how words,
images, and sounds influence the way meanings are conveyed and understood in
contemporary society. Students need to recognize that what they speak, hear, write,
and read contributes to the content and quality of their viewing.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will:
A. Constructing Meaning from Media
3.5.12.A.1 Understand that messages are representations of social reality and vary by
historic time periods and parts of the world.
3.5.12.A.2 Identify and evaluate how a media product expresses the values of the culture
that produced it.
3.5.12.A.3 Identify and select media forms appropriate for the viewer's purpose.
3.5.12.A.4 Examine the commonalities and conflicts between the visual and print
messages (e.g., humor, irony, or metaphor) and recognize how words, sounds, and
images are used to convey the intended messages.
B. Visual and Verbal Messages
3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.12.B.2 Analyze visual techniques used in a media message for a particular audience
and evaluate their effectiveness.
3.5.12.B.3 Analyze the effects of media presentations and the techniques to create them.
C. Living with Media
3.5.12.C.1 Use print and electronic media texts to explore human relationships, new
ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social
institutions, cf. health and physical education standards and visual and performing arts
standards).
3.5.12.C.2 Identify and discuss the political, economic, and social influences on news
media.
3.5.12.C.3 Identify and critique the forms, techniques (e.g., propaganda) and technologies
used in various media messages and performances.
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New Jersey Core Curriculum Content Standards
for
Technology
INTRODUCTION
Technology in the 21st Century
Technology is uniquely positioned to transform learning, to foster critical thinking,
creativity, and innovation, and to prepare students to thrive in the global economy. As
engaged digital learners, students are able to acquire and apply content knowledge and
skills through active exploration, interaction, and collaboration with others across the
globe, challenging them to design the future as envisioned in the statements that follow:
Mission: Technology enables students to solve real world problems, enhance life, and
extend human capability as they meet the challenges of a dynamic global society.
Vision: The systematic integration of technology across the curriculum and in the
teaching and learning process fosters a population that leverages 21st century resources
to:

Apply information-literacy skills to access, manage, and communicate information
using a range of emerging technological tools.

Think critically and creatively to solve problems, synthesize and create new
knowledge, and make informed decisions that affect individuals, the world
community, and the environment.

Gain enhanced understanding of global interdependencies as well as multiple cultural
perspectives, differing points of view, and diverse values.

Employ a systemic approach to understand the design process, the designed world,
and the interrelationship and impact of technologies.

Model digital citizenship.
In grades 9-12, students demonstrate advanced computer operation and application skills
by publishing products related to real-world situations (e.g., digital portfolios, digital
learning games and simulations), and they understand the impact of unethical use of
digital tools. They collaborate adeptly in virtual environments and incorporate global
perspectives into problem solving at home, at school, and in structured learning
experiences, with the growing realization that people in the 21st century are
interconnected economically, socially, and environmentally and have a shared future.
8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
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Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade
12, students will:
D. Digital Citizenship
8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative
Commons guidelines.
F. Critical Thinking, Problem Solving, and Decision-Making
8.1.12.F.1
Select and use specialized databases for advanced research to solve realworld problems.
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Scope and Sequence
English Honors 11
Chapter #/Title
# of Days
1/Course Introduction
5
2/The Great Gatsby
20
3/50 Essays
20
Midterm
2
4/A Raisin in the Sun
20
5/Macbeth
23
Final Exam
2
Total Number of Days
92
15
BRIDGETON PUBLIC SCHOOLS
ENGLISH
PACING CHART/CURRICULUM MAP
Course:
Honors 11
Unit: 1
Essential Question: What is the American Dream?
TIMELINE
20 days
NJCCCS
NJCCCS
3.1.12.A.1
3.1.12.A.2
3.1.12.C.1
3.1.12.D.1
3.1.12.D.2
3.1.12.D.3
3.1.12.E.1
3.1.12.E.2
3.1.12.E.3
3.1.12.F.1
3.1.12.F.2
3.1.12.F.3
3.1.12.F.4
3.1.12.F.5
3.1.12.G.1
3.1.12.G.2
3.1.12.G.3
3.1.12.G.4
TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS
ASSESSMENTS
Lesson Title/ #
The Great Gatsby
Name of Resource and
Page #’s
Objective(s)
Students will be
able to
● The Great Gatsby by F.
Scott Fitzgerald
● The Great Gatsby:
Teacher Guide
● Holt Elements of
Literature Fifth Course, pp.
562-569, 621-640, 774-78
● Holt Elements of
Literature Fifth Course,
Teacher’s Edition, pp. 562569, 621-640, 774-78
● 50 Essays: A Portable
Anthology by Samuel
Cohen, pp. 138-148
● Teaching Nonfiction in
AP* English: A Guide to
Accompany 50 Essays, pp.
42-44
● Team-created
Benchmark
assessments
● Teacher-created
Vocabulary quizzes
● Teacher-created
exit slips
● Portfolios with
teacher’s corrective
feedback and student
self-reflection
● Picture Prompt
Narrative – rough
draft
● Picture Prompt
Narrative – final
draft
● Persuasive Essay –
rough draft
● Persuasive Essay –
final draft
SKILLS/ CONTENT
OBJECTIVES:
● utilize strategies to
increase vocabulary.
● utilize reading
strategies to increase
fluency and
comprehension.
● paraphrase a text.
● summarize a text.
● interpret the
wording of multiple
choice and openended questions.
● use graphic
organizers.
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3.1.12.G.6
3.1.12.G.7
3.1.12.G.9
3.1.12.G.10
3.1.12.G.11
3.1.12.G.12
3.1.12.G.13
3.1.12.G.14
3.1.12.G.25
3.1.12.H.4
3.1.12.H.5
3.1.12.H.7
3.1.12.H.9
3.2.12.A.1
3.2.12.A.1
3.2.12.A.2
3.2.12.A.3
3.2.12.A.4
3.2.12.A.5
3.2.12.A.6
3.2.12.A.7
3.2.12.A.8
3.2.12.A.9
3.2.12.B.1
3.2.12.B.5
3.2.12.B.8
3.2.12.B.9
3.2.12.B.11
3.2.12.B.12
3.2.12.B.13
3.2.12.C.1
3.2.12.C.2
3.2.12.C.3
3.2.12.C.4
● draw conclusions
based on information
in the text.
● create elements of
setting.
● create examples of
internal and external
conflicts.
● construct a plot
sequence for
narrative prompt.
● create a theme for
a narrative prompt.
● produce a picture
prompt essay.
● generate questions
based on reading.
● make predictions
based on text.
● create a thesis
statement.
● use details from
the text to support
answers.
● use a variety of
persuasive strategies
in their writing.
● differentiate
between fact and
opinion.
● use figurative
language in writing.
● generate a
persuasive essay.
● A Pocket Style Manual
Fifth Edition, pp. 42-47.
● Criterion Writing website
● Vocabulary Strategies
(see page 35)
● Reading/Writing
Strategies (see LAL
Department Folder on
network)
17
● Self-assessment
Rubrics
● Criterion Writing
tasks
● Unit Tests
● Teacher-created
Skill quizzes
● Extended
Individual Practice
● Individualized InClass Development
3.2.12.C.5
3.2.12.C.6
3.2.12.D.1
3.2.12.D.2
3.2.12.D.3
3.2.12.D.4
3.2.12.D.5
3.2.12.D.7
3.2.12.D.8
3.3.12.A.1
3.3.12.A.1
3.3.12.B.4
3.3.12.B.5
3.3.12.B.7
3.3.12.B.8
3.3.12.B.9
3.3.12.C.1
3.3.12.D.1
3.3.12.D.5
3.4.12.A.3
3.4.12.B.5
3.5.12.A.3
3.5.12.C.1
● create an attentiongrapping opening
paragraph.
● make inferences
based on information
in the text.
● make judgments
based on details from
the text.
● incorporate
symbolism in their
writing.
● use a holistic
scoring rubric for a
picture prompt
narrative.
● use a holistic
scoring rubric for a
persuasive essay.
● demonstrate
proficient command
of language.
8.1.12.D.2
8.1.12.F.1
18
BRIDGETON PUBLIC SCHOOLS
ENGLISH
PACING CHART/CURRICULUM MAP
Course: Honors 11
Unit: 2
Essential Question: Is the American Dream Obtainable for Everyone?
TIMELINE
20 days
NJCCCS
NJCCCS
3.1.12.A.1
3.1.12.A.2
3.1.12.C.1
3.1.12.D.1
3.1.12.D.2
3.1.12.D.3
3.1.12.E.1
3.1.12.E.2
3.1.12.E.3
3.1.12.F.1
3.1.12.F.2
3.1.12.F.3
3.1.12.F.4
3.1.12.F.5
3.1.12.G.5
3.1.12.G.6
3.1.12.G.7
3.1.12.G.8
SKILLS/ CONTENT
OBJECTIVES:
Lesson Title/ #
50 Essays: A
Portable Anthology
Objective(s)
Students will be
able to
● utilize strategies to
increase vocabulary
● utilize reading
strategies to increase
fluency and
comprehension.
● identify author’s
purpose.
● extrapolate
information from the
text.
● create various
tones in writing.
TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS
ASSESSMENTS
Name of Resource and
Page #’s
● Team-created
Benchmark
assessments
● Teacher-created
Vocabulary quizzes
● Teacher-created
exit slips
● Portfolios with
teacher’s corrective
feedback and student
self-reflection
● Compare and
Contrast Essay –
rough draft
● Compare and
Contrast Essay –
final draft
● Cause and Effect
Essay – rough draft
● Cause and Effect
Essay – final draft
● 50 Essays: A Portable
Anthology by Samuel
Cohen, pp. 22-34, 100-106,
107-119, 149-154, 158-162,
231-244, 272-275, 292-315,
362-365, 402-408
● Teaching Nonfiction in
AP* English: A Guide to
Accompany 50 Essays, pp.
3-6, 29-31, 32-34, 45-47,
51-53, 79-81, 92-94, 103106, 119-121, 135-138
● “Advertisement for the
Waldorf-Astoria” (see
Materials page)
● Patterns for a Purpose,
pp. 28-32, 248-254, 267319, 323-377, 381-440, 543-
19
3.1.12.G.9
3.1.12.G.10
3.1.12.G.15
3.1.12.G.16
3.1.12.G.17
3.1.12.G.18
3.1.12.G.22
3.1.12.G.23
3.1.12.G.24
3.1.12.H.8
3.2.12.A.1
3.2.12.A.2
3.2.12.A.3
3.2.12.A.4
3.2.12.A.5
3.2.12.A.6
3.2.12.A.7
3.2.12.A.8
3.2.12.A.9
3.2.12.B.1
3.2.12.B.3
3.2.12.B.5
3.2.12.B.8
3.2.12.B.9
3.2.12.B.11
3.2.12.B.12
3.2.12.B.13
3.2.12.C.1
3.2.12.C.2
3.2.12.C.3
3.2.12.C.4
3.2.12.C.5
3.2.12.C.6
3.2.12.D.1
● make connections
to the text, self and
world.
● generate a
compare and contrast
essay.
● utilize persuasive
strategies in writing.
● evaluate credibility
of sources.
● create analogies.
● generate a cause
and effect essay.
● identify examples
of satire.
● create tone in
writing.
● generate examples
of paradox.
● create a process
and analysis essay.
● incorporate
parallelism in their
writing.
● create examples of
irony.
● interpret graphics.
● identify the
meanings of idioms.
● use holistic scoring
rubrics for a
persuasive essay.
● demonstrate
proficient command
635
● A Pocket Style Manual
Fifth Edition, pp. 24-27, 2730, 30-32, 32-36
● Criterion Writing website
● Vocabulary Strategies
(see page 35)
● Reading/Writing
Strategies (see LAL
Department Folder on
network)
20
● Process and
Analysis – rough
draft
● Process and
Analysis – final draft
● Student-Created
poems
● Self-assessment
Rubrics
● Criterion Writing
tasks
● Unit Tests
● Teacher-created
Skill quizzes
● Extended
Individual Practice
● Individualized InClass Development
3.2.12.D.2
3.2.12.D.3
3.2.12.D.4
3.2.12.D.5
3.2.12.D.7
3.2.12.D.8
3.3.12.A.2
3.3.12.A.3
3.3.12.B.3
3.3.12.B.4
3.3.12.B.5
3.3.12.B.6
3.3.12.B.8
3.3.12.B.9
3.3.12.C.1
3.3.12.C.2
3.3.12.D.1
3.3.12.D.2
3.4.12.A.1
3.4.12.A.3
3.4.12.A.4
3.4.12.B.2
3.4.12.B.5
3.4.12.B.6
3.5.12.A.1
3.5.12.A.2
3.5.12.A.3
3.5.12.A.4
3.5.12.B.1
3.5.12.B.2
3.5.12.B.3
3.5.12.C.1
3.5.12.C.2
3.5.12.C.3
of language.
● use graphic
organizers.
21
8.1.12.D.2
8.1.12.F.1
22
BRIDGETON PUBLIC SCHOOLS
ENGLISH
PACING CHART/CURRICULUM MAP
Course: Honors 11
Unit: 3
Essential Question: What Happens When the American Dream is Denied?
TIMELINE
20 days
NJCCCS
NJCCCS
3.1.12.A.1
3.1.12.A.2
3.1.12.C.1
3.1.12.D.1
3.1.12.D.2
3.1.12.D.3
3.1.12.E.1
3.1.12.E.2
3.1.12.E.3
3.1.12.F.1
3.1.12.F.2
3.1.12.F.3
3.1.12.F.4
3.1.12.F.5
3.1.12.G.1
3.1.12.G.2
3.1.12.G.4
3.1.12.G.6
SKILLS/ CONTENT
OBJECTIVES:
Lesson Title/ #
A Raisin in the Sun
Objective(s)
Students will be
able to
● utilize strategies to
increase vocabulary.
● utilize reading
strategies to increase
fluency and
comprehension.
● understand the
organization of a
drama.
● identify dramatic
techniques and
elements.
● utilize stage
directions to aid in
TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS
ASSESSMENTS
Name of Resource and
Page #’s
● Team-created
Benchmark
assessments
● Teacher-created
Vocabulary quizzes
● Teacher-created
exit slips
● Portfolios with
teacher’s corrective
feedback and student
self-reflection
● Research Paper
development
activities
● Self-assessment
Rubrics
● Criterion Writing
tasks
● Unit Tests
● Teacher-created
Skill quizzes
● A Raisin in the Sun by
Lorraine Hansberry
● A Raisin in the Sun:
Alternate Assessment
● Holt Elements of
Literature Fifth Course, pp.
747,751,753, 759,784, 528547
● “How to Write a Thesis
Statement” (see Materials
page)
● A Pocket Style Manual
Fifth Edition, pp. 58-64, 7173, 74-78, 80-81
● Criterion Writing website
● Vocabulary Strategies
(see page 35)
● Reading/Writing
23
3.1.12.G.7
3.1.12.G.8
3.1.12.G.9
3.1.12.G.10
3.1.12.G.12
3.1.12.G.13
3.1.12.G.17
3.1.12.G.25
3.1.12.H.1
3.1.12.H.3
3.1.12.H.4
3.1.12.H.5
3.1.12.H.7
3.1.12.H.8
3.1.12.H.9
3.2.12.A.1
3.2.12.A.2
3.2.12.A.3
3.2.12.A.4
3.2.12.A.5
3.2.12.A.6
3.2.12.A.7
3.2.12.A.8
3.2.12.A.9
3.2.12.B.1
3.2.12.B.2
3.2.12.B.3
3.2.12.B.4
3.2.12.B.6
3.2.12.B.7
3.2.12.B.8
3.2.12.B.9
3.2.12.B.11
3.2.12.B.12
understanding of a
Strategies (see LAL
play.
Department Folder on
● identify author’s
network)
use of monologue in
a play.
● utilize dialect in
writing.
● recognize
stereotyping and
prejudice.
● develop elements
of plot in their
writing focusing on
climax.
● understand
epiphany.
● create examples of
allegory.
● identify and avoid
plagiarism.
● demonstrate note
taking skills for
research.
● follow MLA
guidelines.
● activate prior
knowledge.
● use holistic scoring
rubrics for a variety
of essays.
● use figurative
language in writing.
● demonstrate
proficient command
24
● Extended
Individual Practice
● Individualized InClass Development
3.2.12.B.13
3.2.12.C.1
3.2.12.C.2
3.2.12.C.3
3.2.12.C.4
3.2.12.C.5
3.2.12.C.6
3.2.12.C.7
3.2.12.D.1
3.2.12.D.2
3.2.12.D.4
3.2.12.D.5
3.2.12.D.7
3.3.12.A.3
3.3.12.A.4
3.3.12.B.3
3.3.12.B.4
3.3.12.B.6
3.3.12.B.7
3.3.12.B.9
3.3.12.C.1
3.3.12.C.2
3.3.12.D.1
3.3.12.D.2
3.3.12.D.5
3.4.12.A.1
3.4.12.A.3
3.4.12.B.1
3.4.12.B.3
3.4.12.B.5
3.5.12.A.3
3.5.12.C.1
8.1.12.D.2
8.1.12.F.1
of language.
● use graphic
organizers.
25
BRIDGETON PUBLIC SCHOOLS
ENGLISH
PACING CHART/CURRICULUM MAP
Course: Honors 11
Unit: 4
Essential Question: How Do Ambition and Power Affect the Dream?
TIMELINE
23 days
NJCCCS
NJCCCS
3.1.12.A.1
3.1.12.A.2
3.1.12.C.1
3.1.12.D.1
3.1.12.D.2
3.1.12.D.3
3.1.12.E.1
3.1.12.E.2
3.1.12.E.3
3.1.12.F.1
3.1.12.F.2
3.1.12.F.3
3.1.12.F.4
3.1.12.F.5
3.1.12.G.1
3.1.12.G.5
3.1.12.G.6
3.1.12.G.7
TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS
ASSESSMENTS
Lesson Title/ #
Macbeth
Name of Resource and
Page #’s
Objective(s)
Students will be
able to
● Macbeth by William
Shakespeare
● Holt Elements of
Literature Fifth Course, pp.
581-587, 598, 599, 603,
774-781, 845-851
● Holt Elements of
Literature Fifth Course,
Teacher’s Edition, pp. 581587, 598, 599, 603, 774-781,
845-851
● Exiles from a Future
Time: “Three Moderns in
Search of an Answer” (see
Materials page)
● A Pocket Style Manual
Fifth Edition, pp. 3-4, 7-10,
11-13, 16-19
● Team-created
Benchmark
assessments
● Teacher-created
Vocabulary quizzes
● Teacher-created
exit slips
● Portfolios with
teacher’s corrective
feedback and student
self-reflection
● Research Paper –
rough draft
● Research Paper –
final draft
● Self-assessment
Rubrics
● Criterion Writing
tasks
● Unit Tests
● Teacher-created
SKILLS/ CONTENT
OBJECTIVES:
● utilize strategies to
increase vocabulary.
● utilize reading
strategies to increase
fluency and
comprehension.
● generate an
outline.
● incorporate
research material
into writing using intext citations.
● construct a works
cited page.
26
3.1.12.G.8
3.1.12.G.9
3.1.12.G.10
3.1.12.G.11
3.1.12.G.15
3.1.12.G.16
3.1.12.G.17
3.1.12.G.18
3.1.12.G.22
3.1.12.G.23
3.1.12.G.24
3.1.12.H.8
3.2.12.A.1
3.2.12.A.2
3.2.12.A.3
3.2.12.A.4
3.2.12.A.5
3.2.12.A.6
3.2.12.A.7
3.2.12.A.8
3.2.12.A.9
3.2.12.B.1
3.2.12.B.3
3.2.12.B.5
3.2.12.B.8
3.2.12.B.9
3.2.12.B.11
3.2.12.B.12
3.2.12.B.13
3.2.12.C.1
3.2.12.C.2
3.2.12.C.3
3.2.12.C.4
3.2.12.C.5
● produce a
persuasive research
paper.
● understand the
organization of a
tragedy.
● identify the
elements of a
morality play.
● identify the
character types in a
tragedy.
● evaluate a
soliloquy.
● understand the use
of asides in drama.
● include
foreshadowing in
writing.
● establish mood in
writing.
● use vivid language
in their writing to
create mental
images.
● identify different
forms of poetry.
● utilize poetic
devices in their
writing.
● engage in literary
analysis of a text.
● demonstrate
proficient command
● Criterion Writing website
● Vocabulary Strategies
(see page 35)
● Reading/Writing
Strategies (see LAL
Department Folder on
network)
27
Skill quizzes
● Extended
Individual Practice
● Individualized InClass Development
3.2.12.C.6
3.2.12.D.1
3.2.12.D.2
3.2.12.D.3
3.2.12.D.4
3.2.12.D.5
3.2.12.D.7
3.2.12.D.8
3.3.12.A.2
3.3.12.A.3
3.3.12.B.3
3.3.12.B.4
3.3.12.B.5
3.3.12.B.6
3.3.12.B.8
3.3.12.B.9
3.3.12.C.1
3.3.12.C.2
3.3.12.D.1
3.3.12.D.2
3.4.12.A.1
3.4.12.A.3
3.4.12.A.4
3.4.12.B.2
3.4.12.B.5
3.4.12.B.6
3.5.12.A.1
3.5.12.A.2
3.5.12.A.3
3.5.12.A.4
3.5.12.B.1
3.5.12.B.2
3.5.12.B.3
3.5.12.C.1
of language.
● use graphic
organizers.
28
3.5.12.C.2
3.5.12.C.3
8.1.12.D.2
8.1.12.F.1
29
MODIFICATIONS FOR SPECIAL EDUCATION/ELL STUDENTS
Instructional Strategies:
1. Have high expectations of students.
2. Use visuals.
3. Extend time requirements.
4. Shorten assignments.
5. Assign Peer Buddy.
6. Use positive reinforcement.
7. Use concrete reinforcement.
8. Check often for understanding/review.
9. Have students repeat directions.
10. Teach study skills.
11. Give directions in small, distinct steps.
12. Use written backup for oral directions.
13. Read directions to students.
14. Give oral clues and prompts.
15. Adapt worksheets.
16. Use alternate assignments.
17. Use individual/small group instruction
18. Use cooperative learning.
19. Simplify language.
20. Demonstrate concepts.
21. Use manipulatives.
22. Emphasize critical information.
23. Use graphic organizers.
24. Pre-teach vocabulary.
25. Highlight text/study guides.
26. Use bilingual dictionaries.
27. Use supplementary material.
28. Allow use of computer/word processor.
29. Allow students to answer orally.
30. Teach to varied learning styles.
31. Let student copy notes from teacher or other student.
Materials:
 Visuals and graphic organizers
 English/Spanish Dictionaries
Assessments:
 Allow students to answer orally.
 Read test to student.
 Modify format.
 Write different test.
 Shorten length of test.
30










Require only selected test items.
Create alternate assignment.
Modify grading system.
Modify weights of course components.
Modify course objectives/outcomes.
Assess ELL students according to what they can do rather than what they cannot do. Have
they shown progress?
Make simplified language version of test.
Provide word banks.
Physical demonstration.
Pictorial products.
Use the SIOP Protocol
 Clearly define content objectives.
 Clearly define language objectives.
 Build background.
 Emphasize key vocabulary.
 Make input comprehensible through adjusted speech and instructional techniques.
 Scaffold instruction.
 Provide opportunities for interaction and sufficient wait time for student
responses.
 Provide activities that integrate all language skills.
 Engage students 90 to 100% of the period
 Provide both summative and formative assessment.
31
Materials
Textbooks
50 Essays: A Portable Anthology
ISBN: 0-312-45402-3
Bedford/St. Martin’s
2004
A Pocket Style Manual
ISBN-13: 978-0-312-45275-9
ISBN-10: 0-312-45275-6
Bedford/St. Martin’s
2008
A Raisin in the Sun
ISBN: 0-03-055099-8
Holt, Rinehart and Winston
Macbeth
ISBN-13: 978-0-8120-3571-1
ISBN-10: 0-8120-3571-2
Barron’s Educational Series, Inc.
1985
Teacher Resource Material
2002 Best Newspaper Writing
ISBN: 1-56625-185-0
The Poynter Institute for Media Studies
2002
A Raisin in the Sun: Alternate Assessment
ISBN: 0-7891-2107-7
Perfection Learning Corporation
“Advertisement for the Waldorf-Astoria” –
http://www.americanpoems.com/poets/Langston-Hughes/2379
Exiles from a Future Time: “Three Moderns in Search of an Answer” –
www.books.google.com
Holt Elements of Literature Fifth Course
ISBN: 0-03-035796-9
Holt, Rinehart and Winston
32
Holt Elements of Literature Fifth Course One Stop Planner CD
Holt, Rinehart and Winston
“How to Write a Thesis Statement” –
http://www.indiana.edu/~wts/pamphlets/thesis_statement.pdf
“Lincoln, Macbeth, and the Moral Imagination” –
http://www.nhinet.org/beran.htm
Macbeth: Teacher Guide
ISBN: 1-56137-436-9
Novel Units, Inc.
2004
Patterns for a Purpose
ISBN-13: 978-0-07-298257-2
ISBN-10: 0-07-298257-8
McGraw-Hill
2006
Somebody Told Me
ISBN: 0-375-72552-0
The New York Times
2000
Teaching Nonfiction in AP* English: A Guide to Accompany 50 Essays
ISBN: 0-312-4353-X
Bedford/St. Martin’s
2005
The Great Gatsby: Teacher Guide
ISBN-10: 1561373168
Novel Units, Inc.
2004
The Tragedy of Macbeth with connections: Study Guide
ISBN: 0-03-057322-X
Holt, Rhinehart and Winston
Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six
through 12
Southern Regional Education Board
http://eolit.hrw.com/hlla/ - Holt Elements of Literature website
Language Arts Literacy (LAL) Department Folder on District network
\\Bhs-fp1\bhsstaff
BHS Instructional Resources
33
NJCCCS Language Arts Frameworks
http://web001.greece.k12.ny.us/academics.cfm?subpage=305
http://rubistar.4teachers.org/index.php
http://teach-nology.com/web_tools/rubrics
http://www.readwritethink.org
http://www.gse.buffalo.edu/org/writingstrategies/steps.htm
http://literacy.kent.edu/eureka/strategies/writing.html
http://ettc.lrhsd.org/pictureprompt/intro.html
Lit to Go - http://etc.usf.edu/lit2go/
Student Material
A Pocket Style Manual
Rubrics
Journals
Journal books
Teacher-created handouts
Technology
Software
Criterion Writing program
Hardware
Laptop Carts
34
Vocabulary Strategies
For Directions and Updates see LAL Department folder on network
Antonyms
Associated Ideas Plus
Concept First
Construct a Word
Discussion
Games
Initial Information
Meaningful Sentence
My Own Glossary
Picture This
Review Activities
Restate
Sentence Completion with Target Words
Synonyms
Vocabulary Journal
Word of the Day
Word Walls
Word Walls (by Academy)
Word Walls (using Morphemes)
Word Wall (using Graffiti Wall)
35
Reading Strategies
For Directions and Updates see LAL Department folder on network
Before Reading
Anticipation Guide
Checking Out The Framework
Conversations Across Time
Frame Of Reference
QAR: Question-Answer Relationships
Reciprocal Teaching
During Reading
Annolighting A Text
Annotating A Text
Collaborative Annotation
Conversations Across Time
Dense Questioning
Frame Of Reference
Inferential Reading
Interactive Notebook
Key Concept Synthesis
Listening To Voice
Metaphor Analysis
Parallel Note-taking
QAR: Question-Answer Relationships
Questions Only
RAFT: Role, Audience, Format, Topic
Reciprocal Teaching
After Reading
Annolighting A Text
Annotating A Text
Collaborative Annotation
Conversations Across Time
Dense Questioning
Frame Of Reference
Inferential Reading
Interactive Notebook
Key Concept Synthesis
Listening To Voice
Metaphor Analysis
Parallel Note-taking
QAR: Question-Answer Relationships
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Questions Only
RAFT: Role, Audience, Format, Topic
Reciprocal Teaching
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Benchmark Assessments
Benchmark Assessments will be created by the team and added to the curriculum as the
course progresses.
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