9th Grade College Prep English I Literacy Calendar
English Units
Power Standard
9.10. RL.1
9.10.RL.2
Time/ Duration
8 weeks
Unit 2: Poetry &
The Odyssey
9.10.RL. 3
9.10.L.5
9.10.L.6
8 weeks
Unit 3: Research
Paper
9.10.W.1
9.10.W.4
9.10.W.7
9.10.W.8
9.10.RL.1
9.10.RL.2
9.10.RL.3
9.10.RL.6
9.10.RL.3
9.10.RL.9
9.10.RL.10
9.10.L.4
9.10.L.6
8 weeks
9.10.W.1
9.10.W.2
9.10.W.4
9.10.W.5
9.10.W.10
2 weeks
Unit 1: Short
Stories
Unit 4: Great
Expectations
Unit 5: Romeo &
Juliet
Unit 6: Vocabulary
Unit 7: Persuasive
& Expository
Writing
8 weeks
8 weeks
Throughout the year
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Short Stories
Target Course/Grade Level: CP/ General English I
School: Hammonton High School
UNIT SUMMARY
In the short story unit we plan to cover: Identifying and interpreting elements of a short story such
as: plot, theme, characterization, conflict, point of view, suspense, foreshadowing, mood,
atmosphere, discussing and utilizing reading comprehension strategies, applying elements of a short
story to writing an original short story, presenting and evaluating a peer written short story.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.1- Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
9-10. RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10. RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
9-10.RL.5- Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
9-10.RL.10- By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
9-10.W.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.
9-10.L.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.
9-10.SL.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Unit Essential Questions:
1. Why do authors write stories?
2. What can be learned by reading short stories? Why can we relate to the characters in a novel?
Why do we want to read to the end? Why would we know what kind of advice to give to a
character?
3. Where/ how does an author get his ideas?
4. Is there a certain format that short stories follow? If so, what is it?
5. What devices do authors use to make stories, conflicts and characters come to life?
6. If stories have deeper meanings, how does one go about discovering, or interpreting that
meaning?
Unit Enduring Understandings:
1. Authors have intended meanings in their short stories: universal themes, lessons, or morals.
What makes stories believable and real are the many universal themes that play out.
2. Most short stories follow a certain format: exposition, rising action, climax, denouement (falling
action and resolution).
3. Authors use specific devices to create dynamic characters, action, and
conflict through use of language: dialogue,
description, imagery.
4. All of these elements are inherent to the outcome of the short story: setting, characters, plot,
conflict, and mood.
5. Stories are worth reading for both entertainment and reflecting on our own lives.
6. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood:
1. types of conflict
2. characterization: dynamic, round, indirect and direct
3. setting and how to recognize it and determine how it influences the story
4.atmosphere and mood and how to recognize it and determine how it influences the story
5.suspense and foreshadowing and how to recognize it and determine how it influences the story
6. Point of view and how to recognize it and determine how it influences the story
7. theme: what it is and how it is universal and connects to student's reality
8. stages / elements of the short story
9. Various reading strategies and how to utilize them in comprehension
To be able to do:
1. write a short story using identified elements of short story
2. Use devices such as imagery and characterization
3. Develop a theme
4. Revise to improve writing
5. Listen to stories and identify their elements
6. read own story aloud to an audience
7. evaluate a peer story for identified elements
8. implement reading comprehension strategies in independent reading
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
peer review
self-assessments
class discussion
teacher questioning
Do Nows/warm-ups
Journal Entries
Formative Assessments:
Four tests on two short stories each
Periodic quizzes on individual short stories
Benchmark reading assessment
Student Self-Assessment and Reflection:
Reading strategies self assessment
Reflective Paper
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Prentice Hall Literature Gold Level
Literature for Life and Work Book I
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.
CP I & Honors:
W- Students will apply knowledge of short story terms by writing their own short story with a peer.
H- Students will come up with unrelated creative examples of each short story element by writing
them on colored cards not knowing end result. Swap and exchange colored cards with several
different peers in proximity.
E- Review short story terms and give examples and suggestions of possible entries.
R- Students will review collected choices, kept choices and partner choices and eliminate some and
expand on chosen choices, and incorporate choices that were given away.
E-Students will discuss with partner and pre-write major plot elements using colored cards.
T-Students will decide type of story genre to write based on individual and partner preference, and
collected plot elements.
O-Students will list necessary plot elements that need to be incorporated into story still and list
notes of what they would like to keep and change.
General I:
W: The students will brainstorm a list of literary plot terms that are included in short stories with a
partner (hint that there are five upon which we need to focus. key word "Mt. Plot" or "witches hat"
from 7th and 8th grade; exposition, rising action, climax, falling action, resolution )
H: Accept reasonable answers. Read excerpts (short sentences that are also numbered on the
board) that demonstrate each of the five terms from the plot and allow students time to match the
example with the proper term on the Mt. Plot graphic organizer provided.
E: Review answers and ensure students agree with the results. Record the answers on the board
but inform students that they may not yet be correct
R: Ask if students think that some of the examples that were read aloud could fit onto another
section on their graphic organizer
E: Come to consensus about the correct answers and revise
T: Generate a list of well-known short stories or fables on the board that include all elements of the
plot ("Three Little Pigs," "The Boy Who Cried Wolf," etc.)
O: Student pairs will write a very brief and concise short story (one intended for an elementary or
pre-school student) that includes basic examples of the five elements of Mt. Plot. Share and
evaluate as a group ensuring that each contains the five elements of a short story. Remind students
that they will need to identify the elements of the short story within the next short stories that we
are studying, including "A Mother in Mannville," "Three Wise Guys," "Amanda and the Wounded
Birds," and various stories throughout the CP Literature book.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Vocabulary Workshop Sadlier Oxford Level E- CP I/ Vocabulary
and Composition Through Pleasurable Reading Book 1- General 1
Target Course/Grade Level: CP English I / General English I
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. There are also
valuable components which emphasize composition skills, including grammar, and collegiate reading
skills.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9.10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
9-10.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
9-10.L.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 can mnemonic devices assist in long term retention of vocabulary words?
How can studying for vocabulary tests become adapted to become more effective?
How can periodic assessment be used to more effectively retain vocabulary?
How can we decode a word using context clues?
How can understanding classical roots help us expand our vocabulary?
How can 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. Specifically, the knowledge of how to recognize, form, and spell grade level vocabulary
root words and their derivatives can improve student reading comprehension and improve student
oral and written language.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
1. Create personal mnemonic devices for vocabulary words
2. Apply study techniques to improve vocabulary retention
3. Use context clues to decode new terms
4. Apply knowledge of classical roots to expand vocabulary
5. Identify root words and their derivatives through a comprehension of the meaning of certain
suffixes and prefixes
6. Apply content vocabulary in written language and construct varied sentences that
contain derivatives
7. To incorporate new vocabulary terms in essay form for all content areas (social studies, science,
...)
8. Recognize and comprehend new vocabulary when included in literary passages
9. To identify antonyms and synonyms
10. To complete sentences using appropriate words
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Use new vocabulary learned in writing assignments
Unit Vocab Quizzes
Mastery Vocab Tests
Formative Assessments:
complete unit
review unit and discuss
complete mnemonic devices for half of word list
mind maps
Student Self-Assessment and Reflection:
Games, Self test for long term vocabulary retention
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Vocabulary Workshop Level E Sadlier Oxford
Vocabulary and Composition Through Pleasurable Reading Book 1, Levine, Levine, Levine
The American Heritage High School Dictionary, Third Edition
handout on study tips for vocabulary words
mnemonic devices handout
chart paper with prefixes and suffixes and their definitions
Houghton Mifflin
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 CP I/Honors:
Vocabulary Workshop Level E
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
T- Complete exercises and share correct responses & answer questions
O- review steps in effective studying and apply during personal study time
Sample Lesson Roots and Derivatives General I:
W: Provide a list of prefixes and suffixes and their definitions on chart paper
H: Have the students read the list and listen to the options for the sentences provided in exercise
1.5 from vocabulary text
E: Have students first choose the word family that includes the missing word from the sentence and
try each derivative in the blank. Next review the sentences by allowing them to come to board and
create derivates from a list of root words by placing a card with the intended prefix and suffix.
R: Group students in partners and have them compare and revise their answers
E: Share as a group and come to consensus on correct answers
T: Modify the word families to include two or three derivates for choices instead of four or five; help
struggling students eliminate choices that are completely off base
O: Instruct students to complete Ex. 1.10 from vocabulary text, which requires them to replace
given derivatives using context clues from a paragraph
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Research Paper
Target Course/Grade Level: CP English I/ Grade 9
School: Hammonton High School
UNIT SUMMARY
In the research paper unit, we will discuss brainstorming a general subject area, developing
several different theses, learning the process of researching a topic using the world wide web,
subscription services, magazines/newspapers, personal interviews, set up of note cards, outline,
introduction, rough draft, revision, works cited, and final copy of the research paper.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):

9-10.RI.2- Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RI.8- Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience

9-10.W.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.
9.10.W.6- Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
9-10.W.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.
9-10.W.8- Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Unit Essential Questions:
1. How is a thesis developed?
2. What is the difference between a thesis and a general subject area?
3. What are literary databases and how can they be accessed and utilized during research?
4. What is essential information and how can it be recorded in usable note form?
5. How can note cards be organized in a clear way?
6. How can the idea for a personal interest be turned into a formal literary research paper?
Unit Enduring Understandings:
To use the research paper unit to pursue and inquire about individual interests, 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:
Students will be able to …
brainstorm general subject areas
adapt general subject areas into a thesis
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:
brainstorming rubric
note cards rubric
outline rubric
introduction rubric
rough draft rubric
conclusion rubric
works cited rubric
final copy rubric
Formative Assessments:
Final research paper
Student Self-Assessment and Reflection:
Thesis rewording
Narrowing of personal topic
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
MLA Handbook for Writers of Research Papers- seventh edition 2009
see handouts on using Ebscohost
see all research paper stages handouts
http://lib.odu.edu/libassist/idea/index.php
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:
W-Introduce the idea of a research paper and the various stages
H- list three things of general interest
E-explain and model several different brainstorming techniques
R- apply brainstorming techniques to 3 of 5 general areas of interest
E- select relevant information and transform into sample theses
T-determine which three these are more likely to be researchable
O- explore the internet to see which thesis has the most available information and change wording
of thesis to reflect information found
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Poetry, CP I “The Odyssey”
Target Course/Grade Level: CP I & General I
School: Hammonton High School
UNIT SUMMARY
In this unit, the students will look at poems and how the poets use words to arrange and express
emotions, experiences, and ideas. Poems can also capture the essence of events and characters.
Students will also look at selected songs and begin to notice how poetry connects to their everyday
life. At the end of the unit, students will create poetry booklets that they write.
Additional CPI unit summary: Students will analyze figurative language and compose original
examples and utilize in original poems written by them, discuss background information on the
Greek gods/goddesses and the Trojan War and Odysseus' role in the war in the Iliad and read “The
Odyssey.”
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
9-10.RL.5- Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
9-10.RL.6- Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
9-10.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
9-10.SL.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Unit Essential Questions:
1. Why do we read poetry?
2. What is mood and tone?
3. How does the time period affect poetry?
4. Does poetry contain universal themes?
5. How does the variety of poetic terms effect on a poem?
CP I additional essential questions
1. How does figurative language add to the meaning of a poem?
2. What is an epic hero?
3. Should Odysseus be considered a hero?
4. What role do Greek gods/ goddesses play in the Odyssey?
Unit Enduring Understandings:
Poems are used to express emotion, voice, tone, and mood. Students will look at short poems that
express a magnitude of emotion.
Students will be able to grasp the many themes and concepts which are found in poems
The lasting effect poetry can have on an individual (Dead Poets Society)
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Students will be able to define/apply the following literary terms:
-imagery, figurative language, stanzas, rhyme, rhythm, sound, speaker, and theme
-Recognize poetic terms in poems and music lyrics
-Discuss the themes which are apparent in poetry
Additional CP I skills
interpret figurative language and symbolism
produce original examples of figurative language and symbolism in original poems
discuss epic hero and epic poem
determine if Odysseus should be considered a hero
acquire background information on Greek mythology and Iliad
discuss and identify different types of poetry: narrative, sonnet, lyric, form
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Poetic Terms Test
Two Odyssey Tests
Poetry writing
Benchmark Reading Assessment
Formative Assessments:
whole group discussion
small group discussion
anticipatory sets
poetry gallery notes
Student Self-Assessment and Reflection:
original “color” poem
original “found” poem
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Literature for the Life and Work Book One
Prentice Hall Literature Gold
Poetry Packet (Poetry Terms & selected poems)
Poetry Terms PowerPoint
Selected music lyrics
poetry terms handouts
rubrics for color poem & found poem
poetry gallery question sheet
selected clips from songs
Dead Poets Society Video
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 for General I:
W: Students will be given important literary terms and the overview of the packet.
H: Journal entry: "Do you enjoy writing or reading poetry? Explain your answer." How does the music we
listen to demonstrate poetry?
E: The teacher will model a poem from the packet on the overhead or whiteboard. Inform students that
they will be asked to recognize and record specific examples of poetic devices from the poem provided.
Complete a sample problem together.
R: Students will reflect on any questions or concerns about analyzing the poem, such as "Does figurative
language encompass metaphor? Personification?" and "Do some of the examples in the poem fall under
more that one poetic device?"
E: The teacher will spot check poems and look for areas of concern.
T: Provide the model for the poems and written directions in the packet. Some students will be required to
include at least five examples of poetic devices while others will be required to demonstrate all ten.
O: Closure- Students will share their work with a partner.
Sample Lesson for CP I:
W-students will compose an original poem using figurative language and symbolism using random words
found in magazines
H-cut out any powerful, meaningful or intriguing adjectives, nouns( proper or common), verbs and adverbs
from a magazine that have nothing to do with each other
E-discuss how to categorize and group like words into several different labeled categories
R-select grouped categories and brainstorm possible content for found poem
E- continue to search for and cut out relevant words to add to content or possibilities for utilizing figurative
language and symbolism
T-exclude words that don't contribute to meaning or figurative language & decide what other words are
necessary and organize words in a meaningful order
O-glue words down in meaningful order, label all poetry terms used on the back of poem and incorporate
visual that reflect meaning of the poem
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Great Expectations CP I
Target Course/Grade Level: 9
School: Hammonton High School
UNIT SUMMARY
In the Great Expectations unit, we will cover: background information on Charles Dickens's life and
the Industrial Revolution, read the novel, develop a thesis to prove based on any aspect of the
novel and write a paper which proves that thesis, and base a creative project on the novel
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.1- Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
9-10.RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
9-10.RL.5- Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.

9-10.RL.6- Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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, and
audiences.
9-10.L.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:
1. Why do authors write novels?
2. What can be learned by reading novels? Why can we relate to the characters in a novel?
Why do we want to read to the end? Why can we relate to the characters in a novel? Why would we
know what kind of advice to give to a character?
4. What devices do authors use to make stories, conflicts and characters come to life?
5. If stories have deeper meanings, how does one go about discovering, or interpreting that
meaning?
Unit Enduring Understandings:
1. Authors have intended meanings in their novels: universal themes, lessons, or morals. What
makes stories believable and real are the many universal themes that play out.
2. Authors use specific devices to create dynamic characters, action, and conflict through use of
language: dialogue, description, imagery.
3. All of these elements are inherent to the outcome of the novel: setting, characters, plot, conflict,
and mood.
4. Novels are worth reading for both entertainment and reflecting on our own lives.
5. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood
1. Types of conflict
2. characterization: dynamic, round, indirect and direct
3.atmosphere and mood and how to recognize it and determine how it influences the story
4. Suspense and foreshadowing and how to recognize it and determine how it influences the story
5. Theme: what it is how and how it is universal and connects to student's reality
6. stages / elements of the novel
7. various reading strategies and how to utilize them in comprehension
8. background information on author and how that shapes characters and events in the novel
9. developing and proving a thesis using quotes from a novel as support
To be able to do:
1. develop a thesis on an area of personal interest Great Expectations
2. Discuss how to set up and use quotes from a novel versus in a research paper
3. locate relevant quotes that support thesis
4. Write rough draft of paper using quotes
5. Revise to improve writing
6. write final copy of paper
7. implement reading comprehension strategies in independent reading
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Tests on each stage of novel
Periodic quizzes on chapters
essay responses
open-ended questions
journal entries
Formative Assessments:
study guides
discussions
anticipatory sets
project
Student Self-Assessment and Reflection:
Project
Facilitated individual/group discussion
Reflective paper
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Great Expectations abridged Prentice Hall 2000
Industrial Revolution and Dickens's life handout & PowerPoint
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 apply knowledge of Great Expectations by writing their own thesis to supported by
quotes from the novel
H- Students will list areas of interest in novel of characters, situations, etc for possible thesis ideas
E- Review how to do citations for research papers and how to adapt the citations for using quotes
from novels.
R- Students will review possible areas of interest and write up a thesis
E-Students will discuss with teacher chosen thesis.
T-Students will look over study guides quotes that seem to support thesis.
O-Students will list possible quotes that could prove thesis and decide which quotes they still need
to find and get teacher approval.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Romeo and Juliet/ West Side Story- General 9/ CP I
Target Course/Grade Level: 9
School: Hammonton High School
UNIT SUMMARY
In the Romeo and Juliet unit, we plan to cover characterization, conflict/resolution, foreshadowing
(and other literary terms), time period, Globe theater, dramatic elements, historical background,
vocabulary, soliloquy, stage movements, blocking, vocabulary, etymology of names and terms,
thematic aspects. We also discuss family issues and the importance of family through Romeo and
Juliet and West Side Story.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.

9-10.RL.4- Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone
9-10.RL.6- Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.

9-10.RL.9- Analyze how an author draws on and transforms source material in a specific
work
9-10.RL.10- By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
9.10.W.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.
9-10.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Unit Essential Questions:
1. What does Romeo and Juliet teach us about human nature?
2. Why do we read Shakespeare? Is there anything worth dying for?
3. Why is Shakespeare timeless?
4. How important is family in one's life?
5. What is the role between fate and free will in a person's life?
Unit Enduring Understandings:




Shakespeare reflects the human spirit, universal themes, and conflict
Family can positively and negatively effect one's life
Romeo and Juliet is timeless
West Side Story incorporates modern themes of Romeo and Juliet
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …



identify literary terms
be familiar with the Elizabethan culture/Shakespeare's England
discuss the role of family



list and organize the elements of plot
compile a list of elements of drama
analyze the overarching themes
Additional CP I Knowledge and skills
interpret and internalize Elizabethan English
dissect imagery of figurative language in lines and passages
consider roles of minor characters, dramatic foils, and specific scenes in the play
recognize value of and interpret aside, monologues and soliloquies
utilize symbolism to interpret characterization
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Tests on each Act
Quizzes on scenes
Papers
Projects
Formative Assessments:
study guides
anticipatory sets
prologue translation
passage translations
essays
Journal Entries
Student Self-Assessment and Reflection:
Self selected project
Facilitated Individual/Group Discussion
Reflective Paper
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Romeo and Juliet (side by side text)
History of Shakespeare & Shakespearian England Packet/PowerPoint
CP English I Prentice Hall Gold Literature book
Romeo and Juliet video
West Side Story Video
Study guide for ELL
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:
W: Students will look at different points of view and perspectives.
H: Journal entry: "What does seeing something from someone else's point of view or shoes mean?"
E: Define point of view and perspective. Read the play and discuss how characters are seeing the
different events. Write a journal entry from a selected character's point of view for a given event.
Students will be assigned different characters for the same event.
R: Discuss how people in life see things differently...for example, parents, teachers, friends, etc.
E: Observe the cooperative learning groups
T: Tailor the needs of reluctant starters by giving them a model for guided practice then move to
scaffolding.
O: Students will share their journal entries aloud in cooperative groups.
Sample CP I Lesson Plan
W-students will devise visual symbols to represent character traits
H-list adjectives to describe Pip's personality based on thing he did, said and what others said about
him, discuss, transfer information to Romeo and Juliet characters and then select Romeo and Juliet
character name from slip
E-brainstorm 5 adjectives that reflect chosen character's personality
R-collect textual evidence to support each personality trait
E-allow teacher to give feedback and defend choice of adjective or concoct new more fitting
adjectives
T-compile an object that reflects each chosen adjective and submit for teacher approval
O-generate and construct objects that symbolically reflect character traits
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Persuasive Writing
Target Course/Grade Level: CP/ General English 1
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the persuasive writing practice. They will review
the steps in creating an effective persuasive essay and decide what makes a good essay. Students
will determine how persuasion fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the persuasive writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of persuasive writing?
2. What are the fundamental characteristics of a good persuasive writing piece?
3. What are the most effective ways to persuade a person?
4. Why is persuasion important in a person's everyday life?
Unit Enduring Understandings:
1. Persuasive writing is a lifelong learning experience that effects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in persuasion.
4. Persuasion helps students to identify, develop and analyze logical arguments
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan a persuasive essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft a persuasive essay and solicit response
-correctly communicate their arguments and analyze others
-revise, edit, and publish persuasive essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Persuasive Writing Samples
Formative Assessments:
graphic organizer for persuasive writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Persuasive
Writing Packet
-NJ writing rubric
-written prompts
-printed
advertisements
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 look at a variety of samples of persuasive writing pieces
H: Journal Entry: What makes a good piece of persuasive writing? Students will respond to what
they know about persuasion as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective persuasive essay.
R: Rethink original samples of persuasive writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample persuasive essays are successful or not, with a partner.
T: Provide additional information on the persuasive writing process, such as a student sample
O: Closure: Begin brainstorming ideas on what students would be able to persuade to others.
CP/General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Expository Writing
Target Course/Grade Level: CP/General English 1- Grade 9
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the expositor writing practice. They will review
the steps in creating an effective expository essay and decide what makes a good essay. Students
will determine how exposition fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the expository writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of expository writing?
2. What are the fundamental characteristics of a good expository writing piece?
3. What are the most effective ways to explain an issue using effective examples from outside
knowledge?
4. Why are explanations and analysis important in a person's everyday life?
Unit Enduring Understandings:
1. Expository writing is a lifelong learning experience that affects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in exposition.
4. Exposition helps students to identify, develop and analyze specific situations along with
examples.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan an expository essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft an expository essay and solicit response
-correctly communicate their explanations and analyze others
-revise, edit, and publish expository essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Expository Writing Samples
Formative Assessments:
graphic organizer for expository writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Expository
Writing
Packet/PowerPoint
-NJ writing rubric
-written prompts
-printed examples
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 look at a variety of samples of expository writing pieces
H: Journal Entry: What makes a good piece of expository writing? Students will respond to what
they know about expository writing as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective expository essay.
R: Rethink original samples of expository writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample expository essays are successful or not, with a partner.
T: Provide additional information on the expository writing process, such as a student sample.
O: Closure: Begin brainstorming ideas on possible examples to use in expository writing.
CP/ General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
9th Grade Special Class Program English I Literacy Calendar
Unit 2 short stories and
literary terms
Unit 3 main idea and
supporting details
through nonfiction and
informational text
Unit 4 poetry
Unit 5 Secret, Silent
Screams
Unit 6 expository essay
Unit 7 The Executioner
Unit 8 Sorry, Right
Number teleplay
Unit 9 Point Blank
Unit 10 one book
summer reading
selection
RL.9-10.1
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.10
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.6
6 weeks
RL.9-10.4
RL.9-10.2
W.9-10.3d
W.9-10.4
RI.9-10.1
RI.9-10.3
RI.9-10.5
W.9-10.1
W.9-10.2b
W.9-10.2f
W.9-10.2
W.9-10.2d
W.9-10.2e
W.9-10.2f
RI.9-10.1
RI.9-10.3
RI.9-10.5
W.9-10.1
W.9-10.2b
W.9-10.2f
RI.9-10.8
RL.9-10.5
RI.9-10.7
RL.9-10.3
3weeks
RL.9-10.1
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.9
W.9-10.1
W.9-10.2b
W.9-10.2f
5 weeks
RL.9-10.10
RL.9-10.5
2 weeks
1 week
4 weeks
2 week
4weeks
2 weeks
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Short Story Unit
Target Course/Grade Level:SpClPr English I
School: Hammonton High School
UNIT SUMMARY
In the short story unit we plan to cover: Identifying and interpreting elements of a short story such
as: plot, theme, characterization, conflict, point of view, suspense, foreshadowing, mood,
atmosphere, discussing and utilizing reading comprehension strategies, applying elements of a short
story to writing an original short story, presenting and evaluating a peer written short story.
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
English Language Arts Standards » Grade 9-10 » 1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Grade 9-10 » 2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
English Language Arts Standards » Grade 9-10 » 9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
English Language Arts Standards » Grade 9-10 » 3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Unit Essential Questions:
1. Why do authors write stories?
2. What can be learned by reading short stories? Why can we relate to the characters in a novel?
Why do we want to read to the end? Why would we know what kind of advice to give to a
character?
3. Where/ how does an author get his ideas?
4. Is there a certain format that short stories follow? If so, what is it?
5. What devices do authors use to make stories,
conflicts and characters come to life?
6. If stories have deeper meanings, how does one go about discovering, or interpreting that
meaning?
Unit Enduring Understandings:
1. Authors have intended meanings in their short stories: universal themes, lessons, or morals.
What makes stories believable and real are the many universal themes that play out.
2. Most short stories follow a certain format: exposition, rising action, climax, denouement (falling
action and resolution).
3. Authors use specific devices to create dynamic characters, action, and
conflict through use of language: dialogue,
description, imagery.
4. All of these elements are inherent to the outcome of the short story: setting, characters, plot,
conflict, and mood.
5. Stories are worth reading for both entertainment and reflecting on our own lives.
6. Authors are inspired and influenced by real life.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood
1. types of conflict
2. characterization: dynamic, round, indirect and direct
3. setting and how to recognize it and determine how it influences the story
4.atmosphere and mood and how to recognize it and determine how it influences the story
5.suspense and foreshadowing and how to recognize it and determine how it influences the story
6. point of view and how to recognize it and determine how it influences the story
7. theme: what it is and how it is universal and connects to student's reality
8. stages / elements of the short story
9. various reading strategies and how to utilize them in comprehension
To be able to do:
1. write a short story using identified elements of short story
2. use devices such as imagery and characterization
3. develop a theme
4. revise to improve writing
5. listen to stories and identify their elements
6. read own story aloud to an audience
7. evaluate a peer story for identified elements
8. implement reading comprehension strategies in independent reading
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Tests on individual short stories
Creative original short story
Formative Assessments:
Whole class discussion on each short story
Open ended questions 2 on each short story test
Discussion questions on each short story
Student Self-Assessment and Reflection:
Reading strategies self assessment
annotating
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Short stories such as: “The Most Dangerous Game”, “Charles”, “All Summer in a
Day”, “I am the Doorway”, “Full Circle”
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 apply knowledge of short story terms by writing their own mystery short story with
a peer.
H- Students will brainstorm for prewriting story plan
E- Review short story terms and elements of a mystery & give examples and suggestions of possible
entries.
R- Students will review with teacher all components listed on sheet for accuracy and completion.
E-Students will discuss with partner and pre-write major plot elements using short story plan.
T-Students will emulate elements of mystery stories story genre to write based on individual and
partner preference, and story plan of plot elements.
O-Students will list necessary plot elements that need to be incorporated into story still and list
notes of what they would like to keep and change.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Main Idea and Non Fiction/Informational Text
Target Course/Grade Level: SpClPr English I
School: Hammonton High School
UNIT SUMMARY
Students will recognize what makes up a supporting details and a main idea and be able to
identify them in nonfiction and informational text.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
STAGE ONE: LEARNING TARGETS
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze
its development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary of
the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literacy nonfiction in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
English Language Arts Standards » Grade 9-10 » 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, and audiences.
Unit Essential Questions:
1.
2.
3.
4.
What are the components of a main idea?
What is the purpose of supporting details in a reading passage?
How does an author convey a main idea in his writing?
Why do we read non fiction?
Unit Enduring Understandings:
Informational text is used to express main ideas. Students will look at short non fiction pieces
about a magnitude of subjects and will identify main idea and supporting details.
Students will be able to grasp the concept of main idea and supporting details in order to answer
questions about and understand the text.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Students
will
be
able
to
define/apply
the
following
literary
terms:
Main idea and supporting details and essential information
Choose main idea from a list of choices
Differentiate between main idea and supporting details
Understand the author’s purpose in writing a nonfiction piece
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz on identifying main ideas in local urban legends
Formative Assessments:
whole group discussion on each individual piece of nonfiction read
small group discussion on each individual piece of nonfiction read
anticipatory sets on each individual piece of nonfiction read
practice exercises on each individual piece of nonfiction read
Student Self-Assessment and Reflection:
Original written main ideas created from Broiled Diver reading
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Sample informational high interest articles, Weird New Jersey book, handouts on components of main idea
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
W-students will be able to write the main idea of an informational text in their own words
H-describe your favorite book/movie in one sentence
E-discuss components of a main idea and supporting details
R-go back and underline the who/ what of their warm up sentence about their favorite movie and
circle the does what/ is what of same sentences
E- read “Eating Bugs” informational text together and fill in which statements are too broad too
specific and the actual main idea
T-go over labeled statements and discuss meanings of too broad and too specific again
O-Read “West Point Ghost Story” and label with greater accuracy
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Poetry
Target Course/Grade Level:SpClPr English I
School: Hammonton High School
UNIT SUMMARY
Students will analyze figurative language and compose original examples and utilize in original
poems written by them, the students will look at poems and how the poets use words to arrange
and express emotions, experiences, and ideas. Poems can also capture the essence of events and
characters. Students will also begin to notice how poetry connects to their everyday life.
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
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
English Language Arts Standards » 3 » c
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
English Language Arts Standards » 3 » d
Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
English Language Arts Standards » 3 » e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
English Language Arts Standards » Grade 9-10 » 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.)
Unit Essential Questions:
1. Why do we read poetry?
2. What is mood and tone?
3. How does the time period affect poetry?
4. Does poetry contain universal themes?
5. How does the variety of poetic terms effect on a poem?
6. How does figurative language add to the meaning of a poem?
Unit Enduring Understandings:
Poems are used to express emotion, voice, tone, and mood. Students will look at short poems that
express a magnitude of emotion.
Students will be able to grasp the many themes and concepts which are found in poems
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Students will be able to define/apply the following literary terms:
-imagery, figurative language, stanzas, rhyme, rhythm, sound, speaker, and theme
-Recognize poetic terms in poems and music lyrics
-Discuss the themes which are apparent in poetry
-interpret figurative language and symbolism
-produce original examples of figurative language and symbolism in original poems
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Interpreting poetry units
IDMS quarterly assessment poetry sections
found poem
Formative Assessments:
whole group discussion of each poem listed in unit
small group discussion of each poem listed in unit
anticipatory sets
poetry gallery notes
Student Self-Assessment and Reflection:
original found poem
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Reading Literature textbook
Poetry Packet (Poetry Terms & selected poems)
poetry terms handouts
rubrics for found poem
poetry gallery question sheet
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
W-students will compose an original poem using figurative language and symbolism using random words
found in magazines
H-cut out any powerful, meaningful or intriguing adjectives, nouns( proper or common), verbs and adverbs
from a magazine that have nothing to do with each other
E-discuss how to categorize and group like words into several different labeled categories
R-select grouped categories and brainstorm possible content for found poem
E- continue to search for and cut out relevant words to add to content or possibilities for utilizing figurative
language and symbolism
T-exclude words that don't contribute to meaning or figurative language & decide what other words are
necessary and organize words in a meaningful order
O-glue words down in meaningful order, label all poetry terms used on the back of poem and incorporate
visual that reflect meaning of the poem
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Secret, Silent Screams
Target Course/Grade Level: Special Class Program English I
School: Hammonton High School
UNIT SUMMARY
In the Secret, Silent Screams we will cover: components of novels, read the novel, develop a thesis
to prove based on any aspect of the novel and write a paper which proves that thesis, and compare
themes of the novel to prior literature.
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
English Language Arts Standards » Grade 9-10 » 1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Grade 9-10 » 2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
English Language Arts Standards » Grade 9-10 » 1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
English Language Arts Standards » Grade 9-10 » 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.
Unit Essential Questions:
1.Why do authors write novels?
2. What can be learned by reading novels? Why can we relate to the characters in a
novel?
Why do we want to read to the end? Why can we relate to the characters in a novel?
Why would we know what kind of advice to give to a character?
3. Where/ how does an author get his ideas?
4. What devices do authors use to make stories,
conflicts and characters come to life?
5. If stories have deeper meanings, how does one go about discovering, or interpreting
that meaning?
Unit Enduring Understandings:
1. Authors have intended meanings in their novels: universal themes, lessons, or morals. What
makes stories believable and real are the many universal themes that play out.
2. Authors use specific devices to create dynamic characters, action, and conflict through use of
language: dialogue, description, imagery.
3. All of these elements are inherent to the outcome of the novel: setting, characters, plot, conflict,
and mood.
4. Novels are worth reading for both entertainment and reflecting on our own lives.
5. Authors are inspired and influenced by real life.
6. Themes and lessons are universal. Similar lessons can be learned from materials written in different time periods
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood:
1. types of conflict
2. characterization: dynamic, round, indirect and direct
3.atmosphere and mood and how to recognize it and determine how it influences the story
4. suspense and foreshadowing and how to recognize it and determine how it influences the story
5. theme: what it is how and how it is universal and connects to student's reality
6. stages / elements of the novel
7. various reading strategies and how to utilize them in comprehension
8. background information on author and how that shapes characters and events in the novel
9. developing and proving a thesis using quotes from a novel as support
To be able to do:
1. develop a thesis on an area of personal interest from Point Blank
2. discuss how to set up and use quotes from a novel versus in a critical analysis research paper
3. locate relevant quotes that support thesis
4. write rough draft of paper using quotes
5. revise to improve writing
6. write final copy of paper
7. implement reading comprehension strategies in independent reading
8. use foreshadowing hints to determine identity of murderer
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz on chapters 1-5 Secret. Silent Screams
Quiz on chapters 6-10 Secret. Silent Screams
Quiz on chapters 11-17 Secret. Silent Screams
Test on chapters 1-8 Secret. Silent Screams
Test on chapters 8-17 Secret. Silent Screams
Formative Assessments:
Secret. Silent Screams analysis paper
study guide for every chapter
discussions
anticipatory sets
essay responses
open-ended questions two on each quiz and test listed above
thesis for Secret. Silent Screams analysis paper
Student Self-Assessment and Reflection:
Proposal of thesis based on personal interest in novel and quote selection
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
novel Secret, Silent Screams, Secret, Silent Screams ,study guide, vocab list, paper requirements
Instructional Guidelines: Aligning Learning Activities
WHERETO
W- Students will apply knowledge of Secret, Silent Screams by writing their own thesis to supported
by quotes from the novel
H- Students will list areas of interest in novel of characters, situations, etc for possible thesis ideas
E- Review how to use quotes from novels to support a thesis
R- Students will review possible areas of interest and write up a thesis
E-Students will discuss with teacher chosen thesis.
T-Students will look over study guides quotes that seem to support thesis.
O-Students will list possible quotes that could prove thesis and decide which quotes they still need
to find and get teacher approval
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Expository Writing
Target Course/Grade Level: CP/General English 1/ SCP English I- Grade 9
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the expositor writing practice. They will review
the steps in creating an effective expository essay and decide what makes a good essay. Students
will determine how exposition fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the expository writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of expository writing?
2. What are the fundamental characteristics of a good expository writing piece?
3. What are the most effective ways to explain an issue using effective examples from outside
knowledge?
4. Why are explanations and analysis important in a person's everyday life?
Unit Enduring Understandings:
1. Expository writing is a lifelong learning experience that affects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in exposition.
4. Exposition helps students to identify, develop and analyze specific situations along with
examples.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan an expository essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft an expository essay and solicit response
-correctly communicate their explanations and analyze others
-revise, edit, and publish expository essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Expository Writing Samples
Formative Assessments:
graphic organizer for expository writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Expository
Writing
Packet/PowerPoint
-NJ writing rubric
-written prompts
-printed examples
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 look at a variety of samples of expository writing pieces
H: Journal Entry: What makes a good piece of expository writing? Students will respond to what
they know about expository writing as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective expository essay.
R: Rethink original samples of expository writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample expository essays are successful or not, with a partner.
T: Provide additional information on the expository writing process, such as a student sample.
O: Closure: Begin brainstorming ideas on possible examples to use in expository writing.
CP/ General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Persuasive Writing
Target Course/Grade Level: CP/ General English 1/SCP I
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the persuasive writing practice. They will review
the steps in creating an effective persuasive essay and decide what makes a good essay. Students
will determine how persuasion fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the persuasive writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of persuasive writing?
2. What are the fundamental characteristics of a good persuasive writing piece?
3. What are the most effective ways to persuade a person?
4. Why is persuasion important in a person's everyday life?
Unit Enduring Understandings:
1. Persuasive writing is a lifelong learning experience that effects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in persuasion.
4. Persuasion helps students to identify, develop and analyze logical arguments
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan a persuasive essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft a persuasive essay and solicit response
-correctly communicate their arguments and analyze others
-revise, edit, and publish persuasive essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Persuasive Writing Samples
Formative Assessments:
graphic organizer for persuasive writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Persuasive
Writing Packet
-NJ writing rubric
-written prompts
-printed
advertisements
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 look at a variety of samples of persuasive writing pieces
H: Journal Entry: What makes a good piece of persuasive writing? Students will respond to what
they know about persuasion as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective persuasive essay.
R: Rethink original samples of persuasive writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample persuasive essays are successful or not, with a partner.
T: Provide additional information on the persuasive writing process, such as a student sample
O: Closure: Begin brainstorming ideas on what students would be able to persuade to others.
CP/General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: The Executioner novel unit
Target Course/Grade Level: Special Class Program English I
School: Hammonton High School
UNIT SUMMARY
In The Executioner we will cover: recognizing red herring clues, components of novels, read the
novel, develop a thesis to prove based on any aspect of the novel and write a paper which proves
that thesis, and compare themes of the novel to prior literature, and use foreshadowing clues of
textual support to predict identity of the executioner
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
English Language Arts Standards » Grade 9-10 » 1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Grade 9-10 » 2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
English Language Arts Standards » Grade 9-10 » 1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
English Language Arts Standards » Grade 9-10 » 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.
Unit Essential Questions:
1.Why do authors write novels?
2. What can be learned by reading novels? Why can we relate to the characters in
a novel?
Why do we want to read to the end? Why can we relate to the characters in a
novel? Why would we know what kind of advice to give to a character?
3. Where/ how does an author get his ideas?
4. What devices do authors use to make stories,
conflicts and characters come to life?
5. If stories have deeper meanings, how does one go about discovering, or
interpreting that meaning?
Unit Enduring Understandings: 1. Authors have intended meanings in their novels:
universal themes, lessons, or morals. What makes stories believable and real are the many
universal themes that play out.
2. Authors use specific devices to create dynamic characters, action, and conflict through use of
language: dialogue, description, imagery.
3. All of these elements are inherent to the outcome of the novel: setting, characters, plot, conflict,
and mood.
4. Novels are worth reading for both entertainment and reflecting on our own lives.
5. Authors are inspired and influenced by real life.
6. Themes and lessons are universal. Similar lessons can be learned from materials written in different time periods
7. Authors plant red herring clues to engage readers attention and build suspense
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood:
1. types of conflict
2. characterization: dynamic, round, indirect and direct
3.atmosphere and mood and how to recognize it and determine how it influences the story
4. suspense and foreshadowing and how to recognize it and determine how it influences the story
5. theme: what it is how and how it is universal and connects to student's reality
6. stages / elements of the novel
7. various reading strategies and how to utilize them in comprehension
8. background information on author and how that shapes characters and events in the novel
9. developing and proving a thesis using quotes from a novel as support
To be able to do:
1. develop a thesis on an area of personal interest from The Executioner
2. discuss how to set up and use quotes from a novel to support a thesis
3. locate relevant quotes that support thesis
4. write rough draft of paper using quotes
5. revise to improve writing
6. write final copy of paper
7. implement reading comprehension strategies in independent reading
8. use foreshadowing hints to determine identity of murderer
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz on chapters 1-5 The Executioner
Quiz on chapters 6-10 The Executioner
Quiz on chapters 11-17 The Executioner
Test on chapters 1-8 The Executioner
Test on chapters 8-17 The Executioner
Formative Assessments:
The Executioner analysis paper
study guide for every chapter
discussions
anticipatory sets
essay responses
open-ended questions two on each quiz and test listed above
thesis for the Executioner analysis paper
textual support list for which character is murderer in The Executioner
Student Self-Assessment and Reflection:
Proposal of thesis based on personal interest in novel and quote selection
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
novel The Executioner , study guide, vocab list, paper requirements, handout with textual evidence supporting
guilty suspects
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-view the power point on what behaviors indicate a person is guilty or lying
H- respond to question how can you tell someone is lying
E-read handouts on textual evidence pulled from the novel that make various characters look
suspicious and classify which lines apply to the pairs given character
R-deduct which lines of text make the assigned character look suspicious and copy text on board
E-discuss lines found on board and which lines seem the most powerful and convincing
T-begin listing evidence that supports each student’s chosen guilty suspect
O-continue to answer discussion questions in preparation for supporting chosen guilty suspect
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area:English/ Language Arts
Unit Title: Sorry, Right Number teleplay
Target Course/Grade Level:Special Class Program English I
School:Hammonton High School
UNIT SUMMARY
In the “Sorry, Right Number” teleplay unit we plan cover stage directions, flashbacks, characterization,
dramatic elements, science fiction, elements of mystery, types of irony, and the importance of family.
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
English Language Arts Standards » Grade 9-10 » 1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Grade 9-10 » 2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
English Language Arts Standards » Grade 9-10 » 7
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
English Language Arts Standards » Grade 9-10 » 1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
English Language Arts Standards » Grade 9-10 » 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.
English Language Arts Standards » Grade 9-10 » 3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Unit Essential Questions:
1. What does the term science fiction entail?
2. How important is family in one's life?
3. Is time travel possible?
4. What is the role between fate and free will in a person's life?
5. What causes readers to enjoy stories of mystery and deception?
6. What is the purpose of irony?
Unit Enduring Understandings:
Family can positively and negatively affect one’s life
Science fiction is based on real scientific concepts that have not yet come into fruition.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
identify literary terms
identify flashback and their purpose
discuss the role of family
list and organize the elements of plot
compile a list of elements of drama
analyze the overarching themes
consider roles of minor characters and specific scenes in the play
recognize elements of science fiction, and mystery
utilize symbolism to interpret characterization
discuss and identify types of irony
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Test on Sorry, Right Number
Original short story mystery
Formative Assessments:
study guides
anticipatory sets
2 open-ended questions on test
practice dramatic, verbal and situational irony worksheets
Student Self-Assessment and Reflection:
acting out of scenes
utilizing irony in original writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Teleplay “Sorry, Right Number”
You tube clip on Einstein’s theory of time travel
Practice irony worksheets
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 use different types of irony in their own writing
H-have students comment on sample lines written on board- does the writer mean what he said in
these lines
E-discuss definitions of verbal, situational, and dramatic irony
R-select examples of each type of irony from examples
E-allow teacher to give feedback and discuss choices of types of irony
T-compile a list of examples of different types of irony to use in original mystery story
O-generate and construct a story plan that includes original examples of irony
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Point Blank novel unit
Target Course/Grade Level: Special Class Program English I
School: Hammonton High School
UNIT SUMMARY
In Point Blank we will cover: recognizing red herring clues, components of novels, read the novel,
develop a thesis to prove based on any aspect of the novel and write a paper which proves that
thesis, and compare themes of the novel to prior literature, and use foreshadowing clues of textual
support to predict identity of the executioner
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
English Language Arts Standards » Grade 9-10 » 1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Grade 9-10 » 2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
English Language Arts Standards » Grade 9-10 » 3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
English Language Arts Standards » Grade 9-10 » 4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
English Language Arts Standards » Grade 9-10 » 5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
English Language Arts Standards » Grade 9-10 » 10
By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
English Language Arts Standards » Grade 9-10 » 1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
English Language Arts Standards » Grade 9-10 » 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.
Unit Essential Questions:
1.Why do authors write novels?
2. What can be learned by reading novels? Why can we relate to the characters in
a novel?
Why do we want to read to the end? Why can we relate to the characters in a
novel? Why would we know what kind of advice to give to a character?
3. Where/ how does an author get his ideas?
4. What devices do authors use to make stories,
conflicts and characters come to life?
5. If stories have deeper meanings, how does one go about discovering, or
interpreting that meaning?
Unit Enduring Understandings: 1. Authors have intended meanings in their novels:
universal themes, lessons, or morals. What makes stories believable and real are the many
universal themes that play out.
2. Authors use specific devices to create dynamic characters, action, and conflict through use of
language: dialogue, description, imagery.
3. All of these elements are inherent to the outcome of the novel: setting, characters, plot, conflict,
and mood.
4. Novels are worth reading for both entertainment and reflecting on our own lives.
5. Authors are inspired and influenced by real life.
6. Themes and lessons are universal. Similar lessons can be learned from materials written in different time periods
7. Authors plant red herring clues to engage readers attention and build suspense
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
To be understood:
1. types of conflict
2. characterization: dynamic, round, indirect and direct
3.atmosphere and mood and how to recognize it and determine how it influences the story
4. suspense and foreshadowing and how to recognize it and determine how it influences the story
5. theme: what it is how and how it is universal and connects to student's reality
6. stages / elements of the novel
7. various reading strategies and how to utilize them in comprehension
8. background information on author and how that shapes characters and events in the novel
9. developing and proving a thesis using quotes from a novel as support
To be able to do:
1. develop a thesis on an area of personal interest from Point Blank
2. discuss how to set up and use quotes from a novel to support a thesis
3. locate relevant quotes that support thesis
4. write rough draft of paper using quotes
5. revise to improve writing
6. write final copy of paper
7. implement reading comprehension strategies in independent reading
8. use foreshadowing hints to determine identity of murderer
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz on chapters 1-5 Point Blank
Quiz on chapters 6-10 Point Blank
Quiz on chapters 11-17 Point Blank
Test on chapters 1-8 Point Blank
Test on chapters 8-17 Point Blank
Formative Assessments:
Secret. Silent Screams analysis paper
study guide for every chapter
discussions
anticipatory sets
essay responses
open-ended questions two on each quiz and test listed above
thesis for Secret. Silent Screams analysis paper
Student Self-Assessment and Reflection:
Proposal of thesis based on personal interest in novel and quote selection
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
novel Point Blank , study guide, vocab list, paper requirements
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- Students will apply knowledge of Point Blank by writing their own thesis to supported by quotes
from the novel
H- Students will list areas of interest in novel of characters, situations, etc for possible thesis ideas
E- Review how to use quotes from novels to support the thesis
R- Students will review possible areas of interest and write up a thesis
E-Students will discuss with teacher chosen thesis.
T-Students will look over study guides quotes that seem to support thesis.
O-Students will list possible quotes that could prove thesis and decide which quotes they still need
to find and get teacher approval
9th Grade General English 1 Literacy Calendar
Unit Title
Power
Standard
RL 9-10.2
RI 9-10.2
RI 9-10.7
RL 9-10.5
RL 9-10.2
RL 9-10.3
RL 9-10.10
Time/
Duration
1 week
Materials
4 weeks
Rumble Fish novel unit
RL 9-10.3
RL 9-10.2
W. 9-10.4
5 weeks
Literature for Life and Work, Book 1, LaRocco and
Johnson; “The Necklace,” “A Mother in Mannville,”
“The Elk Tooth Dress,” “Amanda and the Wounded
Birds,” “Amigo Brothers,” Sandra Cisneros selections,
including “Three Wise Guys”
Rumble Fish by S.E. Hinton
Teacher made materials
Persuasive Writing
W 9-10.1
W 9-10.4
1 week*
Grade level Persuasive Writing benchmark
NJ Holistic Scoring Rubric
Poetry Unit
RL 9.910.10
W.9-10.2
W.9-10.4
5 weeks
“The Raven,” “Baseball Poetry,” “Found Poem,” “Ode
to My Socks,” and various other selections
Grade level Expository Writing benchmark
NJ Holistic Scoring Rubric
W.9-10.2
RL 9-10.2
RL 9-10.5
W. 9-10.4
RL.9-10.1
RL 9-10.3
RL.9-10.9
RL 9-10.5
RL 9-10.2
RL 9-10.3
RL 9-10.10
4 weeks?
The Absolutely True Diary of a Part-Time Indian by
Sherman Alexie
3 weeks
“Theseus and The Minotaur,” “Daedelus”
5 weeks
“West Side Story,” the movie
Romeo and Juliet, A Parallel Text, Perfection Learning
One Book
Family and Friends Short Stories
Elements of Fiction
Expository Writing
The Absolutely True Diary of a PartTime Indian novel unit
Mythology: The Heroic Spirit
Romeo and Juliet
* Ongoing revisiting of various
writing types
1 week*
An Invisible Thread by Laura Schroff
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Family and Friends Short Stories Analysis
Target Course/Grade Level: CP/ General English I
School: Hammonton High School
UNIT SUMMARY
In the short story unit students will identify and interpret elements of a short story such as: plot,
theme, characterization, conflict, point of view, suspense, foreshadowing, mood, and atmosphere.
They will discuss and utilize reading comprehension strategies, apply elements of a short story to
their writing, and present and evaluate a peer’s short story. Students will practice analyzing and
evaluating author’s style of writing and compare/contrast works with similar themes.
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
RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.

RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.

RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL 9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in
the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.9-10.4 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.)
Unit Essential Questions:
1. Why do authors write short stories with similar theme connections?
2. What can be learned by reading short stories? Why can we relate to the characters in a novel?
Why do we want to read to the end? Why would we know what kind of advice to give to a
character?
How can I relate my own experiences to the characters’ experiences?
3. Where/ how does an author get his ideas?
4. Is there a certain format that short stories follow? If so, what is it?
5. What devices do authors use to make stories, conflicts and characters come to life?
6. If stories have deeper meanings, how does one go about discovering, or interpreting that
meaning?
Unit Enduring Understandings:
1. Authors have intended meanings in their short stories: universal themes, lessons, or morals.
What makes stories believable and real? Which universal themes can I find in a unit collection of
short stories?
2. Most short stories follow a certain format: exposition, rising action, climax, denouement (falling
action and resolution).
3. Authors use specific devices to create dynamic characters, action, and conflict through use of
language: dialogue, description, imagery.
4. Literary elements are inherent to the outcome of the short story: setting, characters, plot,
conflict, and mood.
5. Stories are worth reading for both entertainment and for making connections to our own lives.
6. Authors are inspired and influenced by real life situations and events.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
1. Understand types of conflict present in short stories.
2. Analyze characterization: dynamic, round, indirect and direct.
3. Recognize setting and how it influences the story.
4. Determine atmosphere and mood and how it influences the story.
5. Interpret suspense and foreshadowing and how they influence the story.
6. Summarize how author’s choice of point of view influences a story.
7. Determine and analyze theme: A story’s universal message and how it connects to students’ lives
8. Recognize the stages of the plot.
9. Apply various reading strategies to aid in comprehension.
10. Compose a short story using identified elements.
11. Use devices such as imagery and characterization.
12. Develop a theme.
13. Revise and edit to improve writing.
14. Listen to peers’ stories and identify their elements.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Peer review and self-reflection/journal entries
Class discussion
Teacher questioning
Do Nows/warm-ups that require students to summarize material read from previous day
Exit tickets that require students to recall and summarize material read from that day
Formative Assessments:
Family and Friends Unit Test
Short Story writing assignments
Various HSPA-formatted open ended responses
Students will read and analyze other works of their own choice written by the authors in order to practice and apply the
skills learned in this unit.
Student Self-Assessment and Reflection:
Reading strategies self assessment
Reflective Paper
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Prentice Hall Literature Gold Level, Literature for Life and Work Book I: “The Necklace,” “A
Mother in Mannville,” “The Elk Tooth Dress,” “Amanda and the Wounded Birds,” “Amigo Brothers,”
“Three Wise Guys,” and other Sandra Cisneros works
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.
General and CP:
W- Students will apply knowledge of short story terms by writing their own short story with a peer.
H- Students will come up with examples of each short story element by writing them on colored
cards not knowing end result. Swap and exchange colored cards with several different peers in
proximity.
E- Review short story terms and give examples and suggestions of possible entries.
R- Students will review collected choices, kept choices and partner choices and eliminate some and
expand on chosen choices, and incorporate choices that were given away.
E-Students will discuss with partner and pre-write major plot elements using colored cards.
T-Students will decide type of story genre to write based on individual and partner preference, and
collected plot elements.
O-Students will list necessary plot elements that need to be incorporated into story still and list
notes of what they would like to keep and change.
Students will read and analyze other works of their own choice written by the authors in
order to practice and apply the skills learned in this unit.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English Language Arts
Unit Title: Rumble Fish & Gangs- General 9
Target Course/Grade Level: Grade 9
School: HHS
UNIT SUMMARY
In this unit, students will identify the history of gang behaviors and determine why gang violence is
a problem throughout the United States. Students will analyze characters in the novel and recognize
the author's intent as a means of developing central themes throughout a novel. Students will
explore the habits, traditions and mistakes of the impulsive protagonist in the novel.
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
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
W 9-10.4 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.)
Unit Essential Questions:
How did gangs originate and why do they still exist today?
How can a gang affect a society, family and an individual?
How does the author's use of literary elements influence a novel?
How do a character's actions drive the plot of the novel?
Does where and how you are raised determine your fate?
Unit Enduring Understandings:
Fate and free will can determine a person's outcome in life
Internal and external conflicts arise when a person faces adversity in his/her youth
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-comprehend, read and answer questions based on the plot, themes, and events of the novel
-predict and analyze consequence of characters' actions
-describe, analyze and evaluate themes associated with the controversial ideas, issues and events
they are studying.
-compare and contrast one's experiences to the characters in the novel.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Teacher made HSPA formatted multiple choice and open ended assessments
Final Project
Formative Assessments:
Journal Entries and Self-Reflection
Class and peer conversation
Student Self-Assessment and Reflection:
Through writer’s conference, revision and editing, students will reflect on progress of writing skills
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
The History of Gangs
www.gripe4kids.org
iPad for purpose of sharing photos and clips from Rumble Fish, the movie
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.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Persuasive Writing
Target Course/Grade Level: CP/ General English 1
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the persuasive writing practice. They will review
the steps in creating an effective persuasive essay and decide what makes a good essay. Students
will determine how persuasion fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the persuasive writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of persuasive writing?
2. What are the fundamental characteristics of a good persuasive writing piece?
3. What are the most effective ways to persuade a person?
4. Why is persuasion important in a person's everyday life?
Unit Enduring Understandings:
1. Persuasive writing is a lifelong learning experience that effects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in persuasion.
4. Persuasion helps students to identify, develop and analyze logical arguments
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan a persuasive essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft a persuasive essay and solicit response
-correctly communicate their arguments and analyze others
-revise, edit, and publish persuasive essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Persuasive Writing Samples
Formative Assessments:
graphic organizer for persuasive writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Persuasive
Writing Packet
-NJ writing rubric
-written prompts
-printed
advertisements
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 look at a variety of samples of persuasive writing pieces
H: Journal Entry: What makes a good piece of persuasive writing? Students will respond to what
they know about persuasion as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective persuasive essay.
R: Rethink original samples of persuasive writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample persuasive essays are successful or not, with a partner.
T: Provide additional information on the persuasive writing process, such as a student sample
O: Closure: Begin brainstorming ideas on what students would be able to persuade to others.
CP/General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Poetry, CP I “The Odyssey”
Target Course/Grade Level: CP I & General I
School: Hammonton High School
UNIT SUMMARY
In this unit, the students will look at poems and how the poets use words to arrange and express
emotions, experiences, and ideas. Poems can also capture the essence of events and characters.
Students will also look at selected songs and begin to notice how poetry connects to their everyday
life. At the end of the unit, students will create poetry booklets that they write.
Additional CPI unit summary: Students will analyze figurative language and compose original
examples and utilize in original poems written by them, discuss background information on the
Greek gods/goddesses and the Trojan War and Odysseus' role in the war in the Iliad and read “The
Odyssey.”
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
9-10.RL.5- Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
9-10.RL.6- Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
9-10.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
9-10.SL.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Unit Essential Questions:
1. Why do we read poetry?
2. What is mood and tone?
3. How does the time period affect poetry?
4. Does poetry contain universal themes?
5. How does the variety of poetic terms effect on a poem?
CP I additional essential questions
1. How does figurative language add to the meaning of a poem?
2. What is an epic hero?
3. Should Odysseus be considered a hero?
4. What role do Greek gods/ goddesses play in the Odyssey?
Unit Enduring Understandings:
Poems are used to express emotion, voice, tone, and mood. Students will look at short poems that
express a magnitude of emotion.
Students will be able to grasp the many themes and concepts which are found in poems
The lasting effect poetry can have on an individual (Dead Poets Society)
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Students will be able to define/apply the following literary terms:
-imagery, figurative language, stanzas, rhyme, rhythm, sound, speaker, and theme
-Recognize poetic terms in poems and music lyrics
-Discuss the themes which are apparent in poetry
Additional CP I skills
interpret figurative language and symbolism
produce original examples of figurative language and symbolism in original poems
discuss epic hero and epic poem
determine if Odysseus should be considered a hero
acquire background information on Greek mythology and Iliad
discuss and identify different types of poetry: narrative, sonnet, lyric, form
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Poetic Terms Test
Two Odyssey Tests
Poetry writing
Benchmark Reading Assessment
Formative Assessments:
whole group discussion
small group discussion
anticipatory sets
poetry gallery notes
Student Self-Assessment and Reflection:
original “color” poem
original “found” poem
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Literature for the Life and Work Book One
Prentice Hall Literature Gold
Poetry Packet (Poetry Terms & selected poems)
Poetry Terms PowerPoint
Selected music lyrics
poetry terms handouts
rubrics for color poem & found poem
poetry gallery question sheet
selected clips from songs
Dead Poets Society Video
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 for General I:
W: Students will be given important literary terms and the overview of the packet.
H: Journal entry: "Do you enjoy writing or reading poetry? Explain your answer." How does the music we
listen to demonstrate poetry?
E: The teacher will model a poem from the packet on the overhead or whiteboard. Inform students that
they will be asked to recognize and record specific examples of poetic devices from the poem provided.
Complete a sample problem together.
R: Students will reflect on any questions or concerns about analyzing the poem, such as "Does figurative
language encompass metaphor? Personification?" and "Do some of the examples in the poem fall under
more that one poetic device?"
E: The teacher will spot check poems and look for areas of concern.
T: Provide the model for the poems and written directions in the packet. Some students will be required to
include at least five examples of poetic devices while others will be required to demonstrate all ten.
O: Closure- Students will share their work with a partner.
Sample Lesson for CP I:
W-students will compose an original poem using figurative language and symbolism using random words
found in magazines
H-cut out any powerful, meaningful or intriguing adjectives, nouns( proper or common), verbs and adverbs
from a magazine that have nothing to do with each other
E-discuss how to categorize and group like words into several different labeled categories
R-select grouped categories and brainstorm possible content for found poem
E- continue to search for and cut out relevant words to add to content or possibilities for utilizing figurative
language and symbolism
T-exclude words that don't contribute to meaning or figurative language & decide what other words are
necessary and organize words in a meaningful order
O-glue words down in meaningful order, label all poetry terms used on the back of poem and incorporate
visual that reflect meaning of the poem
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/ Language Arts
Unit Title: Expository Writing
Target Course/Grade Level: CP/General English 1- Grade 9
School: Hammonton High School
UNIT SUMMARY
In this unit, students will learn, discuss and analyze the expositor writing practice. They will review
the steps in creating an effective expository essay and decide what makes a good essay. Students
will determine how exposition fits into their everyday life, present and future. Additionally, this unit
will help students prepare for the expository writing section on the HSPA.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.W.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10.W.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.

9-10.W.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

9-10.W.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.
9-10.W.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, and
audiences.
9-10.L.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
9-10.L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
9-10.L.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:
1. What is the intent of expository writing?
2. What are the fundamental characteristics of a good expository writing piece?
3. What are the most effective ways to explain an issue using effective examples from outside
knowledge?
4. Why are explanations and analysis important in a person's everyday life?
Unit Enduring Understandings:
1. Expository writing is a lifelong learning experience that affects a person's everyday life.
2. Communication is interactive and is affected by culture.
3. Various view points, along with moral and ethical issues are essential in exposition.
4. Exposition helps students to identify, develop and analyze specific situations along with
examples.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-plan an expository essay by considering elements such as research, bias, use of sources, and
supporting evidence, format, and method of organization.
-draft an expository essay and solicit response
-correctly communicate their explanations and analyze others
-revise, edit, and publish expository essay
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Students will achieve a 4 or better on the benchmark assessment
Expository Writing Samples
Formative Assessments:
graphic organizer for expository writing
journal entries
class discussions
Observations
Student Self-Assessment and Reflection:
peer edit and check list
opinion writing
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed
Materials:
-Expository
Writing
Packet/PowerPoint
-NJ writing rubric
-written prompts
-printed examples
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 look at a variety of samples of expository writing pieces
H: Journal Entry: What makes a good piece of expository writing? Students will respond to what
they know about expository writing as an anticipatory set.
E: Read, identify and discuss the steps to writing an effective expository essay.
R: Rethink original samples of expository writing. Why are they successful or unsuccessful?
E: Evaluate reasons why sample expository essays are successful or not, with a partner.
T: Provide additional information on the expository writing process, such as a student sample.
O: Closure: Begin brainstorming ideas on possible examples to use in expository writing.
CP/ General 1
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 user-friendly
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- Discuss how the class came to their reasoning in creating the class rubric.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English
Unit Title: The Absolutely True Diary of a Part-Time Indian Novel Unit
Target Course/Grade Level: 9th
School: HHS
UNIT SUMMARY:
Throughout this novel unit, students will learn of a 9th grade protagonist’s adversity and how he
overcomes it through self-determination, humor and self-reflection. Students will appreciate the
author’s style, noting the tone and mood of the novel and how they contribute to plot
development. Students will gain a deeper understanding of literary elements, such as
foreshadowing, point of view and irony. Students will gain an understanding of how racial
stereotypes and poverty can ultimately prevent a group of people from advancing in society.
Students will compare/contrast their own lives to the protagonist in the novel, in an effort to aid in
the development of their own identity.
STAGE ONE: LEARNING TARGETS
Common Core State Standards (CCSS) for English Language Arts (ELA):
W 9-10.2 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 9-10.4 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.)
RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Unit Essential Questions:
How can a character overcome adversity, poverty and stereotypes?
What role does a character’s experiences play in the development of his identity?
How does the rest of society perceive certain racial groups and why are stereotypes damaging to
a race?
How does the author utilize irony, point of view, humor, foreshadowing and conflict to tell a story?
How can I overcome adversity in my life?
Unit Enduring Understandings:
Characters in novels experience life-changing events to which the reader can relate.
Throughout history, poverty and stereotypes have played a role in limiting the advancement of a
people in society.
Authors utilize various literary elements to tell a story.
Developing one’s identity can be an on-going and challenging process for teenagers.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
-Read and comprehend literature through a variety of strategies
-Analyze why an author uses various literary elements to tell a story
-Self-reflect through journal and class discussion
-Revise and edit writing assessments through the writing conference and peer conference
-Analyze how character development in a novel can aid in revealing the plight of a people
throughout history
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Unit test
Teacher made HSPA formatted multiple choice and open ended assessments, with an emphasis
on analysis to prepare for future EOC assessments
Final project
Formative Assessments:
Journal entries
Class discussion
Student Self-Assessment and Reflection:
Evidence in writing folders, journal entries and participation in class discussion
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Google Earth for Lit Trips
History of the Blackfeet Indians
Instructional Guidelines: Aligning Learning Activities
W: As a class, students will identify various cultural stereotypes and how they have
affected a people
H: Students will preview actual facts about Native Americans and how they contrast to the
stereotypes:
E: Students will view Google Earth/Lit Trips to gain an understanding of how the setting
influences the plot of the novel
R: Students will work in pairs to list evidence of how literary elements present in the novel
help develop the characters
E: Students will present findings to the class
T: Students who require modifications will be paired with a stronger student
O: Students will show evidence of comprehension of the above through journals, project,
open ended and class discussions.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: English/Language Arts
Unit Title: Romeo and Juliet/ West Side Story- General 9/ CP I
Target Course/Grade Level: 9
School: Hammonton High School
UNIT SUMMARY
In the Romeo and Juliet unit, we plan to cover characterization, conflict/resolution, foreshadowing
(and other literary terms), time period, Globe theater, dramatic elements, historical background,
vocabulary, soliloquy, stage movements, blocking, vocabulary, etymology of names and terms,
thematic aspects. We also discuss family issues and the importance of family through Romeo and
Juliet and West Side Story.
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
Common Core State Standards (CCSS) for English Language Arts (ELA):
9-10.RL.2- Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
9-10.RL.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.

9-10.RL.4- Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone
9-10.RL.6- Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.

9-10.RL.9- Analyze how an author draws on and transforms source material in a specific work
9-10.RL.10- By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
9.10.W.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.
9-10.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Unit Essential Questions:
1. What does Romeo and Juliet teach us about human nature?
2. Why do we read Shakespeare? Is there anything worth dying for?
3. Why is Shakespeare timeless?
4. How important is family in one's life?
5. What is the role between fate and free will in a person's life?
Unit Enduring Understandings:




Shakespeare reflects the human spirit, universal themes, and conflict
Family can positively and negatively effect one's life
Romeo and Juliet is timeless
West Side Story incorporates modern themes of Romeo and Juliet
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …






identify literary terms
be familiar with the Elizabethan culture/Shakespeare's England
discuss the role of family
list and organize the elements of plot
compile a list of elements of drama
analyze the overarching themes
Additional CP I Knowledge and skills
interpret and internalize Elizabethan English
dissect imagery of figurative language in lines and passages
consider roles of minor characters, dramatic foils, and specific scenes in the play
recognize value of and interpret aside, monologues and soliloquies
utilize symbolism to interpret characterization
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Tests on each Act
Quizzes on scenes
Papers
Projects
Formative Assessments:
study guides
anticipatory sets
prologue translation
passage translations
essays
Journal Entries
Student Self-Assessment and Reflection:
Self selected project
Facilitated Individual/Group Discussion
Reflective Paper
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Romeo and Juliet (side by side text)
History of Shakespeare & Shakespearian England Packet/PowerPoint
CP English I Prentice Hall Gold Literature book
Romeo and Juliet video
West Side Story Video
Study guide for ELL
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:
W: Students will look at different points of view and perspectives.
H: Journal entry: "What does seeing something from someone else's point of view or shoes mean?"
E: Define point of view and perspective. Read the play and discuss how characters are seeing the
different events. Write a journal entry from a selected character's point of view for a given event.
Students will be assigned different characters for the same event.
R: Discuss how people in life see things differently...for example, parents, teachers, friends, etc.
E: Observe the cooperative learning groups
T: Tailor the needs of reluctant starters by giving them a model for guided practice then move to
scaffolding.
O: Students will share their journal entries aloud in cooperative groups.
Sample CP I Lesson Plan
W-students will devise visual symbols to represent character traits
H-list adjectives to describe Pip's personality based on thing he did, said and what others said about
him, discuss, transfer information to Romeo and Juliet characters and then select Romeo and Juliet
character name from slip
E-brainstorm 5 adjectives that reflect chosen character's personality
R-collect textual evidence to support each personality trait
E-allow teacher to give feedback and defend choice of adjective or concoct new more fitting
adjectives
T-compile an object that reflects each chosen adjective and submit for teacher approval
O-generate and construct objects that symbolically reflect character traits