HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
created June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Beowulf and Anglo-Saxon Poetry
Target Course/Grade Level: CP III/ Hon III Grade 11
School: Hammonton High School
UNIT SUMMARY
In the Anglo-Saxon unit, students will study the historical context that gave birth to the
British nation, from its Celtic and Germanic origins to the Norman Invasion. Evidence of the
culture, largely shaped by its primitive communities and strong connection to the sea, will
be studied through Beowulf and the exile poetry. Students will study the evolution of poetry
from the oral stories of the scops to the poetic devices that mimicked the sounds in the
written poetry. Students will explore the archetype of the hero and how his actions reflect
the values of the culture. The study of elegiac poetry will emphasize the strong desire for
belonging (in contrast to the sense of exile experienced by the speakers). Connections will
be made between the thematic idea of exile and the poetic forms of elegy and epic by
studying excerpts from the American epic Leaves of Grass and a short story of the Lost
Generation writer F. Scott Fitzgerald.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range
Grades 11-12 ELA Standards for Writing

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for
a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation
in order to navigate the globally competitive work environment of the information
age.
Unit Essential Questions:
1. How important is belonging to a community to the individual?
2. How does the literature reflect the historical, cultural, and religious context of the
time period that produced it?
3. What qualities defined the Anglo-Saxon hero, and how has the hero evolved?
4. How is the idea of exile important to the American experience from colonial days
to the height of immigration in the early 20th century?
5. Why is Walt Whitman’s Leaves of Grass commonly referred to as the greatest of
American epic poems? What makes it distinctly American, and what makes it
universal?
Unit Enduring Understandings:
1. Anglo-Saxon heroic poetry features a larger-than-life hero who embodies the values
of this time period, while the elegiac poetry emphasizes the strong role of community
necessary for survival in this time period.
2. National, cultural, and religious values influence that literature written during a
specific time period and that these values continually change as time progresses.
3. The idea of the hero still exists; however, it has revolved to reflect the changing
society.
4. Anglo-Saxon literature was largely influenced by the tribal culture and the notion of
Christianity introduced by St. Augustine; however, pagan beliefs are still present.
5. Literature is worth reading for both entertainment and reflecting on our own lives.
6. Authors are inspired and influenced by real life.
7. Great literature has timeless appeal that transcends time periods, cultures, and
countries to show essential truths of human existence.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will




read, comprehend, interpret, and respond to narrative poetry.
identify poetic devices and analyze their effect on the oral nature of Anglo-Saxon
poetry
compare and contrast the Anglo-Saxon hero to modern archetypes as well as the
Christ figure
analyze the limited status of women in Anglo-Saxon culture as evidenced by
Wealhtheow, Grendel’s mother, and the speaker in “The Wife’s Lament”
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:



test/ quizzes
essay responses
open-ended questions

group presentations on Anglo-Saxon culture
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:

Facilitated group discussion
Summative Assessment:




test/ quizzes
essay responses
open-ended questions
group presentations on Anglo-Saxon culture
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:

Facilitated group discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:




Prentice Hall Literature The British Tradition 1999
handouts on how would Wife of Bath debate the church fathers
Walt Whitman’s Leaves of Grass
The Collected Short Stories of F. Scott Fitzgerald
Instructional Guidelines: Aligning Learning Activities


WHERETO
Where is the unit headed?
Hook the learner with engaging work.





Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore the poetic and auditory nature of Anglo-Saxon verse
H-list three qualities of music that you think make a piece enjoyable.
E-define the terms kenning, caesura, and alliteration as they apply to poetry, and analyze
examples that emerge in Anglo-Saxon poetry
R-discuss the auditory elements of Beowulf and the effect they have on the reading (as
opposed to a prose retelling of the story)
E-compare the 3 qualities of music with the qualities of Anglo-Saxon poetry
T-select a song that includes poetic devices and present to the class
O-summarize why the poet would use such devices and their effectiveness in creating a
memorable story that could be passed from tribe to tribe.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Canterbury Tales CP III/ Hon III
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
In The Canterbury Tales unit, students will focus on how the Tales provide a picture of 14th
century England. We will discuss Medieval Christianity and its influence on
literature, religious pilgrimages, and interpreting Middle English. We will discuss the
speaker of the poem, Chaucer the Pilgrim, versus Chaucer the Poet as a method to enable
satire and irony in the Canterbury Tales. Chaucer's use of skillful characterization will be
explored. Connections will be made between the idea of a pilgrimage with that of a modern
“road trip” and the Beat generation of 1950’s America.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range
Grades 11-12 ELA Standards for Writing

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for
a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation
in order to navigate the globally competitive work environment of the information
age.
Unit Essential Questions:
1. Why does Chaucer the poet create a separate narrator Chaucer the Pilgrim?
2. What does the narrator think of the Wife of Bath based on her description in the
prologue?
3. Is the wife an object of satire in her prologue or an instrument of satire, or somehow
both at the same time?
4. Are the Wife of Bath's prologue and tale similar or contrasting treatments of a single
theme?
5. What can we infer about Chaucer's view of the Wife of Bath from the tale that he has
given her?
6. How do the varied occupations of the pilgrims reflect the needs of Medieval society?
Unit Enduring Understandings:
8. Chaucer created a character Chaucer the Pilgrim who is different from Chaucer the
poet in order to inject opinions without claiming they are his own enabling much of
the satire and irony in the tale.
9. The tale that each character chooses to tell reveals that character's personality and
opinions and characterizes them.
10. Students should understand that national, cultural, and religious values influence the
literature written during a specific time period and that these values continually
change as time progresses.
11. Literature is worth reading for both entertainment and reflecting on our own lives.
12. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will






read, comprehend, interpret and respond to a narrative poem
demonstrate the ability to differentiate between the speaker in a poem and the
author of a poem
compare and contrast Chaucer the pilgrim from Chaucer the poet
interpret satire and irony in the poem and utilize examples of those terms in order to
assess Chaucer's opinion of the Wife of Bath
understand the connection between the idea of a new generation in the late medieval
world as related to the Beat generation in America in the 1950’s
read excerpts from Jack Kerouac’s On the Road to connect the idea of a “road trip” to
the travelers in The Canterbury Tales
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment: Canterbury Tales ongoing assessments





test/ quizzes
essay responses
open-ended questions
Modern Prologue writing task
group Power Points on various pilgrims
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:

Facilitated group discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:



Prentice Hall Literature The British Tradition 1999
handouts on how would Wife of Bath debate the church fathers
Jack Kerouac On the Road
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore Chaucer's opinion of the Wife of Bath through his use of satire and irony
H-list three words that come to mind upon hearing the word wife
E-discuss terms satire & irony &read the lines in the General Prologue that pertain to the
Wife of Bath
R-hypothesize what can be inferred about the Wife's personality from her domineering
manner in church, her world travels on pilgrimage, and her social skills
E-compare the mental image of what the Wife of Bath looks like to her picture in the bookhow is it different than what was imagined
T-compare with a partner their images of the wife- what are the similarities/differences
O-summarize what you think the narrator seems to think of the Wife of Bath from the
Prologue alone
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
created June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Medieval and Arthurian Romance
Target Course/Grade Level: CP III/ Hon III Grade 11
School: Hammonton High School
UNIT SUMMARY
In this unit, the students will study the concept of chivalry and how it applies to medieval
literature. The feudal system of medieval Europe grew out of the tradition of warriors
swearing an oath of loyalty to a chief (lord) who provided for their needs. Medieval nobles
carried on this tradition by providing for knights, or mounted warriors, in exchange for their
loyalty. The chivalric code combined Christian values with the virtues of being a warrior. A
knight was expected to be brave, generous, and loyal; to right wrongs; and to defend the
helpless without hope of reward. This concept is central in the two works that are studied:
Sir Gawain and the Green Knight and The Morte d’Arthur. In connection with these stories,
the students will learn the concept of the legend, and how it differs from myth. They will
also evaluate the chivalric code as a way of life, and connect this to their own code by which
they live.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature
Grades 11-12 ELA Standards for Writing
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation
in order to navigate the globally competitive work environment of the information
age.
Unit Essential Questions:
1. To what code of conduct do you adhere—if any? Do you think having and following a
code of conduct is important?
2. How do medieval romances blend realistic elements with supernatural ones in such a
way that they are still popular in the 21st century?
3. What is a legend? How is it different from myth?
Unit Enduring Understandings:
13. Medieval romances embody the ideals of chivalry, are set in a remote time or place,
and combine supernatural events with realistic ones.
14. Medieval romances also feature a hero engaged in pure adventure and feature
spontaneous, unmotivated fighting and include love as a major part of the story.
15. Students should understand that national, cultural, and religious values influence the
literature written during a specific time period and that these values continually
change as time progresses.
16. Medieval literature was especially influenced by the structure of feudalism and the
idea of chivalry created by feudal nobles.
17. Literature is worth reading for both entertainment and reflecting on our own lives.
18. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will






read, comprehend, interpret and respond to a narrative poem
demonstrate the ability to differentiate between the speaker in a poem and the
author of a poem
compare and contrast Arthur to his various knights of the Round Table
understand the use of comparative and superlative forms of modifiers in medieval
poetry
understand the effective use of repetition in medieval poetry
Understand the relationship between the summary of Arthur’s achievements in the
end of Morte d’Arthur and the valedictory speech at high school graduation.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment: Sir Gawain and the Green Knight and Morte d’Arthur
ongoing assessments




test/ quizzes
essay responses
open-ended questions
journal responses
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:


Facilitated group discussion
Projects
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

Prentice Hall Literature The British Tradition 1999
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore the idea of a code of conduct for various groups in society
H-list three words that come to mind upon hearing the word “knight”
E-discuss terms adventure and romance as they pertain to literature, and analyze the
elements of medieval literature to which these terms apply.
R-Discuss the character of Arthur and how he fits the description of the “perfect gentle
knight” from Chaucer’s The Canterbury Tales.
E-discuss the concept of Camelot as a physical place and an ideal, and how the image of
Camelot has been used symbolically in 20th century American politics
T-compare and contrast the medieval chivalric world with 21st century America
O-summarize the concept of the “once and future king.” Discuss why this is such as
appealing concept.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Revised June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Shakespearean, Spenserian, and Petrarchan Sonnets
Target Course/Grade Level: CP III/Honors III
School: Hammonton High School
UNIT SUMMARY
In the Sonnets unit, we will cover the characteristics of the Shakespearean sonnet form and
how it is based on, but extends past, the original sonnet form as created by Petrarch. The
first twelve lines of a Shakespearean sonnet present a problem, idea, or situation, which is
resolved in the final rhymed couplet. We will also discuss the effect of rhyme and rhyme
scheme as a part of sonnet. We will also discuss how a sonnet sequence is linked by theme,
and often fits loosely together to create a story. The recurrent themes including the
Petrarchan themes of love, time and death.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading and Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Writing

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.


SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
Grades 11-12 ELA Standards for Language


L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grL.11-12.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings, choosing flexibly from
a range of strategies.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
Unit Essential Questions:





How do Shakespeare’s sonnets build on but introduce significant differences from
Petrarch’s sonnets? What, if anything, can be learned about Shakespeare's life
through reading the sonnets?
What can be learned about Spenser's life through reading his sonnets?
Are the values, concerns, and emotions found in these poems still relevant in today's
society?
How is the thematic concept of unending devotion to an unattainable and perfect
woman a direct derivation from Arthurian romance?
Can poetry still be used to entertain and educate in the modern world?
Unit Enduring Understandings:

Students will focus on the most popular poetic form of the 1590’s, the sonnet. The
sonnet reached its zenith during the English Renaissance, and through the reading of
these sonnets the students will focus on the universal themes expressed in the
poetry: the trials of friendship and love, the immortality of poetry, the passage of
time, the fleeting nature of life, and the human desire to leave a mark on the
world. The students will also connect these lyrical poems to the lyric poetry that has
been read before. Also, the students will gain an understanding of the structure of
the lines themselves as it pertains to iambic pentameter.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will
1.
2.
3.
4.
To select two specific sonnets with which the students can personally relate
To analyze and evaluate material read
To connect the idea of unrequited love to the medieval romance
To analyze the sonnets themselves through an understanding of quatrain, couplet,
rhyme scheme, volta, and iambic pentameter
5. To identify the variation in rhyme scheme between Petrarch, Spenser, and
Shakespeare
6. To respond to the poems through writing, speaking, listening and projects
7. Identify poetic devices: metaphor, hyperbole, alliteration, symbolism, refrains,
metaphors, similes, personification, and allusions.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:





test/ quizzes
essay responses
open-ended questions
sonnet analysis paper based on internet research and analysis of a Shakespearean
sonnet
creation of original sonnet
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:
 Facilitated group discussion incorporating elements of Speaking, Listening, Writing,
and Reading
 Reflective writing piece; portfolio
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:



Prentice Hall Literature The British Tradition 1999
Sonnet packet
sonnet analysis questions and paper requirements handout
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore how sonnets reveal personal details about Shakespeare's life and discuss how
their themes are timeless and relevant in today's world
H-consider a person you love very much and list their faults and then explain why you love
them anyway
E-read Shakespeare’s sonnets 130 and 29
R-watch video on sonnet 29 and read handouts about Shakespeare and his sonnets
E-discuss interpretations and original interpretations and new insight gained from the
handouts and video
T-students will walk around the room and read contemporary songs taped to the wall and
find one that relates thematically to the Elizabethan sonnet and that speaks to them
personally
O-work on sonnet interpretation activity and scan handouts for information relevant to
chosen sonnet and use the notes taken in formulation of a analytic paper
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English Language Arts
Unit Title: Macbeth
Target Course/Grade Level: 11th Grade
School: Hammonton High School
UNIT SUMMARY
The unit will focus on Elizabethan theater, Shakespeare, and the elements of drama.
Students will analyze personality traits in relation to character choices and behaviors.
Themes and motives will be explored throughout the play. In addition, the students will
focus on strategies for cause and effect.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading and Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Writing

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly
from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Unit Essential Questions:
1.
2.
3.
4.
5.
6.
7.
What are the elements of drama?
How do a character’s actions affect their destiny?
Explore the elements of a tragedy.
Is someone innately evil?
How does guilt affect a person?
Why do we read Shakespeare?
How can the knowledge of the misuse of power by Shakespeare’s
characters apply to our interaction with persons in positions of authority
in the workplace?
8. How can the analysis of incidents that violate the rights of those in
positions of subordination apply to the legal and ethical responsibilities
of employers in the workplace?
Unit Enduring Understandings:



Using the play as tool, the students will explore themes such as greed, power, and
revenge.
Supplementary materials will be provided to link Macbeth thematically and
structurally with American drama.
Thematic and structural links will be studied with Edward Albee’s Who’s Afraid of
Virginia Woolf?
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will










read, comprehend, and interpret the play
question the character's motive
explore themes
define vocabulary relevant to the play
match events to conflict and resolution
construct a 5-paragraph essay using the writing process
identify character traits
analyze cause and effect
connect Shakespeare’s literature to daily life in the workplace
utilize technology for review of concepts learned in preparation for an assessment
STAGE TWO: EVIDENCE OF LEARNING
Summative





Assessment:
Tests/Quizzes
Open-Ended Questions
Essays
Guided Reading/Study Guides for each act.
Digital comprehension game: http://jeopardylabs.com
Formative Assessments:
 Journal Entries
 Class Discussion
 Cooperative Learning
Student Self-Assessment and Reflection:
 Reflection Journals
 Facilitated Individual or Group Discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:




DVD of Macbeth by Roman Polanski
DVD of Macbeth by the Royal Shakespeare Company
Macbeth by William Shakespeare
The Reduced Shakespeare Company: Macbeth

DVD of Who’s Afraid of Virginia Woolf?
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
W: analyzing the elements of plot
H: journal entries: "in your notebook, list the elements of plot?"
E: define terms such as: exposition, rising action, climax, falling action, resolution
R: discuss the events of the story-categorize them into "minor" and "major" events;
independently label the elements of plot
E: teacher will spot check notebooks to see who gets it and review
T: a graphic organizer of "witch's hat"
O: closure, do the elements of plot apply in other stories and novels? orally, revisit other
stories you have read in the course to master the skill of elements of plot
1. Introduction to Elizabethan theater, by students physically moving
around the room to create the Globe theater in the classroom.
2. Background handouts on Shakespeare and the play are handed out.
Characters and themes are introduced.
3. When the class finishes each act, the class works collaboratively to
answer the questions. The questions are discussed in a large class
setting, and then a quiz is given.
4. Upon completion of the play, students will create a digital review game
using http://jeopardylabs.com
5. Students will create a mock trial of Macbeth; students will play roles of
prosecution, defense, and jury.
6. Upon completion of the unit, students will engage in a teacher-led
discussion of ethical responsibilities of persons in authority.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Marvell, Herrick, and other “Carpe diem” themes
Target Course/Grade Level: CP III/ Hon III
School: Hammonton High School
UNIT SUMMARY
In the Marvell and Herrick unit, students will focus on how poets used their work to express
philosophical ideas, convey abstract theories, and create humorous word play. These poems
were written during a troubled era of English history, and students will look for evidence of
that historical context in the urgency with which these writers plead for fun and happiness.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading and Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Writing

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Unit Essential Questions:
1. Are the values, concerns, and emotions found in these poems still relevant in today’s
society?
2. Can poetry still be sued to entertain and educate in the modern world?
3. How does the “seize the day” approach influence the desire for modern individuals to
be productive in life and work?
4. How do modern forms of technology and communication encourage immediate
reaction and action in today’s world? Does this work to its advantage or detriment?
Unit Enduring Understandings:
1. Students should understand that national, cultural, and religious values influence the
literature written during a specific time period and that these values continually
change as time progresses.
2. Literature is worth reading for both entertainment and reflecting on our own lives.
3. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will be able to
1.
2.
3.
4.
5.
6.
7.
To identify examples of carpe diem theme
To analyze and evaluate material read
To relate the poems to personal experience
To identify author’s tone
To identify types of rhyme
To respond to the poems through writing, speaking, listening and projects
To identify poetic devices: metaphor, hyperbole, alliteration, symbolism, refrains,
metaphors, similes, personification, and allusions
8. To Identify poem’s speaker and the writer’s attitude toward the subject or audience
9. To interpret imagery
10. To identify audience and speaker in the poem
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:




test/ quizzes
essay responses
open-ended questions
final large group discussion
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:

reflective open- ended responses
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Prentice Hall Literature The British Tradition 1999
 Handout with study questions
 Echo and Narcissus myth
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W- explore Marvell and Herrick’s use of carpe diem theme
H- list three things you haven’t had time for lately
E- read background for understanding and discuss carpe diem theme
R- work with partner and discuss imagery and tone in To His Coy Mistress and take
notes
E-work with partner and discuss and revise responses to questions on To the Virgins to
Make Much of Tme
T-work with partner to select best responses to share in whole class discussion
O-summarize points to be made in whole class discussion
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
created June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: John Donne and Metaphysical Poetry
Target Course/Grade Level: CP III/ Hon III Grade 11
School: Hammonton High School
UNIT SUMMARY
In this unit, the students will study the poetry of John Donne as a bridge between the 16 th
and the 17th century styles of poetry. Students will also examine metaphysical conceits and
paradoxes; metaphysical conceits are extended comparisons that link objects or ideas not
commonly associated, and a paradox is an image or description that appears to contradict
itself but that reveals a truth. The poetry studied includes Meditation 17, Song, A
Valediction Forbidding Mourning, and Holy Sonnet 10. Again, as in the sonnet unit, students
will interpret the meaning of the idea of the war against time, and will analyze how Donne
uses wit to turn the tables on separation and death, two of time’s destructive effects.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature
Grades 11-12 ELA Standards for Writing
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
2009 NJ Core Curriculum Content Standards: Technology

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.

8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation
in order to navigate the globally competitive work environment of the information
age.
Unit Essential Questions:
4. What is a paradox? How is the use of paradox effective in Donne’s poetry?
5. How can a reader separate the “speaker” of a poem from the author of a poem? Is it
always necessary?
6. How were the changes in English society reflected in Donne’s sense of belonging in
his poetry? Where does Donne fit in? Is this why he works well as a bridge between
two times?
Unit Enduring Understandings:
19. Students should understand that national, cultural, and religious values influence the
literature written during a specific time period and that these values continually
change as time progresses.
20. Literature is worth reading for both entertainment and reflecting on our own lives.
21. Authors are inspired and influenced by evens in their lives.
22. Metaphysical poetry is meant to challenge the reader’s intellect.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will






read, comprehend, interpret and respond to a narrative poem
demonstrate the ability to differentiate between the speaker in a poem and the
author of a poem
understand and interpret metaphysical conceits within the poems and give examples
understand the use of paradox in Donne’s poetry and give examples
understand the difference between active and passive voice in Donne’s poetry and
give examples of how both are used
Understand exaggeration as a means of persuasion
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment: Sir Gawain and the Green Knight and Morte d’Arthur
ongoing assessments




test/ quizzes
essay responses
open-ended questions
journal responses
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:


Facilitated group discussion
Projects
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

Prentice Hall Literature The British Tradition 1999
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore the idea of a society in transition between Tudor and Stuart England
H-explore Donne’s use of rhetorical questions to engage the audience
E-discuss terms metaphysical and paradox as they pertain to literature, and analyze the
elements of Donne’s poetry to which these terms apply.
R-Discuss the idea of “connection” between everyone in society that Donne explores in
Meditation 17 and how we interpret the idea of global connection today.
E-During World War II, Donne’s phrase “no man is an island” was used as a slogan to justify
Britain’s joining the fight against Nazi Germany. Discuss how the use of this phrase
compares with Donne’s intended meaning.
T-Analyze the compass conceit in the Valediction. Discuss to what extent you think it
merely conceals the pain of parting. (“parting is such sweet sorrow”—Hamlet)
O-summarize the concepts in Donne’s poetry as if they were speeches from drama. Discuss
the theatrical qualities of his poetry.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Alexander Pope : Essay on Man & The Rape of the Lock
Target Course/Grade Level: CP III/ Honors III
School: Hammonton High School
UNIT SUMMARY
In this unit, the students have moved from the literal epic to the “mock epic” of the early
18th century. We will focus on Pope as a satirist and discuss the elements of a mock epic: it
is a long, humorous, narrative poem with an elevated style. It includes descriptions of
heroic actions and the participation of gods in human affairs. These elements are visible in
Pope’s mock epic, “The Rape of the Lock.
We will then discuss how Pope turned
increasingly philosophical and look for elements of this in Essay on Man.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 Common Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Writing

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.


Grades 11-12 ELA Standards for Language



L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
Unit Essential Questions:
1. What are the elements of an epic?
2. How do politics and religious beliefs influence a writer’s material?
3. How is mocking a type of writing style both an example of political protest and
flattery?
Unit Enduring Understandings:
1. Students should understand that national, cultural, and religious values influence the
literature written during a specific time period, and that these values continually
change as time progresses.
2. Literature is worth reading for both entertainment and reflection on our own lives.
3. Authors are inspired and influenced by real life.
4. All areas of study are interconnected, and that history, politics, and society at large
always influence the literature of the time.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will




read, comprehend, interpret and respond to a narrative poem
identify and interpret mythological allusions in poem
identify and interpret elements of an epic and a mock epic
interpret satire and irony in poetry and utilize examples of those terms in order to
assess political influences in poetry
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:








Examples of mock epic elements
Quizzes/tests
large group discussions
guided discussion questions
anticipatory sets
essay responses
open-ended questions
study guide/ discussion questions
Formative Assessments:


Notes on Parody of an “Essay on Man” called an “Essay on Me”
“Mock” Trial
Student Self-Assessment and Reflection:

Parody essay
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:


Prentice Hall Literature The British Tradition 1999
Handouts on early modern fashion and question
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W- -explore Pope’s opinion of social customs of upper class in early 18 th century through his
use of satire and irony
H-list three social customs associated with going to prom
E-discuss terms satire & irony & epic & read the background for understanding on the story
behind the poem
R-read The Rape of the Lock and list elements of an epic that are mocked
E-read An Essay on Man and list godlike and beast like qualities together and discuss and
make a working group list
T-List five godlike qualities and five beast like qualities of yourself
O- Construct a parody of An Essay on Man entitled “An Essay on Me” using notes
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Paradise Lost by John Milton
Target Course/Grade Level: CP III/Honors III
School: Hammonton High School
UNIT SUMMARY
In the Paradise Lost unit, we will focus on how the epic Paradise Lost was written as a
response to the conflict of Civil War in England from 1642 until the execution of Charles I in
1649, then the Protectorate under Oliver Cromwell from 1649 to 1659, then the Restoration
of King Charles II in 1660. We will discuss how Milton clearly voiced his opinions on the
political, religious, and moral issues of his time through writing in the hopes that this
literary work would help define and unite a culture, and that he offered it as a poetic
explanation for God's allowing suffering and unhappiness in the world.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 New Jersey Core Curriculum Standards
Grades 11-12 ELA Standards for Reading: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Writing

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content..
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.


W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
Unit Essential Questions:
1. How does Milton follow classic epic traditions in Paradise Lost?
2. In what ways is Paradise Lost a response to the Civil War going on in England from
1642-1660?
3. How does Paradise Lost reflect the political, religious, and moral issues of 17 th
century England?
4. How does Paradise Lost serve as a poetic explanation for God's allowing suffering
and unhappiness in the world?
Unit Enduring Understandings:

Students should understand that national, cultural, and religious values influence the
literature written during a specific time period, and that these values continually
change as time progresses. Students should also be able to recognize and interpret
elements of epic poetry and explain the development of the epic since its origins in
British literature with Beowulf.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will




Read, comprehend, interpret, respond and relate to epic poetry as a genre.
Explore the religious, cultural, and national beliefs of Milton and how they are
reflected in his literature
Identify, comprehend, and discuss elements of epic poetry and how English society
has changed between Beowulf and Paradise Lost.
Identify how Paradise Lost deals with universal themes like the struggle between
good and evil
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:




test/ quizzes
essay responses
open-ended questions
internet aided research into the causes of the Civil War of the 17 th Century
Formative Assessments:




study guides
large group discussions
guided discussion questions
anticipatory sets
Student Self-Assessment and Reflection:

Facilitated group discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:



Prentice Hall Literature The British Tradition 1999
handouts on Paradise Lost interpretation; questions for analysis and discussion
Power point presentation
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore the religious, cultural, and national beliefs of Milton and the time period and how
they are reflected in Paradise Lost
H- Respond to the question, “In 100 years, what would you like to be remembered for?”
E-read handouts on background for understanding on the time period's political, social, and
religious information and Milton's personal info
R-read opening lines of Paradise Lost looking for examples of evilness that has admirable
qualities and example of explanation as to why people have to suffer
E-discuss examples found and what is alluring about evil
T-begin reading opening book and listing evidence
O-continue to answer discussion questions in preparation for role in large group discussion
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Everyday Editing and Mechanically Inclined Grammar
Target Course/Grade Level: General III/SCP III/ CP III/ Honors III
School: Hammonton High School
UNIT SUMMARY:
Helping students tap into the power of grammar as a tool to empower their writing is the
central goal of this unit. Students often see grammar as a list of rules and regulations that
must be followed to avoid losing points on an assignment. It is our goal to help them see
grammar as an avenue to communicate effectively and gain credibility from their audience.
In this unit students will study the power of grammar as it is structured to reflect education,
social power, and purpose. Additionally, they will study the parts of the sentence and how
writers modify or add to sentences to add clarity, meaning, style, and sophistication.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 New Jersey Core Curriculum Standards
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Unit Essential Questions:






What role do grammar and mechanics play in crafting a solid piece of writing?
How does effective punctuation usage and word choice enhance my communication
skills and emphasize my message?
How does the absence of proper grammar detract from my audience's enjoyment
and understanding of my writing?
How can compound and complex sentence structures advance my writing, and when
do simple sentences more effectively convey meaning?
How is grammar used as a source of power?
How can my understanding of grammar help me present myself professionally?
Unit Enduring Understandings:

The student will understand and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar
in both written and spoken formats. This unit will strengthen student's knowledge,
understanding, and ability to demonstrate expertise in sentence syntax, expression,
and punctuation to writing. The text is an effective tool to prepare students for




writing on standardized tests--including the SAT, HSPA, and the Accuplacer tests at
the college level. Through a variety of activities, emphasis will be placed on
identifying methods to combine sentences using structures that clarify meaning and
offering student writers tools to reduce wordiness. Students will focus on imitating
correct sentence models and then integrate in their writing as needed.
Collaboration and dialogue can yield more effective thinking and writing.
Varied sentence structure adds clarity and meaning to the ideas expressed.
Varied sentence structure enhances style and sophistication.
Effective sentence construction is about making conscious choices in writing.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
1. Determine when to use punctuation (i.e. apostrophes, commas, semicolons, colons)
for effective communication.
2. Analyze a work of fiction and non-fiction for examples sentence structure
3. Identify the parts of speech and parts of a sentence
4. Identify types of sentences
5. Imitate varied types of sentences
6. Punctuate sentences correctly
7. Explain the connection between grammar and meaning in a piece of writing
8. Analyze the communication for the way grammar reveals power
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:


writing assignments that will require the presence of certain sentence structures
quizzes/tests
Formative Assessments:
 sentence imitation and modeling
 do-now entries
 worksheets/ guided notes
 groupwork
Student Self-Assessment and Reflection:

Facilitated group discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:


Everyday Editing by Jeff Anderson
Mechanically Inclined by Jeff Anderson
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan from unit in terms of "WHERETO"
W-explore the function of a comma when listing three or more items in a series.
H- list your three favorite musicians and list your three favorite foods
E-discuss the function of the comma and how it contributes to separating different
ideas in lists
R- compare two sentences with lists (one with and one without commas) to see how
meaning varies
E-Review writing folder to locate essays that contain sentences that would benefit
from the incorporation of a comma.
T- Compose a well-developed paragraph that contains at least one complex sentence
containing a comma
O-summarize the concept of punctuation in writing and discuss how it adds power to
one’s writing
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Vocabulary
Target Course/Grade Level: CP III/ Honors III
School: Hammonton High School
UNIT SUMMARY:
Students will be taught effective study skills and memorization techniques such as various
mnemonic devices that have personal meaning, studying only definitions that they
understand, and evaluating them selves while studying to determine how much more and
what specifically students need to additionally study. In this unit, students will specifically
explore, recognize, and apply the skills associated with grade level root words and
derivatives. This unit is geared to guide students through systematic vocabulary growth and
develop high level vocabulary decoding skills. The text is an effective tool to prepare
students for standardized tests--including the SAT and the HSPA. There are also valuable
components which emphasize composition skills, including grammar, and collegiate reading
skills.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 New Jersey Core Curriculum Standards

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content, choosing flexibly
from a range of strategies.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Unit Essential Questions:






How
How
How
How
How
How
can
can
can
can
can
can
mnemonic devices assist in long term retention of vocabulary words?
studying for vocabulary tests be adapted to become more effective?
periodic assessment be used to more effectively retain vocabulary?
we decode a word using context clues?
understanding classical roots help us expand our vocabulary?
being an active reader help improve critical reading skills?
Unit Enduring Understandings:

This unit will strengthen student's knowledge, understanding, and ability to grasp the
inherent meaning of new vocabulary terms. The text is an effective tool to prepare
students for standardized tests--including the SAT and HSPA. Through a variety of
activities emphasis will be placed on building classical roots, word associations, word
families, mnemonic devices, study techniques, applying new vocabulary words in
writing and recognizing and comprehending these words in literature.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
9. Create personal mnemonic devices for vocabulary words
10. Apply study techniques to improve vocabulary retension
11. Use context clues to decode new terms
12. Apply knowledge of classical roots to expand vocabulary
13. Identify root words and their derivatives through a comprehension of the meaning of
certain suffixes and prefixes
14. Apply content vocabulary in written language and construct varied sentences that
contain derivatives
15. To incorporate new vocabulary terms in essay form for all content areas (social
studies, science, ...)
16. Recognize and comprehend new vocabulary when included in literary passages
17. To identify antonyms and synonyms
18. To complete sentences using appropriate words
19. To internalize new vocabulary to increase success on both the SAT and HSPA tests
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:


use new vocabulary in writing assignments
quizzes/tests
Formative Assessments:



complete unit
review unit and discuss
complete mnemonic devices
Student Self-Assessment and Reflection:


Self-test
Vocabulary review game to self assess
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
CP English III; Honors English III: Vocabulary Workshop Level G Sadlier Oxford
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
W- Introduce new unit and pronounce new words for students
H- Orally discuss meanings and proper use of terms
E-
Ask students to pick 10 words from unit to create mnemonic devices
R- Question/answer session regarding new words -discuss word connotations and word
associations
E-Students use words correctly in a well-written paragraph
T- Complete exercises and share correct responses & answer questions
O- review steps in effective studying and apply during personal study time
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: British Author Critical Analysis Essay
Target Course/Grade Level: CP III -Hon III
School: Hammonton High School
UNIT SUMMARY
In the critical analysis paper unit, students will discuss selecting and reading two novels by
the same British author to look for patterns in a single author’s writing inspirational and
style, researching critics’ quotes about the novel’s characters and themes in database
subscription services, and in anthologies of literary criticism, and supporting critics’ quotes
through selected examples from the text, utilizing the writing process by creating an
outline, author biography, rough draft, revision, works cited, and final copy of the critical
analysis paper.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
Grades 11-12 ELA Standards for Reading: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Grades 11-12 ELA Standards for Reading: Informational Text

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his
or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
Grades 11-12 ELA Standards for Writing

W.11-12.2. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback,
including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.

W.11-12.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes
Grades 11-12 ELA Standards for Speaking and Listening

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Unit Essential Questions:
1. What inspires authors to write?
2. What patterns do authors utilize in their writing style?
3. What are literary databases and how can they be accessed and utilized during
research?
4. What are literary anthologies and how can they be accessed and utilized during
research?
5. How can an author’s patterns in writing style and inspiration and literary critics’
opinions be turned into a formal literary research paper?
6. How does research validate and add credibility to documents in the workplace?
Unit Enduring Understandings:





To use the critical analysis paper unit
to pursue and inquire about patterns in inspiration and writing style of a single
author
to interpret and utilize literary critics’ opinions and support them with quotes from
novels, to develop research skills
to learn to use academic electronic resources, to acquire and practice organizational
skills and note taking skills
to condense information from several different sources into a concise relevant
literary product.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will be able to
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify patterns in inspiration and writing style of a single author
Analyze and support critics quotes with examples from text
research using electronic media sources
take effective and essential notes
eliminate nonessential information
organize notes
formulate citations
edit rough copy
publish final copy
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Author biography
 Critics’ quotes w/ citations and bibliography entries
 Critical reaction
 Final critical analysis paper
Formative Assessments:
 Biography notes
 Critics’ quotes notes on theme and character
 Rough drafts of critical reaction, citations, and bibliography entries
Student Self-Assessment and Reflection:
 critical reaction paper to different patterns found
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 critical analysis paper teacher handouts
 media center handouts on reference books for British author research and British
author list, reference books with critics quotes such as Magill’s Survey of World
Literature and Beecham’s Encyclopedia of Popular Fiction
Instructional Guidelines: Aligning Learning Activities
WHERETO







Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Sample lesson plan in terms of WHERETO
W-introduce the idea of the critical analysis paper and the various stages
H-scan British author list by genre and circle top 3 genres of interest
E-explain and model finding summary of chosen novels
R-apply technique and select two novels of interest by the same author
E-research different selected sites to find interesting details about selected author’s
background, style and inspiration
T-take notes about selected author’s background, style and inspiration
O-use notes to write author biography
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Expository Writing
Target Course/Grade Level: SCP III/ General III/ CP III/ Hon III
School: Hammonton High School
UNIT SUMMARY
In this unit, we will explore expository writing. The students will learn the process and
objectives for expository writing. They will pre-write, draft, edit, revise, and publish. We
will also look at student samples.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 New Jersey Common Core Standards
Grades 11-12 ELA Standards for Writing

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers

9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Unit Essential Questions:



What is the difference between expository and persuasive essays?
What elements do accomplished writers use in expository writing or text?
What are the steps to the expository writing process?
Unit Enduring Understandings:

Writing is an important skill for life.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will


use process writing
understand the state scoring rubric
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:


Peer-edit
Process writing
Formative Assessments:
 IDMS Expository Benchmark writing assessment
 NJ HSPA Essays
Student Self-Assessment and Reflection:
 peer reflections
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

NJ HSPA Rubric
Instructional Guidelines: Aligning Learning Activities
WHERETO







Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
W: Students will be able to understand the NJ Registered Holistic Scoring Rubric in a
translated fashion. This make students realize the expectations and scoring procedures for
the HSPA
H: Do-Now: Pass out the NJ Rubric and have students translate the rubric into more userfriendly language within groups.
E: Define words that may be confusing to the students. The teacher will model the
behavior for the sections that need to be translated.
R: Discuss the group findings. Compile a class rubric.
E: Evaluate cooperative learning groups by teacher observation and explore appropriate
models for expository guidelines.
T: Pair stronger students with weaker students.
O: Closure
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
updated June 2012
Creating a Student-Centered Classroom
Content Area: English
Unit Title: Persuasive Writing
Target Course/Grade Level: SCP III/ General III/ CP III/ Hon III
School: Hammonton High School
UNIT SUMMARY
In this unit students will gain an understanding of the important elements
persuasive and narrative writing for the NJ HSPA. Persuasive essays will be
great detail by using the writing process as a whole. The NJ Rubric for holistic
be evaluated by the students to see the expectations of the scorers and state.
needed for
explored in
scoring will
In addition,
student samples will be analyzed by students to gain a greater understanding of what
represents poor, fair, average, or superior work.
21st Century Skills: Critical thinking and problem
Collaboration; Creativity and Innovation
solving; Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2010 New Jersey Common Core Standards:
Grades 11-12 ELA Standards for Writing

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis,

W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes
Grades 11-12 ELA Standards for Language

L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
2009 NJ Core Curriculum Content Standards: Technology

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.
2009 NJ Core Curriculum Content Standards: 21st Century Life and Careers
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as both
global citizens and workers in diverse ethnic and organizational cultures.
Unit Essential Questions:



Why do I need to learn these skills?
What elements do I need to have in my essay?
What is the difference between narrative and persuasive?

Unit Enduring Understandings:

Writing is an important skill for life.
Key Knowledge and Skills students will acquire as a result of this unit:
The learner will


use process writing
understand the state scoring rubrics
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:

NJ HSPA Essays
Formative Assessments:


Peer-edit
Process writing
Student Self-Assessment and Reflection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:


Twelve Angry Men: DVD to show examples of persuasive elements
Internet Resource Links:http://state.nj.us/education/
Instructional Guidelines: Aligning Learning Activities







WHERETO
Where is the unit headed?
Hook the learner with engaging work.
Equip for understanding, experience and explore the big ideas.
Rethink opinions, revise ideas and work.
Evaluate your work and adjust as needed.
Tailor the work to reflect individual needs, interests, and styles.
Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
W: Students will be able to understand the NJ Registered Holistic Scoring Rubric in a
translated fashion. This make students realize the expectations and scoring procedures for
the HSPA
H: Do-Now: Pass out the NJ Rubric and have students translate the rubric into more userfriendly language within groups.
E: Define words that may be confusing to the students. The teacher will model the
behavior for the sections that need to be translated.
R: Discuss the group findings. Compile a class rubric.
E: Evaluate cooperative learning groups by teacher observation
T: Pair stronger students with weaker students.
O: Closure