Aligned to the Common Core Standards
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Revised 2015
North Arlington Public Schools Curriculum Guide
Content Area: English Language Arts
Grade Level: 12 Course Title: English 162
Unit 1 - DONE
College Essay and Resume Writing
Unit 2 - DONE
Literary Beginnings to the Middle Ages
Unit 3- START HERE AS OF 3/31/15
Voices out of the Darkness
2 Weeks
12 Weeks
7 Weeks
Unit 4
Romanticism and Realism
Unit 5
Modernism and Postmodernism
Unit 6
Research and Elements of Style
4 Weeks
8 Weeks
3 Weeks
Board Approved on:
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Unit 1 Overview - DONE
Content Area – English
Unit: College Essay and Resume Writing
Grade Level – 12
Unit Summary/Rationale – Students will learn various techniques for writing both the college essay and the college resume. They will also analyze several examples of previous students’ work. In addition, students will read expert documents (such as selections from
Barron’s
Writing a Successful College Application
Essay ) to discover ways to write a stellar college essay. Students will learn the art of creating an engaging introduction through utilizing imagery and personal narrative. Students will also practice being concise and using a wide variety of precise verbs in their resume writing. The unit will conclude with a peer editing session in which students will be mindful of variety and clarity in sentence structure and diction, audience, imagery, organization, and focus, after which the students will revise and turn in their work. When the corrected essay and resume are returned, the students will once again revise both pieces.
Interdisciplinary Connections – Business, writing
Technology Integration- Microsoft Word
21 st Century Themes-

Global Awareness

Financial, Economic, Business &
Entrepreneurial Literacy
21 st Century Skills-

Creativity/Innovation

Communication and Collaboration

Life & Career Skills

Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R6 Assess how point of view or purpose shapes the content and style of a text.
Writing
W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Language
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

speaking.
L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Domain Standards:
Reading/Informational
RI.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Writing
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds b.
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c.
d.
e.
f.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a.
b.
c.
d.
e.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

the course of the narrative.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
Language
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.
b.
Observe hyphenation conventions.
Spell correctly.
L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences ) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
To write a personal essay and update their resume
Unit Essential Questions
1.
How does language affect perception?
Unit Enduring Understandings
1. Everyone has skills and personal attributes that should be highlighted.
Students will know and be able to do (knowledge and skills):
1.
To write a college application essay
2.
To write a resume
3.
To focus on their own personal strengths and present them to others
Formative Performance Task
(A Formative Performance Task is presented
Summative Performance Task
(A Summative Performance Task is a timed and
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

to students at the beginning of the unit. It presents a problem that drives learning and may include several graded assessments)
1. Students write and share a story about something of which they are proud.
2. Students complete a worksheet that directs them to list their activities and accomplishments.
3. Students write about someone who has influenced them, focusing on particular event and including all the details they can remember.
4. Students research different colleges and collect sample applications in order to analyze the essay questions for what they are really asking
5. Students read and analyze sample resumes and college essays for effectiveness.
6. Students explore the resume templates on Microsoft Word. graded test that assesses student learning . It is generally a post-assessment administered at the end of a unit of study)
1. Two drafts of a college application essay
2. Two drafts of a resume
Stage 3: Learning Plan
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Suggested Activities
(suggested learning activities that will allow students
Strategies for Differentiation
(Differentiating content, process, and/or product to successfully complete the assessment activities described in section II) using variables of student readiness, interest, and
Examples include:
Readiness: small-group instruction, homework options, tiered assessments, compacting, multipleentry points.
(artistic, technological, written, oral, community service). learning style)
Interest: Choices of books, homework options, explorations by interest and modes of expression
Learning Style: Organizational options, working choice options, flexible environment, Multiple
Suggested Resources: * “I” indicates informational text
Barron’s
Writing a Successful College Application Essay (I)
Intelligences options

Students choose the style of their resume and the application question that they wish to answer.

Modifications will be made as indicated by
504 plans and IEPs.
Resources from SPHS English Department Library and Information Center
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Unit 2 Overview - DONE
Content Area – English
Unit: Literary Beginnings to the Middle Ages
Grade Level – 12
Unit Summary/Rationale – Through a combination of close reading and exposure to an array of texts, students observe how epic similes and epithets enrich the epic style of Classical European Literature. Satire reveals some of the contradictions and divergences within medieval literature and will draw connections between literary form and philosophy. In addition, they consider how certain traits of classical European literature and medieval literature can also be found in the art of the period: for instance, how characters have symbolic meaning both in literature and in iconography. Students write essays in which they analyze a work closely, compare two works, or trace an idea or theme throughout the works they have read. Students will write narratives as an extension of a character found in the literary texts.
Interdisciplinary Connections – Social Studies
Technology Integration- Students will utilize Microsoft Word and various databases for research-based assignments (EBSCO, GALE, etc.).
21 st Century Themes-

Global Awareness
21 st Century Skills-



Creativity/Innovation
Communication and Collaboration
Life & Career Skills

Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading
R1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R6 Assess how point of view or purpose shapes the content and style of a text.
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Writing
W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Language
L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Domain Standards:
RL.12.1
RL.12.2
RL.12.3
RL.12.4
RL.12.5
RL.12.6
W.12.3
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account ; provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

W.12.4
W.12.5
W.12.6
W.12.9a.
W.12.10
SL.12.1
SL.12.6
L.12.1 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
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.)
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.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the s ame period treat similar themes or topics”).
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.
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue ; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue ; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

L.12.2
L.12.3
L.12.4
L.12.6 a . Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b . Resolve issues of complex or contested usage, consulting references
(e.g., Merriam- Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions.
b. Spell correctly.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful
Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content , choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)
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.
2014 Technology Standards
8.1.12. E.1
Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.
2014 21 st Century Life and Careers Standards
9.3.12.AR
‐ PRF.5
Explain key issues affecting the creation of characters, acting skills and roles.
9.3.12.ED.2
Demonstrate effective oral, written and multimedia communication in multiple formats and
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

contexts.
To respect people who are different from themselves
Unit Essential Questions

How did Ancient Greek, Roman and the medieval man distinguish between the earthly and the divine?

How do epic similes and epithets enrich the epic style of Classical European Literature?

How does satire reveal some of the contradictions and divergences within medieval literature and draw connections between literary form and philosophy?

How do how certain traits of classical European literature and medieval literature can be found in the art of the period?
Unit Enduring Understandings

Themes in literature are full of real life lessons.

Though cultures may have differences in location and particular beliefs, their general values tend to be the same.
Students will know and be able to do (knowledge and skills):
1.
To read and analyze a variety of literary, religious, and informational texts for the use of literary devices and overarching themes
2.
To research philosophical texts and make connections between ancient cultures and their own lives
3.
To discern the similarities between seemingly dissimilar cultures
Formative Performance Task
(A Formative Performance Task is presented to students at the beginning of the unit. It presents a problem that drives learning and may include several graded assessments)
Summative Performance Task
(A Summative Performance Task is a timed and graded test that assesses student learning . It is generally a post-assessment administered at the
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

1. Students will complete journal entries in class that apply to the subject matter of the literary works that we are about to study. The entries serve as fodder for discussion and a means of introduction to the central themes of the works.
2. Before beginning The Epic of
Gilgamesh, students will write a journal entry that answers the question, “Do we have heroes today? If so, who are they and why are they considered heroes? If not, why not?” Share and discuss student responses.
3. Students will research selected Greek gods and then complete a multi-media project on each specific role and impact on Greek culture.
4. Students will research the conventions of tragedies and epics (tragic and epic heroes, epic simile, invocation of the
Muse, tragic flaw, catharsis) and then will find examples in The Iliad, which they will discuss in class.
5. Students will complete a brief reading check consisting of 5-10 questions that focus solely on plot and character after independent reading assignments.
6. Students will discuss any new vocabulary and attempt to ascertain more complex vocabulary words’ meanings from context clues as needed in all literary discussions. end of a unit of study)
1. Students will compose a modern day frame story emulating Chaucer’s writing style depicting characters from today’s society. The frame story must include a moral standard from contemporary society
– such as Radix Malorum est Cupiditas –
The Love of Money is the Root of all Evil.
2. Students will analyze the impact that supernatural forces have on both Achilles and
Hector. Evaluate the internal and external conflicts presented by Homer through both characters, especially in Book 22.
They will then write an MLA style essay and will revise it after the instructor has given editing suggestions.
3. Students will r ead Dante’s Inferno. How does the allegory reveal the values of the Middle Ages?
What sins are punished most severely and why?
Do you agree with the hierarchical circles of hell that Dante creates? Students will use textual evidence to support an original, concise thesis statement.
4.
Students will choose one of the Canterbury
Tales . Explain how the main character shows his or her personality through narration. How do fabliaux reveal the point of view of the character?
Use textual evidence to support all of your statements.
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Other Evidence

Tests

Readings

Essays

Presentations

Other
Stage 3: Learning Plan
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Suggested Activities
(suggested learning activities that will allow students
Strategies for Differentiation
(Differentiating content, process, and/or product to successfully complete the assessment activities described in section II) using variables of student readiness, interest, and
Examples include:
Readiness: small-group instruction, homework options, tiered assessments, compacting, multipleentry points.
(artistic, technological, written, oral, community service). learning style)
Interest: Choices of books, homework options, explorations by interest and modes of expression
Learning Style: Organizational options, working choice options, flexible environment, Multiple
Intelligences options

Analysis of more complex texts will occur through small group discussion utilizing the “Jigsaw” method, wherein each group will receive a single question to answer
(application of the definition of the epic hero to the protagonist, finding
Suggested Resources: * “I” indicates informational text support for the theme of good versus evil, etc.). The group will find textual evidence to support their claims.

Modifications will be made as indicated by 504 plans and IEPs.
Glencoe World Literature © 2000
Resources from SPHS English Department Library and Information Center, such as the following:
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Extended Texts
1.
The Epic of Gilgamesh
2.
The Iliad, Homer
3.
Song of Roland (anonymous)
4.
Bisclavret (Marie de France)
5.
From The Inferno (Dante Alighieri)
6.
The Iliad (Homer)
7.
The Aeneid (Virgil)
8.
The Decameron (Giovanni Boccaccio)
9.
The Burning of Rome from the Annals (Tacitus)
10.
The Canterbury Tales (Chaucer)
Supplemental Texts
1.
“Osiris, Isis, and Horus” (I)
2.
Most Beautiful of All the Stars” (Sappho)
3.
“For my Mother Said”(Sappho)
4.
“Poems of Catullus” (Catullus)
5.
“The Story of Pyramus and Thisbe” (Ovid)
6.
The One and the Many in the Canterbury Tales (Traugott Lawler) (I)
7.
The Apology - Socrates’ Speech (excerpt) (Plato) (I)
8.
The Thousand and One Nights (excerpt)
9.
“The Allegory of the Cave” (I), Plato
10.
The Burning of Rome (excerpt) (Tacitus)
Adapted from the template created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.